Computer-related self-concept: The impact on cognitive achievement

Langheinrich, Jessica; Bogner, Franz X.

doi:10.1016/j.stueduc.2016.06.003

Cited by 12 publications

(7 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, digital tools and resources offer an effective way to decrease time consumption and to increase the adoption of inquiry processes in everyday lessons (Sotiriou, Bybee, & Bogner, 2017). Organizing and deploying digital resources as part of a normal school lesson is demanding for teachers and the reason why many refrain from following such an approach (Coiro, Castek, & Quinn, 2016;Langheinrich & Bogner, 2016). Technology supported and teacher-generated lessons enriched with high quality educational resources could support such interventions in a variety of classroom settings, meeting the needs of both Fig.…”

Section: Discussionmentioning

confidence: 99%

“…There, we achieved a more balanced distribution of the students' scores (902 students involved) students and teachers . Such interventions could bridge the gap to real life experiences as well as tap lifelong learning experiences and inspiration of studentseven of those with limited interest in science and math subjects (Gialouri, Uzunoglou, Gargalakos, Sotiriou, & Bogner, 2011, Langheinrich & Bogner, 2016, Mierdel & Bogner, 2019, Trautmann, 2013. Teachers primarily focus on organizing (or help organize) learning resources, running collaborative activities among students and making use of currently existing curriculum-sets (lessons) (Thousand, Villa, & Nevin, 2006).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Inquiry-based learning and E-learning: how to serve high and low achievers

Sotiriou

Lazoudis

Bogner

2020

Smart Learn. Environ.

Self Cite

View full text Add to dashboard Cite

Large-scale implementations of effective inquiry-based learning are rare. A European-wide initiative gave teachers access to innovative e-learning tools (ranging from virtual labs, virtual games and simulations to augmented reality applications) for lesson planning and classroom implementation. We examined 668 such implementations across 453 schools within the period of one school year. Teachers could use a platform with digital resources and tools and were encouraged to adopt five different phases of inquiry-based learning: orientation, hypothesizing, planning, analysis, and conclusion. Additionally, an integrated interface for lesson implementation tracked each students’ problem-solving competence (during the inquiry lessons), culminating in about 12,000 datasets. Every user generated an average of 22 digital inquiry-based digital scenarios, each of which required approximately 50.14 min for completion. These scenarios, using high quality resources adapted to school conditions, yielded significant learning outcomes for participating students (age: 14.4 years, gender balanced). While the PISA study identified 10% high achievers on average, we exceeded this number in our framework scoring 20–29% high achievers and 37–42% low achievers (which was close to the 45% PISA average). Offering tools to teachers, which help creating individual inquiry scenarios and monitoring students’ achievement, does not yield any insurmountable obstacles for classroom-implementation of inquiry-based lessons: Compared to the PISA study, levels of high achievers increased even if complex problem-solving competence was required.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Inquiry-based learning and E-learning: how to serve high and low achievers

Sotiriou

Lazoudis

Bogner

2020

Smart Learn. Environ.

Self Cite

View full text Add to dashboard Cite

show abstract

“…Analogous to the German module, we provided students with the same laboratory manuals but written in English. The laboratory manual was designed and adapted over the course of four laboratory evaluations (Goldschmidt and Bogner, 2016, Langheinrich and Bogner, 2016, Mierdel and Bogner, 2019, Roth et al, 2020. Only key terms had additional German translations [code-switching; Cheshire and Gardner-Chloros (1998)].…”

Section: Treatment Comparabilitymentioning

confidence: 99%

Content and Language Integrated Scientific Modelling: A Novel Approach to Model Learning

2022

Self Cite

View full text Add to dashboard Cite

The relevance of English language competencies in authentic, discipline-specific contexts at school is increasingly acknowledged outside of English-speaking countries. Since any understanding of complex scientific problems requires the combination of scientific literacy with other competencies, such as scientific modelling, the appropriate application of Content and Language Integrated Learning (CLIL) is of great importance. The present study focuses on an established, hands-on outreach genetic education module on DNA structure, which it extends with a bilingual adaption to examine the influence of non-CLIL and CLIL learning on students’ scientific modelling skills and model understanding. When comparing non-CLIL learners (n = 149) and CLIL learners (n = 316), the former received higher scores in the assessment of model-related self-evaluation sheets and built better models. We also found that non-CLIL learners achieved better temporary knowledge of “DNA as a model” scores and, for model evaluation, were more reflective in determining similarities and differences between their hand-crafted model and a commercial DNA school model. However, CLIL learners performed better in comparing their model sketches with their hand-crafted models. They also used different approaches to develop models and conceptualize integral components of models, as reflected in their advanced model understanding. We conclude that CLIL influences modelling qualities on different levels, by fostering modelling practice, and in particular, model understanding.

show abstract

“…For that purpose, good teacher preparation is obligatory (Davidson, Passmore, & Anderson, 2010), because there are many influences such as preknowledge levels, previous experiences in out-of-school learning environments, cognitive loads of the students as well as a novelty effect that could disturb the instruction (McClafferty & Rennie, 1995). Outreach learning often generates knowledge and interest gains (Langheinrich & Bogner, 2016), so we decided to combine an out-of school learning approach with hands-on experiences in the zoo. In our study we conducted a pre-group phase to insure the same preknowledge of all students.…”

Section: Reasons For Interest and Social Aspects Enhancementmentioning

confidence: 99%

Technology Interest of Secondary School Students at Five Testing Points over one Complete School Year after Participating at a Student-Centered Learning Program about Bionics

Marth-Busch¹,

Bogner²

2020

IJLTER

View full text Add to dashboard Cite

Technology affects our daily lives, although many people do not have any specific knowledge or interest in it. In the learning module fundamentals of technology and biology in different examples of bionics were combined. 324 students took part in a student-centered intervention in a zoo with an affiliated exhibition about bionics. Students were monitored in the interest of technology and its social aspects two weeks before (T0), directly after (T1) and six weeks (T2) after our research-centered learning program with the revised technology questionnaire (Marth & Bogner, 2018). A sub-sample of 191 students have filled questionnaire at two more testing points at twelve weeks (T3) and one year (T4) after participation. Interest reached its peak immediately after the program and dropped again after six weeks and unfortunately fell back to the level before the intervention. The social aspects sub-scale also showed a peak directly after participation as well as a drop six weeks later. In contrast with the interest sub-scale, the social-sub-scale remained constant at the level after six weeks and even after one year was still higher than before the intervention. The previous interest was shown to be dependent on the scores for knowledge acquisition prior to participation.

show abstract

Computer-related self-concept: The impact on cognitive achievement

Cited by 12 publications

References 46 publications

Inquiry-based learning and E-learning: how to serve high and low achievers

Inquiry-based learning and E-learning: how to serve high and low achievers

Content and Language Integrated Scientific Modelling: A Novel Approach to Model Learning

Technology Interest of Secondary School Students at Five Testing Points over one Complete School Year after Participating at a Student-Centered Learning Program about Bionics

Contact Info

Product

Resources

About