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ERIC Number: EJ799301
Record Type: Journal
Publication Date: 2008-Jun
Pages: 19
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: ISSN-0950-0693
Student-Oriented versus Teacher-Centred: The Effect of Learning at Workstations about Birds and Bird Flight on Cognitive Achievement and Motivation
Sturm, Heike; Bogner, Franz X.
International Journal of Science Education, v30 n7 p941-959 Jun 2008
The study investigated cognitive and motivational effects of two educational interventions, a conventional versus a student-oriented approach. We monitored the impact on the cognitive achievement outcome and the motivation of students. Both approaches dealt with the subject of birds and bird flight; the student-oriented approach consisted of a unit based on workstations, and the conventional one was taught in a more teacher-centred manner. A total of 326 secondary school pupils of the highest stratification level participated in this study. By using a pre-test, post-test and retention-test design, both approaches were evaluated with the same empirical batteries (by applying a cognitive item set and the "Intrinsic Motivation Inventory"). The conventional approach provided higher achievement scores whereas the student-oriented approach showed a higher motivational rating. Comparing the student-oriented approach with and without introduction, the group with introduction attained higher achievement scores. The results are discussed in terms of general expectations about the cognitive outcome in open learning environments and self-determination theory. Educational implications are drawn concerning the implementation of learning at workstations in school curricula. (Contains 4 tables, 2 figures, and 4 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany