Self-Concept but Not Prior Knowledge Moderates Effects of Different Implementations of Computer-Assisted Inquiry Learning Activities on Students' Learning

Autor/inn/en	Richter, Juliane; Lachner, Andreas; Jacob, Leonie; Bilgenroth, Friederike; Scheiter, Katharina
Titel	Self-Concept but Not Prior Knowledge Moderates Effects of Different Implementations of Computer-Assisted Inquiry Learning Activities on Students' Learning
Quelle	In: Journal of Computer Assisted Learning, 38 (2022) 4, S.1141-1159 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Richter, Juliane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12673
Schlagwörter	Self Concept; Problem Solving; Video Technology; Computer Assisted Instruction; Inquiry; Active Learning; Concept Formation; Instructional Effectiveness; Direct Instruction; Comparative Analysis; Cues; Scaffolding (Teaching Technique); Teaching Methods; Science Education; Learning Processes; Learning Motivation; Prior Learning; Learning Activities; Computer Simulation + Suchen Sie Ihr Suchwort? Selbstkonzept; Problemlösen; Computer based training; Computerunterstützter Unterricht; Aktives Lernen; Concept learning; Begriffsbildung; Unterrichtserfolg; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Stichwort; Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; Learning process; Lernprozess; Motivation for studies; Lernmotivation; Vorkenntnisse; Lernaktivität; Computergrafik; Computersimulation
Abstract	Background: Engaging students in computer-assisted guided inquiry learning has great potential to scaffold their scientific understanding: Students are expected to improve their scientific problem-solving skills, and at the same time gain a deep conceptual understanding of the subject-matter. Additional generative activities such as creating video explanations subsequent to inquiry learning activities can also further deepen students' knowledge. Objectives: In this experiment, we therefore compared the effectiveness of computer-based direct instruction (to mimic traditional classroom teaching) versus computer-based inquiry learning. Methods: University students (N = 118) either received video-based direct instruction (direct instruction), including the demonstration of a virtual experiment, or conducted the virtual experiment themselves supported by prompts (inquiry learning). A third group of students additionally generated a video explanation as consolidation activity subsequent to conducting the virtual experiment (inquiry learning + generative activity). Results and Conclusions: Contrarily to our hypotheses, the direct instruction condition outperformed the inquiry learning conditions. There were no significant differences between the inquiry learning and the inquiry learning + generative activity condition. Moderation analyses revealed that the effectiveness of direct instruction predominantly held true for students with low levels of domain-specific self-concept. All in all, our present study contributes to a better understanding of effects of direct instruction versus guided inquiry learning in computer-based science education settings. Importantly, our findings show that the effectiveness of instructional approaches may depend on students' domain-specific self-concept as a motivational prerequisite. As such it is up for further research in science education to identify motivating instructional strategies to enhance students' learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01