Classroom learning and achievement: how the complexity of classroom interaction impacts students’ learning

Podschuweit, Sören; Bernholt, Sascha; Brückmann, Maja

doi:10.1080/02635143.2015.1092955

Cited by 14 publications

(5 citation statements)

References 21 publications

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“…Operators are signal words that can be encountered in any given problem and which reflect the affordances and activities that are attached to the task at hand. These three operators were derived by re-analysing tasks from previous studies on the MHC-C with regard to the frequency of all different operators on each level of complexity (Bernholt & Parchmann, 2011;Podschuweit, Bernholt, & Brückmann, 2016). Accordingly, the operators 'name' (level 2), 'describe' (level 3), and 'explain' (levels 4 & 5) were seen to represent the affordances of each specific level of complexity.…”

Section: Scaffoldingmentioning

confidence: 99%

Using model-based scaffolds to support students solving context-based chemistry problems

Broman

Bernholt

Parchmann

2018

International Journal of Science Education

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Context-based learning aims to make learning more meaningful by raising meaningful problems. However, these types of problems often require reflection and thinking processes that are more complex and thus more difficult for students, putting high demands on students' problem-solving capabilities. In this paper, students' approaches when solving context-based chemistry problems and effects of systematic scaffolds are analysed based on the Model of Hierarchical Complexity. Most answers were initially assigned to the lowest level of the model; higher levels were reached without scaffolds only by few students and by most students with scaffolds. The results are discussed with regard to practical implications in terms of how teachers could make use of context-based tasks and aligned scaffolds to help students in this activity.

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Section: Scaffoldingmentioning

confidence: 99%

Using model-based scaffolds to support students solving context-based chemistry problems

Broman

Bernholt

Parchmann

2018

International Journal of Science Education

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“…Interaction in exchanging ideas between students can provide students with a more comprehensive understanding of the subject matter. This was also explained by Podschuweit et al (2016) stated that the complexity of communication in the classroom is related to student learning outcomes. This finding is consistent with the report of Suartika et al (2013); Puspani (2013);and Yulianingsih et al (2017) which states that cooperative learning improves students' cognitive learning outcomes.…”

Section: Discussionmentioning

confidence: 89%

Culture-based Learning: A Way to Improve Students' Cognitive Learning Outcome in Denpasar City

Hermawan

Suwono

Susilo

et al. 2020

BES

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Background: One of the learning objectives is to develop a cognitive process dimension seen in cognitive learning outcomes. In fact, this has not been implemented optimally in the learning process. The Balinese culture-based biology learning model is seen as an alternative to developing the cognitive process dimension. This study aims to reveal the effect of the Balinese culture-based biology learning model through the cognitive learning outcomes of high school students in Denpasar City. Methods: This study was conducted using a non-equivalent pretest-posttest control group design. The research subjects were 144 students who were taken using cluster random sampling technique. The data collection instrument was in the form of multiple choices questions which were categorized into questions of lower-order thinking skills (LOTS) and questions of higher-order thinking skills (HOTS). Results: The results of data analysis showed that: 1) there was a significant difference in cognitive learning outcomes between the experimental class and the control class (p <0.05); 2) the Balinese culture-based biology learning model increased students' cognitive learning outcomes by 18.21%; 3) the Balinese culture-based biology learning model improves lower-order thinking skills (LOTS) by 8.44% and higher-order thinking skills (HOTS) by 17.92%. Conclusions: This study concludes that the Balinese culture-based biology learning model improves cognitive learning outcomes and has the potential to develop higher-order thinking skills of high school students in Denpasar City.

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“…Since the introduction of national educational standards and competence modelling, numerous German research groups have been dealing with the issue of knowledge-linking in the course of learning processes (e.g. Neumann et al, 2008;Wadouh et al, 2009;Lau, 2011;Knobloch et al, 2013;Wadouh et al, 2014;Podschuweit et al, 2016;Kubsch et al, 2019;Podschuweit & Bernholt, 2020). From the perspective of educational psychology, learning equals the acquisition of knowledge in which "[knowledge structures] are constructed and modified" (Steiner, 2006, p. 164, translated by the authors).…”

Section: Hierarchical and Non-hierarchical Linking Of Terms In Human ...mentioning

confidence: 99%

“…This model differentiates between the five linkage levels everyday experiences, facts, processes, linear causality, and multivariate interdependencies (Bernholt & Parchmann, 2011). This model is also used for the analysis of videotaped lessons (Podschuweit et al, 2016;Nehring et al, 2017) and serves as a basis in different competence models (Woitkowski et al, 2011;Arx & Bernholt, 2015;Woitkowski & Riese, 2017;Woitkowski, 2020).…”

Section: Models For the Description Of Vertical Linkagementioning

confidence: 99%

Multidimensional Analysis of Knowledge-Linking within the Concept of Energy in Student Essays

Dietz

Bolte²

2022

NorDiNa

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In Germany there is a very conservative tradition to teach science in separated subjects during the secondary level of education. Considering the importance of knowledge-linking in all relevant learning theories of the 20th century, cross-curricular core concepts, like the concept of energy, found their way into German educational standards for biology, chemistry, and physics in 2005 (KMK, 2005a-c). The aim was to foster both more vertical (i.e. intra-subject) and more horizontal (i.e. inter-subject) linkage in subject-differentiated science education. Existing structural models or approaches to analysing and describing knowledge-linking focus exclusively either on the aspect of vertical or horizontal linkage. Based on existing models and approaches, we developed a theory-based model (MAVerBE) that allows a general analysis of the linking performance in essays. In this study, we investigate to what extent we can identify vertical and horizontal linkage structures in student essays on the cross-curricular core concept of energy in grade 9. Our results presented here give an empirical insight into students’ knowledge-linking in the sense of a normative survey. This survey should permit future comparative studies both on a national and international level to prove the popular assumption of the superiority of integrated-science teaching concerning knowledge-linking.

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Classroom learning and achievement: how the complexity of classroom interaction impacts students’ learning

Cited by 14 publications

References 21 publications

Using model-based scaffolds to support students solving context-based chemistry problems

Using model-based scaffolds to support students solving context-based chemistry problems

Culture-based Learning: A Way to Improve Students' Cognitive Learning Outcome in Denpasar City

Multidimensional Analysis of Knowledge-Linking within the Concept of Energy in Student Essays

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