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ERIC Number: EJ884083
Record Type: Journal
Publication Date: 2010-May
Pages: 22
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-0950-0693
Cognitive Achievement and Motivation in Hands-On and Teacher-Centred Science Classes: Does an Additional Hands-On Consolidation Phase (Concept Mapping) Optimise Cognitive Learning at Work Stations?
Gerstner, Sabine; Bogner, Franz X.
International Journal of Science Education, v32 n7 p849-870 May 2010
Our study monitored the cognitive and motivational effects within different educational instruction schemes: On the one hand, teacher-centred versus hands-on instruction; on the other hand, hands-on instruction with and without a knowledge consolidation phase (concept mapping). All the instructions dealt with the same content. For all participants, the hands-on approach as well as the concept mapping adaptation were totally new. Our hands-on approach followed instruction based on "learning at work stations". A total of 397 high-achieving fifth graders participated in our study. We used a pre-test, post-test, retention test design both to detect students' short-term learning success and long-term learning success, and to document their decrease rates of newly acquired knowledge. Additionally, we monitored intrinsic motivation. Although the teacher-centred approach provided higher short-term learning success, hands-on instruction resulted in relatively lower decrease rates. However, after six weeks, all students reached similar levels of newly acquired knowledge. Nevertheless, concept mapping as a knowledge consolidation phase positively affected short-term increase in knowledge. Regularly placed in instruction, it might increase long-term retention rates. Scores of interest, perceived competence and perceived choice were very high in all the instructional schemes. (Contains 4 tables, 4 figures and 2 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
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 5; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany