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?

Abstract

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, handson 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.

The Use of Concept Map as a Consolidation Phase Based STAD to Enhance Students’ Comprehension about Environmental Pollution

“…This activity will increase of students' skills in finding the problem of environmental pollution, mention the characteristics of each environmental pollution, etc. The concept map is a learning tool that has been used in learning and have a positive impact on the quality of student learning (Gerstner &Bogner, 2009;Lalor, 2014;Lian, 2009) and has been positively received in higher education (Lalor, 2014). A number of educational journals found that the various aspects of the application of a higher concept maps required the development of appropriate reviews to help students.…”

“…So, for example, in teaching physiology, students are encouraged to build concept maps actively integrating components subject and identify the causal relationship to reflect the desired learning outcomes (Lian, 2009). While the map concept is often a tendency to map the results of students in providing accurate and simple way to record student progress, it should be stressed that this approach has the potential of losing important information (Lalor, 2014) Map concept is a completive approach that help to develop visual presentation of complex and allow reflection on the students learn new material (Gerstner &Bogner, 2009). Some knowledge structure is more open than the others to the assimilation of new knowledge (Lalor, 2014) and will be a determining factor in the success of the intervention of concept map, especially for certain students as their reference to assimilate or rejection of new content (Hay 2007 in the journal of Conradty&Bogner, 2012).…”

A Bayesian Mixed-Methods Analysis of Basic Psychological Needs Satisfaction through Outdoor Learning and Its Influence on Motivational Behavior in Science Class

“…This is very much in accordance with the current findings comparing a teacher-centered approach with experiential teaching strategies. While a teacher-centered approach provides obviously higher short-term learning success, regular hands-on instruction can lead to sustainable learning effects (Gerstner and Bogner, 2010 ).…”

How Environmental Values Predict Acquisition of Different Cognitive Knowledge Types with Regard to Forest Conservation

“…To minimize the advisor variable, a single instructor conducted the program for each class. We followed a student-centered, inquiry-based approach based on workstations [12,30]. Eight workstations (six obligatory and two optional) dealt with the forest ecosystem, nature conservation, or individual footprints.…”