The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis

Hillmayr, Delia; Ziernwald, Lisa; Reinhold, Frank; Hofer, Sarah; Reiss, Kristina

doi:10.1016/j.compedu.2020.103897

Cited by 303 publications

(259 citation statements)

References 102 publications

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“…Thus, technology support leads to a weaker formation of negative-deactivating emotions. This consistently extends the research results of Hillmayr et al (2020) and Sung et al (2016), which could prove a positive influence on motivational variables in technology-supported learning environments by the positive effect on emotional variables. However, it should be noted that the positive effect is limited to negative-deactivating emotions.…”

Section: Intervention-induced Emotionssupporting

confidence: 89%

Investigating Dynamic Visualizations of Multiple Representations Using Mobile Video Analysis in Physics Lessons

Becker

Klein

Gößling³

et al. 2020

ZfDN

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This contribution presents the results of a replication study on the learning effect of tablet-supported video analysis compared to traditional teaching sequences using non-digital experimental materials in the subject areas of uniform and accelerated motion in high school physics lessons. In addition to the replication of the preliminary study results recently published in this journal (Becker et al 2018, 2019), the investigation of the effect on the cognitive load as well as the emotional state of the students is another focal point. Compared to the preliminary study, the sample size was significantly increased from N = 109 to N = 294. The individual effects of the preliminary study could be replicated in this way. For both topics, a significant reduction of extraneous cognitive load and a positive effect on intervention-induced emotions could be demonstrated. Moreover, the theoretically founded causal relationship between emotion, cognitive load, and learning achievement could be empirically verified by means of structural equation modeling.

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Section: Intervention-induced Emotionssupporting

confidence: 89%

Investigating Dynamic Visualizations of Multiple Representations Using Mobile Video Analysis in Physics Lessons

Becker

Klein

Gößling³

et al. 2020

ZfDN

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“…B. Hillmayr et al. 2020 ), die Effektivität jedoch stark variiert und von ihrer konkreten Funktion abhängt (z. B. Hillmayr et al.…”

Section: Unterricht Unter Pandemiebedingungen: Eine Analyse Auf Der Gunclassified

Unterricht in Zeiten von Corona: Ein Blick auf die Herausforderungen aus der Sicht von Unterrichts- und Instruktionsforschung

Voss

Wittwer

2020

Unterrichtswiss

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Zusammenfassung Die Corona-Pandemie führte infolge der Schulschließungen zu einer Ausnahmesituation, die Lehrkräfte vor neue und unvorhersehbare Herausforderungen stellte. In diesem Artikel führen wir die Unterrichts- und Instruktionsforschung zusammen, um die Frage zu beantworten, wie es Lehrkräften trotz der Einschränkungen einer Pandemie gelingen kann, erfolgreichen Unterricht umzusetzen. Erstens stellen wir die Nachteile einer ausschließlichen Betrachtung der Sichtstrukturen für die Diskussion über guten Unterricht unter Pandemiebedingungen vor. Zweitens zeigen wir auf der Grundlage von Tiefenstrukturen die Herausforderungen einer Pandemie für die Gestaltung eines lernförderlichen Unterrichts im Sinne der kognitiven Aktivierung, konstruktiven Unterstützung und Effizienz des Klassenmanagements auf. Drittens konkretisieren wir anhand von Lehr-Lern-Elementen, wie Lehrkräfte auf der Grundlage von Lernzielen das Lernen von Schülerinnen und Schülern unter Pandemiebedingungen hinsichtlich Motivierung, Vermittlung, Weiterverarbeitung, Üben, Transfer und Rückmeldung fördern können. Dabei gehen wir auch auf die besondere Rolle der elterlichen Unterstützung ein. Viertens leiten wir Empfehlungen für das Unterrichten unter Pandemiebedingen ab und diskutieren, wie die Corona-Pandemie als Chance begriffen werden kann, um neue Erkenntnisse über die Gestaltung individuellen Lernens zu erhalten, die auch zukünftigen Unterricht bereichern können.

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“…Furthermore, MAS, as a digital tool, can be beneficial as learnier can organize information into a visual and auditory channel (Hillmayr et al, 2020). Furthermore, digital tools allow learners to engage actively with the content of learning in order to understand new information (Mayer, 2014).…”

Section: Mathematics Analysis Software (Mas) As a Cognitive Toolmentioning

confidence: 99%

“…Furthermore, digital tools allow learners to engage actively with the content of learning in order to understand new information (Mayer, 2014). Interactive learning environments of a digital tool make it possible for learners to actively influence their own learning process (Hillmayr et al, 2020). Therefore, learners can manipulate presented information and interact with learning environments that enable them to act as a sense-makers in constructing their own knowledge (Hillmayr et al, 2020).…”

Section: Mathematics Analysis Software (Mas) As a Cognitive Toolmentioning

confidence: 99%

Secondary School Mathematics Teachers’ Instructional Practices in the Integration of Mathematics Analysis Software (MAS)

Mailizar¹,

Fan²

2020

INT ELECT J MATH ED

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This study aimed to examine mathematics teachers' integration of Mathematics Analysis Software (MAS) in the teaching of mathematics at upper secondary school classrooms. It employed a qualitative approach with classroom observations and interviews for the data collection. The study was carried out in Indonesia, and the participants were ten mathematics teachers from ten secondary schools. The finding suggested that the participants failed to take advantage of pedagogical opportunities to digital technology in facilitating students' knowledge construction. In addition, this study revealed that the instructional practices with technology at classroom and subject levels were closely related to the type of tasks they set in their lessons. Moreover, the findings indicate that it is important for mathematics teachers to set technology-rich mathematics tasks for students to fully capitalized pedagogical opportunities of Mathematics Analysis Software.

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The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis

Cited by 303 publications

References 102 publications

Investigating Dynamic Visualizations of Multiple Representations Using Mobile Video Analysis in Physics Lessons

Investigating Dynamic Visualizations of Multiple Representations Using Mobile Video Analysis in Physics Lessons

Unterricht in Zeiten von Corona: Ein Blick auf die Herausforderungen aus der Sicht von Unterrichts- und Instruktionsforschung

Secondary School Mathematics Teachers’ Instructional Practices in the Integration of Mathematics Analysis Software (MAS)

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