Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation

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.

The Effects of Inquiry-Based Learning and Learning Styles on Primary School Students’ Conceptual Understanding in Multimedia Learning Environment

“…The research findings were in line with the results of the research about the superiorities of inquiry strategy in improving students' conceptual understanding, which was conducted previously (Bruckermann et al, 2017;Kirna, 2010;Pandey et al, 2011;Sever & Guven, 2015). Inquiry strategy encourages students to have more group activities.…”

“…Further, the inquiry strategy cannot be given independently as it challenges the students to connect their world with the topic in the curriculum. During its implementation, the inquiry does not only aim for personal competency, but also for improving students' involvement in their communities and creating social interactions (Bruckermann et al, 2017). Thus, the learning strategy was implemented with supervision since the students were still in elementary school level (Magee & Ryan, 2012).…”

Professional Knowledge and Self-Efficacy Expectations of Pre-Service Teachers Regarding Scientific Reasoning and Diagnostics

“…Common to them are the requirements for future teachers to build up science education about and through scientific inquiry as their own competence, as well as to learn how to teach scientific inquiry in order to be able to promote corresponding competencies in students. For example, (ongoing) teachers have to be competent themselves in designing empirical approaches to test hypotheses, and need knowledge as well as skills in hypothesis-led experimentation [12]. Studies on the development of pre-service science teachers' scientific reasoning competencies show that explicit reflections about scientific reasoning (i.e., learning about science; [13]) contributes more to the development of scientific reasoning competencies than only doing science without reflecting about it [14,15].…”

Gil-Based Heat and Temperature Module: Empowering Scientific Inquiry Literacy of Junior High School Students

“…In scientific inquiry activities, students can design their experiments instead of following the verification process (Sri et al, 2019;the Ural, 2016). Practical learning in the laboratory is a potential learning experience for developing high order learning skills such as observation, planning observation, formulating relevant research questions, formulating hypotheses, and analyzing experimental or experimental data (Bruckermann, Aschermann, Bresges, & Schlüter, 2017).…”