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

verfasst von
Till Bruckermann, Ellen Aschermann, André Bresges, Kirsten Schlüter
Abstract

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.

Externe Organisation(en)
Universität zu Köln
Typ
Artikel
Journal
International Journal of Science Education
Band
39
Seiten
701-722
Anzahl der Seiten
22
ISSN
0950-0693
Publikationsdatum
09.05.2017
Publikationsstatus
Veröffentlicht
Peer-reviewed
Ja
Elektronische Version(en)
https://doi.org/10.1080/09500693.2017.1301691 (Zugang: Offen)