Details
| Original language | English |
|---|---|
| Pages (from-to) | 701-722 |
| Number of pages | 22 |
| Journal | International Journal of Science Education |
| Volume | 39 |
| Issue number | 6 |
| Publication status | Published - 9 May 2017 |
| Externally published | Yes |
Abstract
Keywords
- Professional competence, self-regulation, video journal, experimentation competency, inquiry-based teaching, qualitative research, quasi-experimental research, Self-regulation
ASJC Scopus subject areas
- Social Sciences(all)
- Education
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In: International Journal of Science Education, Vol. 39, No. 6, 09.05.2017, p. 701-722.
Research output: Contribution to journal › Article › Research › peer review
}
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 -