Universität zu Köln

Bruckermann, Till ORCID: 0000-0002-8789-8276, Aschermann, Ellen ORCID: 0000-0002-5621-3393, Bresges, André ORCID: 0000-0002-3350-979X and Schlueter, Kirsten (2017). Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation. Int. J. Sci. Educ., 39 (6). S. 701 - 723. ABINGDON: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. ISSN 1464-5289

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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.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Bruckermann, Till UNSPECIFIED orcid.org/0000-0002-8789-8276 UNSPECIFIED Aschermann, Ellen UNSPECIFIED orcid.org/0000-0002-5621-3393 UNSPECIFIED Bresges, André andre.bresges@uni-koeln.de orcid.org/0000-0002-3350-979X UNSPECIFIED Schlueter, Kirsten UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-246340
DOI:	10.1080/09500693.2017.1301691
Journal or Publication Title:	Int. J. Sci. Educ.
Volume:	39
Number:	6
Page Range:	S. 701 - 723
Date:	2017
Publisher:	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Place of Publication:	ABINGDON
ISSN:	1464-5289
Language:	English
Faculty:	Faculty of Human Sciences
Divisions:	Faculty of Human Sciences > Department Psychologie
Subjects:	Psychology
Uncontrolled Keywords:	Keywords Language DISCOVERY; KNOWLEDGE; DESIGN; HELP Multiple languages Education & Educational Research Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/24634