Beiträge der Pädagogischen Psychologie zur Wissenschaftspolitik

Wild, Elke; Esdar, Wiebke

doi:10.1007/978-3-658-05455-7_12

Cited by 2 publications

(2 citation statements)

References 25 publications

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“…This consideration finds support if our correlational findings are also taken into account, as they suggest that the JOLs of the participants are obviously much more related to declarative and structural than to conceptual knowledge. This interesting secondary finding can most likely be attributed to the fact that our participants are simply unaccustomed to thinking in a conceptual manner, since in their everyday university life, they tend to focus on the acquisition and reproduction of declarative knowledge and sometimes structural knowledge, while conceptual knowledge, i.e., a deeper understanding of relations and dependencies between central concepts of respective fields, seems to be less required regarding completing most university study programs successfully [120], which is also reflected in popular terms such as "bulimic learning" [121].…”

Section: Decision On Hypothesismentioning

confidence: 99%

Effects of Strategy Training and Elaboration vs. Retrieval Settings on Learning of Cell Biology Using Concept Mapping

Becker¹,

Welter²,

Großschedl³

2021

Education Sciences

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Concept mapping (CM) can be an effective strategy to facilitate understanding-based learning of complex and abstract scientific content. In our study, we tried to answer two questions that have not yet been clarified: (1) How effective is CM if the learners do not have the textual learning material available when constructing their concept maps (retrieval setting) in contrast to when the material is available (elaboration setting)? (2) Do potential effects of the two settings depend on the intensity of a previous CM strategy training? To this end, we established a quasi-experimental four-group plan and collected data of N = 93 undergraduate students. The participants received either a detailed CM strategy training or just a short introduction and were then asked to apply CM in a retrieval or elaboration setting. The quality of constructed concept maps and content-related learning success were assessed to determine potential group differences. Overall, our results show a significantly positive but setting-independent effect of the CM strategy training on methodical CM skills. However, the different setting conditions differed neither regarding concept map quality nor content-related learning success, implying that CM in retrieval settings could be as effective as in elaboration settings.

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Section: Decision On Hypothesismentioning

confidence: 99%

Effects of Strategy Training and Elaboration vs. Retrieval Settings on Learning of Cell Biology Using Concept Mapping

Becker¹,

Welter²,

Großschedl³

2021

Education Sciences

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“…Kompetenzorientierung wird in der hochschulischen Lehre seit Langem gefordert (Wild & Esdar, 2016). Die Studienprozesse und die zugehörige Lehr-und Lernforschung sollen auf die Aneignung von Kompetenzen ausgerichtet sein (Wissenschaftsrat, 2008).…”

Section: Introductionunclassified

Ein fach- und paradigmenübergreifendes Modell der Forschungskompetenz in den Sozialwissenschaften

Gess¹,

Rueß²,

Blömeke³

2019

ZeHf

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Obwohl die Befähigung zu eigenständiger Forschung ein zentrales Ziel des Studiums ist, fehlt es in den Sozialwissenschaften an einem theoretischen Modell von Forschungskompetenz. In der vorliegenden Arbeit wurde ein fach- und paradigmenübergreifendes Modell sozialwissenschaftlicher Forschungskompetenz in einem sequenziellen Mixed-Methods-Design entwickelt: Mittels Experteninterviews (n = 4) wurden erforderliche Kompetenzdimensionen identifiziert und mittels schriftlicher Expertenbefragung (n = 8) ausdifferenziert. Die Bedeutsamkeit der Modellbestandteile wurde über ein Expertenrating (n = 80) untersucht. Im Ergebnis konnte ein Modell mit den Kompetenzdimensionen Forschungsprozess-, Methoden- und methodologisches Wissen abgeleitet werden. Diese Dimensionen sind für die Forschungstätigkeiten der Problemherleitung, Forschungsplanung, Datenauswertung und -interpretation entscheidend.

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Beiträge der Pädagogischen Psychologie zur Wissenschaftspolitik

Cited by 2 publications

References 25 publications

Effects of Strategy Training and Elaboration vs. Retrieval Settings on Learning of Cell Biology Using Concept Mapping

Effects of Strategy Training and Elaboration vs. Retrieval Settings on Learning of Cell Biology Using Concept Mapping

Ein fach- und paradigmenübergreifendes Modell der Forschungskompetenz in den Sozialwissenschaften

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