TY - JOUR

T1 - Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation

AU - Bruckermann, Till

AU - Aschermann, Ellen

AU - Bresges, André

AU - Schlüter, Kirsten

N1 - Publisher Copyright: © 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

PY - 2017/5/9

Y1 - 2017/5/9

N2 - Promoting preservice science teachers’ experimentation competency is required to provide a basis for meaningful learning through experiments in schools. However, preservice teachers show difficulties when experimenting. Previous research revealed that cognitive scaffolding promotes experimentation competency by structuring the learning process, while metacognitive and multimedia support enhance reflection. However, these support measures have not yet been tested in combination. Therefore, we decided to use cognitive scaffolding to support students’ experimental achievements and supplement it by metacognitive and multimedia scaffolds in the experimental groups. Our research question is to what extent supplementing cognitive support by metacognitive and multimedia scaffolding further promotes experimentation competency. The intervention has been applied in a two-factorial design to a two-month experimental course for 63 biology teacher students in their first bachelor year. Pre-post-test measured experimentation competency in a performance assessment. Preservice teachers worked in groups of four. Therefore, measurement took place at group level (N = 16). Independent observers rated preservice teachers’ group performance qualitatively on a theory-based system of categories. Afterwards, experimentation competency levels led to quantitative frequency analysis. The results reveal differing gains in experimentation competency but contrary to our hypotheses. Implications of combining scaffolding measures on promoting experimentation competency are discussed.

AB - Promoting preservice science teachers’ experimentation competency is required to provide a basis for meaningful learning through experiments in schools. However, preservice teachers show difficulties when experimenting. Previous research revealed that cognitive scaffolding promotes experimentation competency by structuring the learning process, while metacognitive and multimedia support enhance reflection. However, these support measures have not yet been tested in combination. Therefore, we decided to use cognitive scaffolding to support students’ experimental achievements and supplement it by metacognitive and multimedia scaffolds in the experimental groups. Our research question is to what extent supplementing cognitive support by metacognitive and multimedia scaffolding further promotes experimentation competency. The intervention has been applied in a two-factorial design to a two-month experimental course for 63 biology teacher students in their first bachelor year. Pre-post-test measured experimentation competency in a performance assessment. Preservice teachers worked in groups of four. Therefore, measurement took place at group level (N = 16). Independent observers rated preservice teachers’ group performance qualitatively on a theory-based system of categories. Afterwards, experimentation competency levels led to quantitative frequency analysis. The results reveal differing gains in experimentation competency but contrary to our hypotheses. Implications of combining scaffolding measures on promoting experimentation competency are discussed.

KW - Professional competence

KW - self-regulation

KW - video journal

KW - experimentation competency

KW - inquiry-based teaching

KW - qualitative research

KW - quasi-experimental research

KW - Self-regulation

UR - http://www.scopus.com/inward/record.url?scp=85015640356&partnerID=8YFLogxK

U2 - 10.1080/09500693.2017.1301691

DO - 10.1080/09500693.2017.1301691

M3 - Article

VL - 39

SP - 701

EP - 722

JO - International Journal of Science Education

JF - International Journal of Science Education

SN - 0950-0693

IS - 6

ER -