Can we make them use these strategies?: fostering inquiry-based science learning skills with physical and virtual experimentation environments
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis Book |
| Language: | English |
| Published: |
Berlin
Logos Verlag
[2019]
|
| Series: | Studien zum Physik- und Chemielernen
279 |
| Subjects: | |
| Online Access: | Inhaltstext Inhaltsverzeichnis |
| Physical Description: | 189 Seiten Illustrationen, Diagramme 21 cm x 14.5 cm |
| ISBN: | 9783832549626 3832549625 |
Staff View
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| 245 | 1 | 0 | |a Can we make them use these strategies? |b fostering inquiry-based science learning skills with physical and virtual experimentation environments |c Meike Bergs |
| 264 | 1 | |a Berlin |b Logos Verlag |c [2019] | |
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| adam_text | INHALTSVERZEICHNIS
1
INTRODUCTION
...............................................................................................................
13
1.1
THE
PROJECT
*S
ORIGINS
AND
IDEAS
...............................................................................
1
Z
1.2
EXPERIMENTS
IN
SCIENCE
LESSONS
IN
A
GERMAN
CURRICULUM
.....................................
15
1.3
CONSTRUCTIVISM
AS
THE
UNDERLYING
IDEA
OF
LEARNING
................................................
16
2
IBSL:
SELF-REGULATED
PROBLEM
SOLVING
STRATEGY
USAGE
IN
INTERACTIVE
LEARNING
ENVIRONMENTS
........................................................................................................................
19
2.1
WHAT
IS
IBSL?
.........................................................................................................
20
2.2
IBSL
-
A
DEFINITION
..................................................................................................
21
2.3
MODELLING
IB(S)L:
WHAT
HAPPENS?
........................................................................
22
2.3.1
MODEL
OF
THE
INFORMATION
SEARCH
PROCESS
(ISP)
..........................................
22
2.3.2
THE
SCIENTIFIC
DISCOVERY
AS
DUAL
SEARCH
MODEL
.........................................
23
2.3.3
THE
NAW-APPROACH
......................................................................................
24
2.3.4
SUMMARY:
MODELS
OF
IBSL
...........................................................................
25
2.4
SUMMARISING
IBSL
-
SO
FAR
....................................................................................
25
3
STRATEGY
USAGE
...............................................................................................................
27
3.1
WHAT
ARE
STRATEGIES
?
................................................................................................
27
3.2
IBSL-RELATED
STRATEGIES
...........................................................................................
28
3.2.1
HYPOTHESES:
STARTING
POINTS
FOR
IBSL
............................................................
29
3.2.2
IDENTIFICATION
OF
INFORMATION:
DATA
COLLECTION
.............................................
30
3.2.3
THEORY
AND
EVIDENCE
AT
INTERPLAY:
THINK,
DO,
EVALUATE?
..............................
31
3.2.4
SUMMARY
........................................................................................................
33
3.3
STRATEGY
ACQUISITION
.................................................................................................
33
3.3.1
ACQUIRING
A
STRATEGY
......................................................................................
33
3.3.2
TEACHING
STRATEGIES
........................................................................................
34
3.4
INFLUENCES
ON
STRATEGY
USAGE
...................................................................................
37
3.4.1
PRODUCTION
DEFICIENCY
....................................................................................
37
3.4.2
PRIOR
DOMAIN
KNOWLEDGE
...............................................................................
38
3.4.3
COGNITIVE
ABILITIES
..........................................................................................
39
3.4.4
INFLUENCE
OF
MOTIVATION
.................................................................................
40
3.4.5
SCAFFOLDING
STRATEGY
USAGE
-
GUIDING
INQUIRY
...............................................
40
3.4.6
SUMMARY
........................................................................................................42
4
VIRTUAL
EXPERIMENTATION:
SCIENCE
IN
THE
21
ST
CENTURY?
...............................................
43
4.1
WHAT
IS
*
REAL
SCIENCE
*
?
...........................................................................................
43
4.2
INSTRUCTIONAL
SOFTWARE
............................................................................................
44
4.3
CAUSAL
SIMULATIONS:
ONE
EXAMPLE
OF
INSTRUCTIONAL
SOFTWARE
................................44
4.4
REASONABLE
INTEGRATION
OF
CAUSAL
SIMULATIONS
IN
THE
CLASSROOM
..........................
45
4.5
FINDINGS
ON
VIRTUAL
EXPERIMENTS
(AND
A
LITTLE
BEYOND)
.......................................... 46
4.5.1
MEANINGFUL
IMPLEMENTATION?
...............................................................................
46
5
4.5.2
STUDENTS
*
PRESUPPOSITIONS
AND
IMPLICATIONS
FOR
SIMULATIONS
.......................
46
4.5.3
IMPORTANCE
OF
DESIGN
OF
THE
(TE)LE
............................................................. 47
4.5.4
VISUALISING
NON-MACROSCOPIC
CONTENT
...........................................................47
4.5.5
SUPPORTING
STRATEGY
USAGE
..............................................................................
48
4.5.6
COMPARING
PHYSICAL
AND
VIRTUAL
EXPERIMENTS:
DOES
IT
MAKE
A
DIFFERENCE?
49
4.5.7
COMBINING
VIRTUAL
AND
PHYSICAL
EXPERIMENTS
...............................................
49
5
AIMS
OF
THE
STUDY
AND
IMPLICATIONS
FOR
ITS
DESIGN
......................................................
51
6
RESEARCH
QUESTIONS
AND
HYPOTHESES
..............................................................................
53
6.1
FOCUSING
ON
KNOWLEDGE
AND
SKILLS
IN
TEST
SITUATIONS
..............................................
53
6.2
FOCUSING
ON
SKILLS
IN
ACTION
.....................................................................................
56
6.3
LINKING
TEMPORAL
DATA
AND
TEST
DATA
.........................................................................
58
7
STUDY
DESIGN
....................................................................................................................
61
7.1
INTERVENTION
DESIGN
...................................................................................................
61
7.2
MEASURING
OUTCOMES:
PRE-POST
PAPER-PENCIL
TESTS
.................................................
62
7.2.1
*MSTRAT
*
-
IDENTIFICATION
AND
INTEGRATION
OF
KNOWLEDGE
.............................
62
7.2.2
*
BEIPS
*
-
STEPS
OF
EXPERIMENTATION
.............................................................
63
7.2.3
*
NAW
*
-
APPLYING
INQUIRY-BASED
PROBLEM-SOLVING
IN
SCIENCE
................ 64
7.2.4
*
LABSKILLS
*
-
LAB
MATERIALS
HANDLING:
SKILLS
AND
TEMPORAL
KNOWLEDGE
.....
65
7.2.5
TOPIC
KNOWLEDGE
TESTS
*
BUOYANCY
IN
LIQUIDS
*
AND
*
ACIDS
AND
BASES
*
.
...67
7.2.6
*
FAM
*
-
QUESTIONNAIRE
ON
CURRENT
MOTIVATION
(QCM)
.............................
68
7.2.7
*
KFT
*
-
COGNITIVE
ABILITIES
..........................................................................
69
7.3
MEASURING
PROCESSES:
BEYOND
PAPER-PENCIL
...........................................................
69
7.3.1
SOME
THOUGHTS
ON
*BEYOND
QUANTITATIVE
DATA
*
:
REASONS
AND
CRITERIA
.........
69
7.3.2
INSTRUMENTS
OF
MEASUREMENT
FOR
TEMPORAL
DATA
.............................................
70
7.3.3
TEMPORAL
DATA
COLLECTION
................................................................................
71
7.4
TRAINING
.....................................................................................................................
72
7.5
EXPERIMENTATION
ENVIRONMENTS
................................................................................
73
7.5.1
DEVELOPMENT
OF
EXPERIMENTATION
ENVIRONMENTS:
OVERVIEW
.......................74
7.5.2
*
DR.
SENKWIIRFEL
*
-
BUOYANCY
IN
LIQUIDS
.......................................................74
7.5.3
*
DR.
BLUBBER
*
-
ACIDS
AND
BASES
...................................................................
79
7.5.4
SUPPORTING
STRATEGY
USAGE
IN
THE
EXPERIMENTATION
ENVIRONMENTS
...............
82
7.6
OVERALL
STUDY
DESIGN
.................................................................................................
85
8
RESULTS
OF
PRE-POST
TEST
DATA
...........................................................................................
87
8.1
PRELUDE:
PROCESSING
DATA
...........................................................................................
87
8.2
SAMPLE
.......................................................................................................................
87
8.3
TEST
CHARACTERISTICS
...................................................................................................
90
8.3.1
RELIABILITY
.........................................................................................................90
8.3.2
OBJECTIVITY
.......................................................................................................
91
8.3.3
VALIDITY
.............................................................................................................
91
8.3.4
SUMMARY
..........................................................................................................
93
8.4
RESULTS:
IS
THE
INTERVENTION
SUCCESSFUL?
..................................................................
94
6
8.4.1
PRE-POST-COMPARISONS
ON
PAPER-PENCIL
TESTS
..................................................
94
8.4.2
EFFECT
OF
TRAINING
............................................................................................
95
8.4.3
RESULTS
............................................................................................................
%
8.5
RQ1:
WHICH
TREATMENT
LEADS
TO
THE
BEST
ADVANCEMENT
OF
PARTICULAR
SUB
SKILLS?.
96
8.5.1
GENERAL
REMARKS
ON
STATISTICAL
PROCEDURES
IN
THIS
CHAPTER
...........................
97
8.5.2
TOPIC
KNOWLEDGE
............................................................................................
97
8.5.3
STEPS
OF
EXPERIMENTATION
.............................................................................
100
8.5.4
LABSKILLS
...................................................
...................................................
100
8.5.5
MOTIVATION
....................................................................................................
101
8.5.6
SUMMARY
.......................................................................................................
103
8.6
RQ2:
WHICH
TREATMENT
LEADS
TO
THE
BEST
OVERALL
ADVANCEMENT
OF
SKILLS?
..........
103
8.6.1
RESULTS
OF
EFFECT
SIZES
...................................................................................
103
8.6.2
RESULTS
OF
PLANNED
CONTRASTS
(CHUNKING
TREATMENT
GROUPS)
.......................
104
8.6.3
RESULTS
OF
PLANNED
CONTRASTS
(ONE
TREATMENT
AGAINST
THE
REST)
....................
105
8.6.4
SUMMARY
.......................................................................................................
106
8.7
DISCUSSION
...............................................................................................................
106
9
RESULTS
OF
TEMPORAL
DATA
.............................................................................................
107
9.1
DATA
PROCESSING
.....................................................................................................
107
9.1.1
ANALYTICAL
APPROACHES
..................................................................................
107
9.1.2
PREPARING
FOR
ANALYSES:
EVENT
HISTORY
GENERATION
.......................................
108
9.1.3
RE-QUANTIFICATION
OF
QUALITATIVE
DATA:
RECODING
.........................................
110
9.1.4
FILTERS
USED
...................................................................................................
HI
9.2
SAMPLE
....................................................................................................................
ILL
9.3
GENERAL
REMARKS
ON
DATA
.......................................................................................
113
9.4
RQ3:
WHICH
PATTERNS
ARE
CHARACTERISTIC
FOR
EACH
MODE
OF
EXPERIMENT
RESPECTIVELY?
..........................................................................................................
113
9.4.1
H3.1:
INFLUENCE
OF
MODE
OF
EXPERIMENTATION
ON
NUMBER
OF
ACTIONS
........
113
9.4.2
H3.2:
DO
STUDENTS
IN
VIRTUAL
EXPERIMENTS
TOUCH
MORE
AREAS
OF
CONTENT?..
129
9.4.3
H3.3:
USING
SCAFFOLDS
...................................................................................
132
9.5
RQ4:
HOW
DO
THE
SCAFFOLDS
PROVIDED
AFFECT
STUDENTS
*
BEHAVIOUR?
.....................
143
9.5.1
H4A:
THE
INFLUENCE
OF
PROMPTS
....................................................................
143
9.5.2
H4B:
THE
INFLUENCE
OF
VISUALISATIONS
..........................................................
145
9.6
RQ5:
HOW
DOES
THE
MODE
OF
THE
FIRST
EXPERIMENT
INFLUENCE
STRATEGY
USAGE
IN
THE
SECOND
EXPERIMENT?
..............................................................................................
147
9.7
KNOWING
IS
NOT
DOING:
POSSIBLE
REASONS
FOR
PRODUCTION
DEFICIENCIES
...............
149
9.8
IS
IT
A
MATTER
OF
REASONING?
..................................................................................
150
10
LINKING
TEMPORAL
DATA
AND
TEST
DATA
...........................................................................
153
10.1
GENERAL
REMARKS
ON
SAMPLE
AND
DATA
....................................................................
153
10.2
RQ6:
HOW
DO
FACTORS
SUCH
AS
COGNITIVE
ABILITIES
AND
PRIOR
DOMAIN
KNOWLEDGE
INTERACT
WITH
STRATEGY
USAGE?
................................................................................
154
10.2.1
PRIOR
DOMAIN
KNOWLEDGE:
ACIDS
AND
BASES
.................................................
155
10.2.2
PRIOR
DOMAIN
KNOWLEDGE:
BUOYANCY
IN
LIQUIDS
..........................................
156
10.2.3
PRIOR
KNOWLEDGE
ON
IBSL
STRATEGIES
............................................................
157
7
10.2.4
COGNITIVE
ABILITIES
.........................................................................................
159
10.2.5
MOTIVATION
.....................................................................................................
159
10.2.6
SUMMARY
.........................................................................................................
160
10.3
RQ7:
HOW
DOES
GOOD
OR
BAD
STRATEGY
USAGE
DURING
EXPERIMENTATION
RELATE
TO
LEARNING
OUTCOME
CONCERNING
STRATEGY
KNOWLEDGE
AND
CONTENT
KNOWLEDGE?
...
160
10.3.1
CORRELATIONS
WITH
CONTENT
KNOWLEDGE
*
ACIDS
AND
BASES
*
.........................
161
10.3.2
CORRELATIONS
WITH
CONTENT
KNOWLEDGE
*
BUOYANCY
IN
LIQUIDS
*
....................
162
10.3.3
CORRELATIONS
WITH
*
STEPS
OF
EXPERIMENTATION
*
............................................
163
10.3.4
SUMMARY
AND
CONCLUSION
..............................................................................
164
11
SUMMARY
.......................................................................................................................
165
11.1
TEST
INSTRUMENTS
......................................................................................................
165
11.2
COMPARING
TREATMENTS
............................................................................................
165
11.3
STRATEGY
USAGE
.........................................................................................................
165
11.4
METHODS
...................................................................................................................
165
12
IMPLICATIONS
AND
DESIDERATA
.........................................................................................
167
13
BIBLIOGRAPHY
.................................................................................................................
169
14
PERSONAL
.........................................................................................................................
187
14.1
ERKLARUNG
.................................................................................................................
187
14.2
CURRICULUM
VITAE
.....................................................................................................
187
14.3
LIST
OF
PUBLICATIONS
.................................................................................................
188
14.3.1
ARTICLES
IN
CONFERENCE
PROCEEDINGS
............................................................
188
14.3.2
ORAL
PRESENTATIONS
..........................................................................................
188
14.3.3
POSTER
PRESENTATIONS
.......................................................................................
188
8
|
| any_adam_object | 1 |
| author | Bergs, Meike 1985- |
| author_GND | (DE-588)1194873766 |
| author_facet | Bergs, Meike 1985- |
| author_role | aut |
| author_sort | Bergs, Meike 1985- |
| author_variant | m b mb |
| building | Verbundindex |
| bvnumber | BV046184501 |
| classification_rvk | TB 4056 VB 4045 |
| ctrlnum | (OCoLC)1119663550 (DE-599)DNB1193349672 |
| discipline | Chemie / Pharmazie Allgemeine Naturwissenschaft |
| format | Thesis Book |
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| genre | (DE-588)4113937-9 Hochschulschrift gnd-content |
| genre_facet | Hochschulschrift |
| id | DE-604.BV046184501 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T08:37:35Z |
| institution | BVB |
| isbn | 9783832549626 3832549625 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-031563983 |
| oclc_num | 1119663550 |
| open_access_boolean | |
| owner | DE-11 DE-355 DE-BY-UBR DE-384 |
| owner_facet | DE-11 DE-355 DE-BY-UBR DE-384 |
| physical | 189 Seiten Illustrationen, Diagramme 21 cm x 14.5 cm |
| publishDate | 2019 |
| publishDateSearch | 2019 |
| publishDateSort | 2019 |
| publisher | Logos Verlag |
| record_format | marc |
| series | Studien zum Physik- und Chemielernen |
| series2 | Studien zum Physik- und Chemielernen |
| spelling | Bergs, Meike 1985- Verfasser (DE-588)1194873766 aut Can we make them use these strategies? fostering inquiry-based science learning skills with physical and virtual experimentation environments Meike Bergs Berlin Logos Verlag [2019] © 2019 189 Seiten Illustrationen, Diagramme 21 cm x 14.5 cm txt rdacontent n rdamedia nc rdacarrier Studien zum Physik- und Chemielernen 279 Dissertation Universität Duisburg-Essen 2019 Lernerfolg (DE-588)4125753-4 gnd rswk-swf Computersimulation (DE-588)4148259-1 gnd rswk-swf Physikunterricht (DE-588)4045977-9 gnd rswk-swf Schülerversuch (DE-588)4316613-1 gnd rswk-swf Chemieunterricht (DE-588)4009832-1 gnd rswk-swf (DE-588)4113937-9 Hochschulschrift gnd-content Schülerversuch (DE-588)4316613-1 s Computersimulation (DE-588)4148259-1 s Lernerfolg (DE-588)4125753-4 s Chemieunterricht (DE-588)4009832-1 s Physikunterricht (DE-588)4045977-9 s DE-604 Duisburg (DE-588)4013284-5 gnd uvp Essen (DE-588)4015557-2 gnd uvp Studien zum Physik- und Chemielernen 279 (DE-604)BV020007042 279 X:MVB text/html http://deposit.dnb.de/cgi-bin/dokserv?id=019b234e9d484fb88be74515aac69674&prov=M&dok_var=1&dok_ext=htm 2019-08-28 Verlag Inhaltstext DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=031563983&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Bergs, Meike 1985- Can we make them use these strategies? fostering inquiry-based science learning skills with physical and virtual experimentation environments Studien zum Physik- und Chemielernen Lernerfolg (DE-588)4125753-4 gnd Computersimulation (DE-588)4148259-1 gnd Physikunterricht (DE-588)4045977-9 gnd Schülerversuch (DE-588)4316613-1 gnd Chemieunterricht (DE-588)4009832-1 gnd |
| subject_GND | (DE-588)4125753-4 (DE-588)4148259-1 (DE-588)4045977-9 (DE-588)4316613-1 (DE-588)4009832-1 (DE-588)4113937-9 |
| title | Can we make them use these strategies? fostering inquiry-based science learning skills with physical and virtual experimentation environments |
| title_auth | Can we make them use these strategies? fostering inquiry-based science learning skills with physical and virtual experimentation environments |
| title_exact_search | Can we make them use these strategies? fostering inquiry-based science learning skills with physical and virtual experimentation environments |
| title_full | Can we make them use these strategies? fostering inquiry-based science learning skills with physical and virtual experimentation environments Meike Bergs |
| title_fullStr | Can we make them use these strategies? fostering inquiry-based science learning skills with physical and virtual experimentation environments Meike Bergs |
| title_full_unstemmed | Can we make them use these strategies? fostering inquiry-based science learning skills with physical and virtual experimentation environments Meike Bergs |
| title_short | Can we make them use these strategies? |
| title_sort | can we make them use these strategies fostering inquiry based science learning skills with physical and virtual experimentation environments |
| title_sub | fostering inquiry-based science learning skills with physical and virtual experimentation environments |
| topic | Lernerfolg (DE-588)4125753-4 gnd Computersimulation (DE-588)4148259-1 gnd Physikunterricht (DE-588)4045977-9 gnd Schülerversuch (DE-588)4316613-1 gnd Chemieunterricht (DE-588)4009832-1 gnd |
| topic_facet | Lernerfolg Computersimulation Physikunterricht Schülerversuch Chemieunterricht Hochschulschrift |
| url | http://deposit.dnb.de/cgi-bin/dokserv?id=019b234e9d484fb88be74515aac69674&prov=M&dok_var=1&dok_ext=htm http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=031563983&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV020007042 |
| work_keys_str_mv | AT bergsmeike canwemakethemusethesestrategiesfosteringinquirybasedsciencelearningskillswithphysicalandvirtualexperimentationenvironments |