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  • 1
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    Fachportal Pädagogik. DIPF
    In:  International journal of environmental and science education 11 (2016) 14, S. 6774-6795
    Publication Date: 2017-02-10
    Description: Evolutionary theory constitutes the main concept in biology. There is hardly any other concept that is more complex, and causes more difficulties in learning and teaching. One instructional approach in optimizing the learning of complex topics is to use worked examples combined with self-explanation prompts that fit to the prior knowledge (knowledge adjusted prompts). The effectiveness of this instructional combination is indicated within typical expert-novice comparisons (e.g. Lind & Sandmann 2008). However, how learning occurs in the majority group in classroom (i.e. the learners that are neither experts nor novices) has not been investigated in detail until now. Therefore, this study focuses on the learners with average prior knowledge. The aim of our study was to identify how these learners can be supported with prompts when learning with worked examples. We analyzed how different types of prompts (at novice and/or expert level) that elicit self-explanations that are typical for learners with low prior knowledge respectively high prior knowledge affect knowledge acquisition in evolution. Knowing what type of prompt is most effective for the learners with average knowledge we compared the benefits of this instructional combination between the three knowledge levels: novices, averages, and experts. Results show that for learners with average knowledge, all types of prompts were equally effective. The Matthew effect was not reliable between the knowledge levels. (IPN)
    Keywords: Evolutionstheorie ; Evolutionsbiologie ; Biologieunterricht ; Anleitung ; Beispiel ; Vorwissen ; Expertenwissen ; Einflussfaktor ; Lernen ; Wissenserwerb ; Empirische Untersuchung ; Erziehung, Schul- und Bildungswesen ; Fachdidaktik/mathematisch-naturwissenschaftliche Fächer ; Evolutionary theory ; Biology lessons ; Teaching of Biology ; Expert knowledge ; Learning ; Acquisition of knowledge ; Empirical study ; Education ; Teaching Didactics/Teaching Maths and Sciences
    Language: English
    Type: Zeitschriftenartikel
    Format: application/pdf
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  • 2
    Publication Date: 2017-02-14
    Description: Background: Laboratory assistants in biology and medicine play a central role in the operation of laboratories in hospitals, research institutes, and industries. Their daily work routine is characterized by dealing with molecular structures/chemical substances (i.e. biochemistry) as well as cell cultures (i.e. cell biology). In both these fields of biochemistry and cell biology, laboratory assistants rely on knowledge about three laboratory tasks: responsible action, data management, and laboratory techniques. Focusing on these laboratory tasks, we developed a test instrument measuring the professional knowledge of prospective laboratory assistants (acronym: PROKLAS) about biochemistry and cell biology. Results: Confirmatory factor analysis (CFA) indicates that the test developed allows us to measure the professional knowledge of laboratory assistants in biochemistry and cell biology as two empirically separable constructs among laboratory assistants. CFA with covariates widely confirms the validity of PROKLAS in its respective subscales. Firstly, VET-related covariates predicted biochemistry and cell biology scores of students considerably better compared to the covariates related to general secondary school. Secondly, general biological knowledge predicted biochemistry and cell biology scores of PROKLAS. Finally, VET students’ self-efficacy in laboratory tasks and their opportunities to learn laboratory tasks are positively correlated to achievement in PROKLAS. However, we found a similar relationship for self-efficacy in English too. (IPN/Orig.)
    Keywords: Erhebungsinstrument ; Kompetenzmessung ; Fachwissen ; Biologielaborant ; Biochemie ; Zellbiologie ; Laborarbeit ; Laborberuf ; Verantwortungsbewusstsein ; Datenverwaltung ; Berufsbildung ; Erziehung, Schul- und Bildungswesen ; Erwachsenenbildung / Weiterbildung ; Fachdidaktik/mathematisch-naturwissenschaftliche Fächer ; Mail surveys ; Competency measurement ; Skills measurement ; Skills measurements ; Specialized knowledge ; Biochemistry ; Laboratory work ; Vocational Education ; Education ; Adult Education / Further Education ; Teaching Didactics/Teaching Maths and Sciences
    Language: English
    Type: Zeitschriftenartikel
    Format: application/pdf
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  • 3
    Keywords: Erhebungsinstrument ; Kompetenzmessung ; Fachwissen ; Zellbiologie ; Biochemie ; Datenverwaltung ; Laborarbeit ; Berufsbildung ; Biologielaborant ; Laborberuf ; Verantwortungsbewusstsein
    In: Empirical research in vocational education and training, Bd. 8 (2016) H. Art. 3, 20 S., 1877-6345
    Description / Table of Contents: Background: Laboratory assistants in biology and medicine play a central role in the operation of laboratories in hospitals, research institutes, and industries. Their daily work routine is characterized by dealing with molecular structures/chemical substances (i.e. biochemistry) as well as cell cultures (i.e. cell biology). In both these fields of biochemistry and cell biology, laboratory assistants rely on knowledge about three laboratory tasks: responsible action, data management, and laboratory techniques. Focusing on these laboratory tasks, we developed a test instrument measuring the professional knowledge of prospective laboratory assistants (acronym: PROKLAS) about biochemistry and cell biology. Results: Confirmatory factor analysis (CFA) indicates that the test developed allows us to measure the professional knowledge of laboratory assistants in biochemistry and cell biology as two empirically separable constructs among laboratory assistants. CFA with covariates widely confirms the validity of PROKLAS in its respective subscales. Firstly, VET-related covariates predicted biochemistry and cell biology scores of students considerably better compared to the covariates related to general secondary school. Secondly, general biological knowledge predicted biochemistry and cell biology scores of PROKLAS. Finally, VET students' self-efficacy in laboratory tasks and their opportunities to learn laboratory tasks are positively correlated to achievement in PROKLAS. However, we found a similar relationship for self-efficacy in English too. (IPN/Orig.).
    Type of Medium: Online Resource
    ISSN: 1877-6345
    Language: English
    FIS Link: 1115021
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  • 4
    Keywords: Empirische Untersuchung ; Expertenwissen ; Lernen ; Wissenserwerb ; Beispiel ; Biologieunterricht ; Evolutionsbiologie ; Evolutionstheorie ; Anleitung ; Einflussfaktor ; Vorwissen
    In: International journal of environmental and science education, Bd. 11 (2016) H. 14, S. 6774-6795, 1306-3065
    Description / Table of Contents: Evolutionary theory constitutes the main concept in biology. There is hardly any other concept that is more complex, and causes more difficulties in learning and teaching. One instructional approach in optimizing the learning of complex topics is to use worked examples combined with self-explanation prompts that fit to the prior knowledge (knowledge adjusted prompts). The effectiveness of this instructional combination is indicated within typical expert-novice comparisons (e.g. Lind & Sandmann 2008). However, how learning occurs in the majority group in classroom (i.e. the learners that are neither experts nor novices) has not been investigated in detail until now. Therefore, this study focuses on the learners with average prior knowledge. The aim of our study was to identify how these learners can be supported with prompts when learning with worked examples. We analyzed how different types of prompts (at novice and/or expert level) that elicit self-explanations that are typical for learners with low prior knowledge respectively high prior knowledge affect knowledge acquisition in evolution. Knowing what type of prompt is most effective for the learners with average knowledge we compared the benefits of this instructional combination between the three knowledge levels: novices, averages, and experts. Results show that for learners with average knowledge, all types of prompts were equally effective. The Matthew effect was not reliable between the knowledge levels. (IPN).
    Type of Medium: Online Resource
    ISSN: 1306-3065
    Language: English
    FIS Link: 1115015
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  • 5
    Keywords: Kompetenz ; Wissen ; Pädagogisches Handeln ; Rasch-Modell ; Bildungsforschung ; Empirische Untersuchung ; Mehrebenenanalyse ; Sekundarbereich ; Lehrer ; Fachwissen ; Lernumgebung ; Lehrplan ; Biologieunterricht ; Deutschland
    In: International journal of science education, Bd. 36 (2014) H. 14, S. 2335-2366, 0950-0693
    In: 1464-5289
    Description / Table of Contents: Teachers' content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about the empirical separability (i.e. empirical structure) of content-related knowledge yet, a total of 134 biology teachers from secondary schools completed three tests which were to capture each of the three categories of content-related knowledge. The empirical structure of content-related knowledge was analyzed by Rasch analysis, which suggests content-related knowledge to be composed of (1) content knowledge, (2) pedagogical content knowledge, and (3) curricular knowledge. Pedagogical content knowledge and curricular knowledge are highly related (r_latent= .70). The latent correlations between content knowledge and pedagogical content knowledge (r_latent= .48)-and curricular knowledge, respectively (r_latent= .35)-are moderate to low (all ps ( .001). Beyond the empirical structure of content-related knowledge, different learning opportunities for teachers were investigated with regard to their relationship to content knowledge, pedagogical content knowledge, and curricular knowledge acquisition. Our results show that an in-depth training in teacher education, professional development, and teacher self-study are positively related to particular categories of content-related knowledge. Furthermore, our results indicate that teaching experience is negatively related to curricular knowledge, compared to no significant relationship with content knowledge and pedagogical content knowledge. (DIPF/Orig.).
    Type of Medium: Article
    Pages: Abbildungen
    ISSN: 0950-0693 , 1464-5289
    Language: English
    Note: Literaturangaben , Tabellen , Anhang
    FIS Link: 1049692
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