Does the issue of bionics within a student-centered module generate long-term knowledge?

Marth, Michaela; Bogner, Franz X.

doi:10.1016/j.stueduc.2017.09.001

Cited by 15 publications

(17 citation statements)

References 37 publications

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“…Furthermore, Bogner [68] showed that short interventions can positively influence knowledge over a period of four weeks. This is also in line with other studies that have shown this effect over a period of six weeks [35,69]. All studies display a clear increase in knowledge after such interventions.…”

Section: Long-term Knowledgesupporting

confidence: 91%

“…The knowledge questions seemed well chosen for the study, as a relevant increase in knowledge before and after the educational measure became apparent, which is in line with another study of Marth and Bogner [35]. Item difficulties were well-balanced and showed a normal distribution of the items; easy and difficult questions had the same ratio.…”

Section: Cognitive Learning Contextsupporting

confidence: 77%

“…A combination of both methods might help to motivate and support low achievers. Such synergies are also reported by Marth and Bogner [35] as well as Kyndt et al [36]. However, just a few teaching modules covering all waste disposal processes exist, e.g., Grodzińska-Jurczak et al [6], which is why our teaching module intended to provide a holistic overview for various age groups and to focus on different possibilities of waste treatment ("4R": Reduce, Reuse, Recycle and Recover).…”

Section: Social Form: Cooperative Learningsupporting

confidence: 60%

“…Consequently, our interactive module about waste management, including the main functions of an incineration plant, had a significant impact on mid-and delayed effects on knowledge, regardless of whether the module was delivered onsite or virtually [35]. This is in contrast to several earlier studies regarding waste and environment [27,61] which reported long-term learning only as a success of outreach modules.…”

Section: Cognitive Learning Contextmentioning

confidence: 64%

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Cognitive Learning about Waste Management: How Relevance and Interest Influence Long-Term Knowledge

Stöckert

Bogner

2020

Education Sciences

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Efficient waste management is a major prerequisite for reaching sustainability as every one of us produces waste. Thus, educational interventions need to offer promising assistance to reduce individual waste as much as possible to promote environmentally friendly behavior beyond stereotypical notions about waste disposal. Those who know about all facts and circumstances are more likely to correct their behavior. Our hands-on module for fifth graders was designed and implemented to support “4R”: Reduce, Reuse, Recycle and Recover, by retracing waste’s usual journey from collection management to incineration plants. The first module focused on minimizing waste by recycling, reusing and reducing it. The remaining waste was the second module’s core, which explained the waste-to-energy path using an age-appropriate functional model of how to effectively generate energy from waste. Both modules are suitable for outreach (informal) implementation as well as for formal classroom learning. The third module comprised either an onsite visit to an incineration plant or a classroom multimedia presentation. A total of 276 fifth graders participated in our three-module implementation study, completing three questionnaire cycles: two weeks before the intervention, immediately after and six weeks later. A subsequent analysis showed a clear pattern: knowledge scores increased immediately after participation and remained constant for at least six weeks. Surprisingly, no significant difference between the multimedia and outreach group appeared. When applying a semantic differential, two response pattern factors, “Relevance” and “Interest”, showed significant intercorrelations, as well as positive correlations with knowledge scores. In consequence, learning about waste management matters, and produces short- and long-term effects.

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Section: Long-term Knowledgesupporting

confidence: 91%

Section: Cognitive Learning Contextsupporting

confidence: 77%

Section: Social Form: Cooperative Learningsupporting

confidence: 60%

Section: Cognitive Learning Contextmentioning

confidence: 64%

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Cognitive Learning about Waste Management: How Relevance and Interest Influence Long-Term Knowledge

Stöckert

Bogner

2020

Education Sciences

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“…Pratiwi, et al [12] in their research on the development of the biological module based on hybrid learning model explained that the module could help students learn independently and more responsibly with the results of their thinking in the learning process. This statement is supported by [13] which explain that students can proceed to follow the flow or syntaxes of the learning model contained in the module and obtain the concept of the material being studied well. Stimulating Higher-Order Thinking Skills (Stim-HOTs) is the model designed to encourage students' freedom of thought combined with collaborative, communication, and ICT skills [11].…”

Section: Introductionmentioning

confidence: 95%

Stimulating Higher-Order Thinking skills (HOTs) with the Module on Metabolism Topic at the Senior High School in Surakarta

Pramesti¹,

Sajidan²,

Dwiastuti³

2018

Proceedings of the International Conference on Teacher Training and Education 2018 (ICTTE 2018)

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Disruptive era is an era with the rapid progress in various fields. Every individual is required to possess qualified skills to keep up with the rapid progress. One of the skills that must be possessed is Higher-Order Thinking Skills (HOTs). The purpose of this research was to find out how to stimulate students' HOTs using a module. The module used in this study was the module developed based on the syntaxes of Stimulating Higher-Order Thinking Skills (Stim-HOTs) model on cell metabolism. This research was quasi-experimental research of non-equivalent control-group design in one of the senior high schools in Surakarta. The sample consisted of 66 students divided into two classes, the control class, and the module class. The instruments used in the data collection were the pre-test and post-test of cell-metabolism topic. The results showed that HOTs stimulation could be performed using the Stim-HOTs-based module.

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The effectiveness of an integratedSTEMcurriculum unit on middle school students' life science learning

et al. 2022

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Recent calls for reform in K-12 science education and the National Academy of Engineering's Grand Challenges for Engineering in the 21st Century emphasize improving science teaching, students' engagement, and learning. In this study, we designed and implemented a curriculum unit for sixth-grade students (i = 1305). The curriculum unit integrated science and engineering content and practices to teach ecology, water pollution, and engineering design. We investigated the designed integrated STEM unit's effectiveness in students' science learning outcomes on pre-, post-, and delayed post-assessments. We collected pre-and postassessment data of students' science learning outcomes for both the baseline group (taught via existing districtadopted curriculum) and an intervention group (taught with integrated life science and engineering curriculum). We used a quasi-experimental research design and examined differences between baseline and intervention groups. We used ANCOVA to explore differences in students' learning in baseline and intervention groups. Furthermore, for students in the intervention group, we conducted repeated-measures ANOVA to investigate knowledge retention. Our analyses also accounted for students' gender and People of Color

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Does the issue of bionics within a student-centered module generate long-term knowledge?

Cited by 15 publications

References 37 publications

Cognitive Learning about Waste Management: How Relevance and Interest Influence Long-Term Knowledge

Cognitive Learning about Waste Management: How Relevance and Interest Influence Long-Term Knowledge

Stimulating Higher-Order Thinking skills (HOTs) with the Module on Metabolism Topic at the Senior High School in Surakarta

The effectiveness of an integratedSTEMcurriculum unit on middle school students' life science learning

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