Effects of Context-oriented Learning on Student Interest and Achievement in Chemistry Education
Sabine Fechner
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Sabine Fechner, Effects of Context-oriented Learning on Student Interest and Achievement in Chemistry Education (2009), Logos Verlag, Berlin, ISBN: 9783832598679
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Beschreibung / Abstract
Der Chemieunterricht sieht sich nicht erst seit PISA mit dem Anspruch konfrontiert, einerseits die Lernenden von der Relevanz des Faches zu überzeugen und andererseits zu gewährleisten, dass sie genug vernetztes Konzeptwissen erwerben, um eine naturwissenschaftliche Berufslaufbahn wählen zu können.
An diesem Spannungsfeld setzt die vorgestellte Studie an: anhand eines experimentellen Designs wird der Erwerb von Wissen in lebensweltlichen im Gegensatz zu fachlichen Kontexten evaluiert. Fünf Experimentierphasen dienen als Grundlage, um die Effizienz der jeweiligen Kontexte in Verbindung mit wiederholenden Vernetzungsmaßnahmen zu untersuchen. Die gewählten Messinstrumente ermöglichen hierbei eine detaillierte Beschreibung der Effekte der Interventionsmaßnahmen beim kooperativen Arbeiten im Chemieunterricht.
Especially since the weak results of German students in large-scale assessments like PISA, chemistry education has been challenged: It is supposed to bridge the gap between making it relevant to the learner and ensuring that learners acquire enough content knowledge to cope with university demands.
The presented study emanates from this ambiguity by evaluating the acquisition of content knowledge in different contexts. By means of an experimental design, student learning gains in tasks with a real life problem situation are compared to a laboratory setting. A one-week intervention serves as a basis to assess the effects of such contexts in a collaborative and inquiry-based learning environment. The selected test instruments offer the possibility to shed light on differentiated effects of contexts with relation to learner prerequisites.
An diesem Spannungsfeld setzt die vorgestellte Studie an: anhand eines experimentellen Designs wird der Erwerb von Wissen in lebensweltlichen im Gegensatz zu fachlichen Kontexten evaluiert. Fünf Experimentierphasen dienen als Grundlage, um die Effizienz der jeweiligen Kontexte in Verbindung mit wiederholenden Vernetzungsmaßnahmen zu untersuchen. Die gewählten Messinstrumente ermöglichen hierbei eine detaillierte Beschreibung der Effekte der Interventionsmaßnahmen beim kooperativen Arbeiten im Chemieunterricht.
Especially since the weak results of German students in large-scale assessments like PISA, chemistry education has been challenged: It is supposed to bridge the gap between making it relevant to the learner and ensuring that learners acquire enough content knowledge to cope with university demands.
The presented study emanates from this ambiguity by evaluating the acquisition of content knowledge in different contexts. By means of an experimental design, student learning gains in tasks with a real life problem situation are compared to a laboratory setting. A one-week intervention serves as a basis to assess the effects of such contexts in a collaborative and inquiry-based learning environment. The selected test instruments offer the possibility to shed light on differentiated effects of contexts with relation to learner prerequisites.
Inhaltsverzeichnis
- BEGINN
- 1 INTRODUCTION
- 2 CONTEXT-ORIENTED LEARNING
- 2.1 Problems of Traditional Instruction
- 2.2 The Role of Context in the Science Curriculum
- 2.3 What is a Context?
- 2.4 Investigating the Context Variable: Theories and Evidence
- 2.5 Methods in Context – Building up Knowledge Structures
- 3 RESEARCH OBJECTIVES
- 3.1 Methodological Considerations
- 3.2 Research Questions and Hypotheses
- 4 DESIGN & SAMPLE
- 4.1 Design and Independent Variables
- 4.2 Sample
- 5 LEARNING ENVIRONMENT
- 5.1 Interaction Boxes
- 5.2 Revision Mode
- 5.3 Solution Cards
- 6 TEST INSTRUMENTS
- 6.1 Control Measures
- 6.2 Dependent Variables
- 6.3 Additional Interest Measures
- 6.4 Video Analysis
- 7 RESULTS AND DISCUSSION
- 7.1 Descriptives
- 7.2 Context
- 7.3 Concept Mapping vs. Written Summary
- 8 CONCLUSION
- 9 REFERENCES
- 10 TABLE OF FIGURES
- 11 INDEX OF TABLES
- 12 APPENDIX