Instructional Efficiency of Tutoring in an Outreach Gene Technology Laboratory

Scharfenberg, Franz-Josef; Bogner, Franz X.

doi:10.1007/s11165-012-9309-y

Cited by 10 publications

(33 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Most important however is the impact of our intervention on students learning outcomes. Using the platform enabled us to efficiently and effectively assess students' learning progress, to monitor their reaction to dynamic and interactive problems, to arouse students' interest and to gain insights into problem-solving processes (Guàrdia, Crisp, & Alsina, 2017;Scharfenberg & Bogner, 2013a). This result could also be defined as deeper learning, which describes long-lasting, sustainable, and successfully acquired cognitive knowledge (e.g.…”

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

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%

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

“…We tested our hypotheses by applying a quasiexperimental control group design (N = 269; for details, see Scharfenberg & Bogner, 2013b). While the control group followed the non-tutoring approach previously used, the treatment group was subjected to the newly developed tutoring approach.…”

Section: Tutoring In Science Educationmentioning

confidence: 99%

Outreach Science Education: Evidence-Based Studies in a Gene Technology Lab

Scharfenberg

Bogner

2014

EURASIA J MATH SCI T

Self Cite

View full text Add to dashboard Cite

Nowadays, outreach labs are important informal learning environments in science education. After summarizing research to goals outreach labs focus on, we describe our evidence-based gene technology lab as a model of a research-driven outreach program. Evaluation-based optimizations of hands-on teaching based on cognitive load theory (additional group discussions) and on conceptual change theory (consideration of students' alternative conceptions) achieved higher instructional efficiencies. We argue both modifications as generalizable for science teaching. As more general results, we describe identified student cognitive load types and problems of tutoring in hands-on teaching. Finally, we present our innovative approach of combining student and preservice teacher education, theory-based on pedagogical content knowledge by focusing on preservice teachers' change from student, to tutor, to teacher roles.

show abstract

“…In Germany, an OSL is a science laboratory at a university or research center that provides science educational outreach programs for school classes (Scharfenberg et al, 2019 ; Euler and Schüttler, 2020 ). In these out-of-school learning environments, students perform hands-on laboratory activities with laboratory equipment that is usually unavailable at schools (Scharfenberg and Bogner, 2013 ; Garner et al, 2014 ; Schüttler et al, 2021 ). These laboratory workshops mostly follow a clear structure, relate to natural science curricula in physics, chemistry, and biology, and follow explicit learning goals.…”

Section: Theorymentioning

confidence: 99%

“…However, in German OSLs, students are usually supervised by research assistants or university student assistants (tutor; Garner et al, 2014 ; Scharfenberg et al, 2019 ; Euler and Schüttler, 2020 ). The tutors provide additional instructions, explanations, and guidance (Scharfenberg and Bogner, 2013 , 2016 ). The tutor–student ratio at an OSL is more balanced than the teacher–student ratio at school.…”

Section: Theorymentioning

confidence: 99%

“…The tutor–student ratio at an OSL is more balanced than the teacher–student ratio at school. One tutor supervises a small group of students and is not responsible for an entire class in the same way that a teacher at school would be (Pawek, 2009 ; Scharfenberg and Bogner, 2013 ; Garner et al, 2014 ). In addition, students' performance at an OSL is generally not graded (Pawek, 2009 ; Glowinski and Bayrhuber, 2011 ; Itzek-Greulich and Vollmer, 2017 ).…”

Section: Theorymentioning

confidence: 99%

See 1 more Smart Citation

“I've Always Thought That I Was Not Good at Experiments…”—The Benefit of Non-formal Learning in Terms of Students' Perceived Competence

2022

View full text Add to dashboard Cite

Outreach science labs have been established as non-formal out-of-school learning environments in the fields of science, technology, engineering, and mathematics. Previous research has suggested that visiting an outreach science lab can be beneficial in terms of student motivation. Nevertheless, the current research on these out-of-school learning environments lacks studies that investigate important variables for the development of self-determined student motivation, such as perceived competence. In our study, we investigated the moderating effect of the learning environment on the relationship between students' contextual competence perceptions and their situational competence experiences regarding experimentation. For this purpose, 119 students in the first year of the upper secondary school participated in an experimental course on enzymology at an outreach science lab (n = 60) and in their biology classroom at school (n = 59). Our results showed that the relationship between students' contextual competence perceptions and their situational competence experiences during experimentation is moderated by the learning environment. The analyses revealed that students with a higher contextual competence perception showed comparable situational experiences of competence in both learning environments. In contrast, the students who perceived themselves as less competent at a contextual level benefited from experimenting at the outreach science lab in terms of their situational competence experiences.

show abstract

Instructional Efficiency of Tutoring in an Outreach Gene Technology Laboratory

Cited by 10 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

Outreach Science Education: Evidence-Based Studies in a Gene Technology Lab

“I've Always Thought That I Was Not Good at Experiments…”—The Benefit of Non-formal Learning in Terms of Students' Perceived Competence

Contact Info

Product

Resources

About