Using the Terms Experiment, Theory, Model, and Law in Mathematics and Natural Sciences

Reiners, Christiane S.; Großschedl, Jörg; Meyer, Michaël; Schadschneider, Andreas; Schäbitz, Frank; Struve, Horst

doi:10.1002/ckon.201800056

Cited by 3 publications

References 15 publications

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Is Chemical Knowledge Tentative or Durable or Both? – Analysis of Preservice Science Teachers' Conceptions about the Tentativeness of Chemical Knowledge

Müller

Reiners

2020

Chemkon

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Zusammenfassung: Die Vorläufigkeit naturwissenschaftlicher Erkenntnisse stellt aus wissenschaftstheoretischer Sicht ein entscheidendes Merkmal naturwissenschaftlicher Erkenntnisse dar. Vor dem Hintergrund aktueller Debatten um "Fake Science" kommt ihr aber auch aus fachdidaktischer Sicht noch einmal eine besondere Bedeutung zu. Neben einem Vorschlag zur Klärung des Begriffs werden im Rahmen des Artikels Ergebnisse zweier qualitativer Studien vorgestellt. Diese zeigen, dass Lehramtsstudierende des Faches Chemie oftmals nur inkonsistente Ansichten über die Vorläufigkeit besitzen, die darüber hinaus relativ resistent gegenüber Veränderungen sind. Zur Fçrderung eines adäquaten Verständnisses ist neben einer intensiven und strukturierten Auseinandersetzung mit der Vorläufigkeit auch eine Thematisierung der Beständigkeit und Glaubwürdigkeit von naturwissenschaftlichen Erkenntnissen notwendig. Darüber hinaus werden im Artikel weitere Maßnahmen zur Verständnisfçrderung vorgestellt und diskutiert.

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Is Chemical Knowledge Tentative or Durable or Both? – Analysis of Preservice Science Teachers' Conceptions about the Tentativeness of Chemical Knowledge

Müller

Reiners

2020

Chemkon

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Emotional Design in Concept Maps – No Support but Also No Burden

Lenski

Großschedl

2022

Front. Educ.

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A concept map is a powerful method that promotes meaningful learning and is highly recommended for use in biology classes. According to multimedia research, the effectiveness of concept maps could be improved by incorporating pictorial elements. Apart from using realistic images, a new field of research claims that specific design manipulations, including human-like features with appealing colors (emotional design), influence learners’ affective state and improve learning. A positive affective state is assumed to evoke emotions and provoke deeper cognitive processing, which increases the cognitive resources available for a task. We conducted two experiments with a total of N = 249 junior high school students, comparing the effect of concept maps with emotional design illustrations (emotional design), with non-emotional design illustrations (neutral design), and without illustrations (control design). Experiment 1 examined the influence of these designs on students’ perceived affective state, perceived cognitive load (extraneous, intrinsic, and germane load), perceived task difficulty, and learning performance (n = 202), experiment 2 focused on the perceived affective state of the students (n = 47). We found that emotional design led to a significant decrease in perceived task difficulty, but we neither found an effect on learning performance nor the positive affective state. Learning with pictorial concept maps (in emotional or neutral design) reduced the negative affect compared to learning with control concept maps. Other than expected, the neutral design led to reduced perceived extraneous and intrinsic cognitive load. Consequently, in terms of learning, emotional design in concept maps did not hamper learning but did not foster it either.

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Bücherrezension: „Neue Wege in die Biologie“ von Ulrich Kattmann und Kolleg*innen

Isaak

Großschedl

González

et al. 2020

Zeitschrift Für Didaktik Der Biologie (ZDB) - Biologie Lehren Und Lernen

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Using the Terms Experiment, Theory, Model, and Law in Mathematics and Natural Sciences

Cited by 3 publications

References 15 publications

Is Chemical Knowledge Tentative or Durable or Both? – Analysis of Preservice Science Teachers' Conceptions about the Tentativeness of Chemical Knowledge

Is Chemical Knowledge Tentative or Durable or Both? – Analysis of Preservice Science Teachers' Conceptions about the Tentativeness of Chemical Knowledge

Emotional Design in Concept Maps – No Support but Also No Burden

Bücherrezension: „Neue Wege in die Biologie“ von Ulrich Kattmann und Kolleg*innen

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