Effects of Teaching Methods, Class Effects, and Patterns of Cognitive Teacher‐Pupil Interactions in an Experimental Study in Primary School Classes∗

Einsiedler, Wolfgang; Treinies, Gerhard

doi:10.1080/0924345970080303

Cited by 13 publications

(5 citation statements)

References 19 publications

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“…Einsiedler & Treinies, (1997), for instance, found no main effect at all with 4th graders when comparing different treatments. In contrast, students enrolled in a problem-based learning program in academic medicine had lower scores than students enrolled in traditional programs (Vernon & Blake, 1993).…”

Section: Discussionmentioning

confidence: 91%

“…We suppose that this cognitive load also contributes to our small effect sizes as modern instructional methods were rarely appreciated (Hedges et al, 1981) -for instance, in German syllabi little time is dedicated to this kind of instruction (Bohl, 2001). However, the length of our instruction may have also been too short (Einsiedler & Treinies, 1997). During longer treatments such an extraneous cognitive load might be reduced simply by some kind of "training".…”

Section: Discussionmentioning

confidence: 99%

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Efficacy of Two Different Instructional Methods Involving Complex Ecological Content

Randler

Bogner

2008

Int J of Sci and Math Educ

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Teaching and learning approaches in ecology very often follow linear conceptions of ecosystems. Empirical studies with an ecological focus consistent with existing syllabi and focusing on cognitive achievement are scarce. Consequently, we concentrated on a classroom unit that offers learning materials and highlights the existing complexity rather than following linear conceptions. We developed an educational unit consisting of 14 individual lessons ("ecosystem lake") with the aim of increasing pupils' cognitive achievement in 8th and 9th grade secondary schools. To evaluate our approach, we chose a quasi-experimental design and five teachers with ten classes participated in our study. A matched-pair tandem-design was provided by five German teachers using first his/her conventional approach in one class (instruction-1; control group) and second, our modern ecological approach in their second class (instruction-2). Pupils subjected to the latter performed better, i.e., achieved higher scores, especially in the delayed post-test. Further, we found a teacher effect and an interaction between treatment (i.e., whether treatment or control class) and the teacher regarding the class test. Teachers had a significant influence on the learning outcome irrespective of the educational unit, i.e., some teachers generally produced higher achievement than others. Further, the interaction showed that some teachers coped better with their traditional teaching. Nevertheless, in retention (delayed post-test) all classes of the modern approach scored higher than the traditionally taught ones. Boys and girls benefited equally from our program and pupils from the modern approach rated the educational unit better.

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Section: Discussionmentioning

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Efficacy of Two Different Instructional Methods Involving Complex Ecological Content

Randler

Bogner

2008

Int J of Sci and Math Educ

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“…Often, prior knowledge explains most of the variance in subsequent tests (Einsiedler & Treinies, 1997;Schiefele & Rheinberg, 1997). We controlled for this by linear models and residual techniques.…”

Section: Discussionmentioning

confidence: 99%

Cognitive and Emotional Evaluation of an Amphibian Conservation Program for Elementary School Students

Randler

Ilg

Kern

2005

The Journal of Environmental Education

124

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ABSTRACT:The authors describe a study aimed at enhancing knowledge about amphibian species. Two classes of 3rd and 4th graders aged 9-11 years participated in the study. In addition, approximately one half of the students participated in an environmental conservation action designated to preserve migrating amphibians. During this action, students encountered living amphibians. Students who participated in the conservation action performed significantly better on achievement tests, and 4th graders performed better than 3rd graders, even when controlling for prior knowledge as a covariate, which also showed a significant influence. Pupils expressed high interest and well-being and low anger, anxiety, and boredom. Boredom and anxiety correlated negatively with residualized achievement scores. Major implications are that learning about biodiversity should (a) focus on a small number of species, (b) start in primary schools, (c) take place outdoors, and (d) be linked with classroom teaching.

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“…Verbal student engagement depends on the individual student characteristics and teachers' behavior. For example, Einsiedler and Treinies (1997) demonstrated that science teachers interacted in classroom talk more frequently with high-performing students. When teachers showed an equal distribution of interactions across student groups, differences in achievement were compensated within a class.…”

Section: Introductionmentioning

confidence: 99%

How student characteristics affect girls' and boys' verbal engagement in physics instruction

Jurik

Gröschner

Seidel

2013

Learning and Instruction

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Effects of Teaching Methods, Class Effects, and Patterns of Cognitive Teacher‐Pupil Interactions in an Experimental Study in Primary School Classes∗

Cited by 13 publications

References 19 publications

Efficacy of Two Different Instructional Methods Involving Complex Ecological Content

Efficacy of Two Different Instructional Methods Involving Complex Ecological Content

Cognitive and Emotional Evaluation of an Amphibian Conservation Program for Elementary School Students

How student characteristics affect girls' and boys' verbal engagement in physics instruction

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