Effects of Cognitive Activation in Biology Lessons on Students’ Situational Interest and Achievement

Förtsch, Christian; Werner, Sonja; Dorfner, Tobias; Kotzebue, Lena von; Neuhaus, Birgit J.

doi:10.1007/s11165-016-9517-y

Cited by 53 publications

(24 citation statements)

References 35 publications

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“…In other words, telling your students that they have a very high likelihood of success can improve the performance of your unengaged, underperforming students. Competence perceptions have also been shown to be predictors of cognitive activation (deep thinking, metacognition) and achievement (42). It is likely that many curriculum reforms that lead to increased student engagement do so, in part, by increasing student's perceived competency.…”

Section: Sdt and Fostering Student Successmentioning

confidence: 99%

Connecting Theory to Practice: Using Self-Determination Theory To Better Understand Inclusion in STEM

Moore

Vega

Wiens

et al. 2020

J Microbiol Biol Educ.

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In the United States, persistence for women and ethnic minorities in science, technology, engineering, and math (STEM) careers is strongly impacted by affective factors such as science identity, agency, and sense of belonging. Policies aimed at increasing the diversity of the national STEM student population and workforce have recently focused on fostering inclusive learning environments that can positively impact the experiences of underrepresented minorities (URMs) in STEM, thus increasing their retention. While research on inclusion in STEM in higher education is relatively new, inclusion research has a rich history in several other disciplines. These fields have developed theoretical frameworks and validated instruments to conceptualize and assess inclusion. Self-determination theory (SDT) is a well-established theoretical framework in educational psychology that states that ones' internal motivation is strongly correlated with the satisfaction of three specific psychological needs: autonomy, competency, and relatedness. In this paper, we introduce SDT and discuss how it relates to inclusion and to ongoing efforts to increase retention of STEM URM students in higher education environments. We argue that grounding inclusion initiatives in the SDT framework increases our understanding of the mechanisms mediating their impact, thus facilitating their reproducibility and generalizability. Finally, we describe how this theoretical framework has been adapted by the field of Industrial and Organizational Psychology to define and assess inclusion in the workplace as an example of how STEM education researchers can use this framework to promote and assess inclusion in their fields.

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Section: Sdt and Fostering Student Successmentioning

confidence: 99%

Connecting Theory to Practice: Using Self-Determination Theory To Better Understand Inclusion in STEM

Moore

Vega

Wiens

et al. 2020

J Microbiol Biol Educ.

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“…It's of great practical significance to explore the interaction between cognitive activation and SES. Researchers have long recognized the negative influences of family SES on student learning outcomes such as academic performance (e.g., Bradley & Corwyn, 2002;Duncan & Magnuson, 2005;Filmer & Pritchett, 1999;Hatti, 2009;Sirin, 2005;White, 1982) and self-efficacy (e.g., O'brien, Martinez-Pons, & Kopala, 1999;Wiederkehr, Darnon, Chazal, Guimond, & Martinot, 2015). For example, a meta-analysis revealed a medium to strong SES-achievement relation (Sirin, 2005).…”

mentioning

confidence: 99%

Examining the relationships between cognitive activation, self‐efficacy, socioeconomic status, and achievement in mathematics: A multi‐level analysis

Liu

Zhang

et al. 2020

Brit J of Edu Psychol

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Background. Previous studies have suggested that teachers' frequent use of cognitive activation strategies in mathematics lessons is positively associated with students' mathematics achievement. Aims. This study aims to investigate the possible mediating role of mathematics selfefficacy in the association between cognitive activation and achievement in mathematics classrooms. Besides that, we explored the moderating role of students' socioeconomic status (SES) in the relationships between cognitive activation, mathematics self-efficacy, and mathematics achievement. Samples. This study employed data from a project of the National Assessment Center for Education Quality (NACEQ) in China. A sample with 8707 fourth-grade primary students and 129 mathematics teachers was analysed. Methods. The multi-level analysis was used in this study with students representing the level-1 units and teachers representing the level-2 units. Results. Based on a large-scale standard assessment and survey in China, this study showed that cognitive activation was positively related to mathematics performance overall. Mathematics self-efficacy played a vital mediating role in the association between cognitive activation and mathematics achievement. The indirect relationship between cognitive activation and mathematics achievement via mathematics self-efficacy was moderated by SES both at the student level and the teacher level. Conclusions. Our study suggests the importance of cognitively activating instruction, especially for students with lower SES and classes with lower average SES.

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“…Because it is not possible to directly observe and measure whether learners are cognitively activated, various indicators are needed to capture this construct (Lipowsky, 2015). Studies often take two different approaches to measure the construct of cognitive activation (Förtsch, Werner, Dorfner, von Kotzebue, & Neuhaus, 2017). On the one hand, teaching can be indirectly analyzed by examining the material and the tasks that the teacher uses in class (Krauss et al, 2013).…”

Section: Theoretical Background Measuring Cognitive Activation In Instructionmentioning

confidence: 99%

“…On the one hand, teaching can be indirectly analyzed by examining the material and the tasks that the teacher uses in class (Krauss et al, 2013). On the other hand, the lessons can also be analyzed directly, for example, by video recordings of the lessons and evaluation using a coding manual or an observation protocol of the lessons (Förtsch et al, 2017). For both options certain indicators are needed.…”

Section: Theoretical Background Measuring Cognitive Activation In Instructionmentioning

confidence: 99%

Cognitive Activation in Experimental Situations in Kindergarten and Primary School

Kotzebue¹,

Müller²,

Haslbeck

et al. 2020

IJRES

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Cognitive activation is one of the central quality characteristics of teaching. Studies which analyzed cognitive activation in science instruction and its influence on the achievement and the interest of students, took most of the times place in higher grades. Since scientific thinking can be taught at a very early stage and, in particular, experimental situations should be designed cognitively activating so that they can be optimally used as learning opportunities. Therefore, this study examined cognitive activation in experimental situations. For this purpose, we video recorded five lessons in primary schools as well as five lessons in kindergartens in Germany. The results showed that in the investigated experimental situations, only a few cognitively activating measures were implemented by the kindergarten educators and the primary school teachers. It is noticeable that the category Challenging questions was used most frequently while the category Instructional dialogue was by far the rarest in the videos.

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Effects of Cognitive Activation in Biology Lessons on Students’ Situational Interest and Achievement

Cited by 53 publications

References 35 publications

Connecting Theory to Practice: Using Self-Determination Theory To Better Understand Inclusion in STEM

Connecting Theory to Practice: Using Self-Determination Theory To Better Understand Inclusion in STEM

Examining the relationships between cognitive activation, self‐efficacy, socioeconomic status, and achievement in mathematics: A multi‐level analysis

Cognitive Activation in Experimental Situations in Kindergarten and Primary School

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