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Composition-effects of context-based learning opportunities on students‘ understanding of energy. / Podschuweit, Sören; Bernholt, Sascha.

In: Research in Science Education, Vol. 48, No. 4, 08.2018, p. 717-752.

Publication: Research - peer-reviewJournal articles

Harvard

Podschuweit, S & Bernholt, S 2018, 'Composition-effects of context-based learning opportunities on students‘ understanding of energy' Research in Science Education, vol 48, no. 4, pp. 717-752. DOI: 10.1007/s11165-016-9585-z

APA

Podschuweit, S., & Bernholt, S. (2018). Composition-effects of context-based learning opportunities on students‘ understanding of energy. Research in Science Education, 48(4), 717-752. DOI: 10.1007/s11165-016-9585-z

Vancouver

Podschuweit S, Bernholt S. Composition-effects of context-based learning opportunities on students‘ understanding of energy. Research in Science Education. 2018 Aug;48(4):717-752. Available from, DOI: 10.1007/s11165-016-9585-z

BibTeX

@article{93086aa8ace440e6b35285e8340f5be2,
title = "Composition-effects of context-based learning opportunities on students‘ understanding of energy",
abstract = "Context-based learning has become a widespread approach in science education. While positive motivational effects of such approaches have been well established empirically, clear results regarding cognitive aspects of students’ learning are still missing. In this article, we argue that this circumstance might be mainly rooted in the definition of context itself. Based on this argument, we shift from the issue of if contexts are cognitively beneficial to focus on the question of which composition of contexts is, at least by tendency, more effective than another. Based on theories of conceptual change, we therefore conducted a small-scale intervention study comparing two groups of students learning in different sets of contexts focusing on the same scientific concept—the cross-cutting concept of energy. Results suggest that learning in a more heterogeneous set of contexts eases transfer to new contexts in comparison to learning in a more homogeneous set of contexts. However, a more abstract understanding of the energy concept does not seem to be fostered by either of these approaches. Theoretical as well as practical implications of these finding are discussed.",
keywords = "Development of competences and transitions, Conceptual change, Context-based learning, Energy, Transfer",
author = "Sören Podschuweit and Sascha Bernholt",
year = "2018",
month = "8",
doi = "10.1007/s11165-016-9585-z",
volume = "48",
pages = "717--752",
journal = "Research in Science Education",
issn = "0157-244X",
publisher = "Springer Netherlands",
number = "4",

}

RIS

TY - JOUR

T1 - Composition-effects of context-based learning opportunities on students‘ understanding of energy

AU - Podschuweit,Sören

AU - Bernholt,Sascha

PY - 2018/8

Y1 - 2018/8

N2 - Context-based learning has become a widespread approach in science education. While positive motivational effects of such approaches have been well established empirically, clear results regarding cognitive aspects of students’ learning are still missing. In this article, we argue that this circumstance might be mainly rooted in the definition of context itself. Based on this argument, we shift from the issue of if contexts are cognitively beneficial to focus on the question of which composition of contexts is, at least by tendency, more effective than another. Based on theories of conceptual change, we therefore conducted a small-scale intervention study comparing two groups of students learning in different sets of contexts focusing on the same scientific concept—the cross-cutting concept of energy. Results suggest that learning in a more heterogeneous set of contexts eases transfer to new contexts in comparison to learning in a more homogeneous set of contexts. However, a more abstract understanding of the energy concept does not seem to be fostered by either of these approaches. Theoretical as well as practical implications of these finding are discussed.

AB - Context-based learning has become a widespread approach in science education. While positive motivational effects of such approaches have been well established empirically, clear results regarding cognitive aspects of students’ learning are still missing. In this article, we argue that this circumstance might be mainly rooted in the definition of context itself. Based on this argument, we shift from the issue of if contexts are cognitively beneficial to focus on the question of which composition of contexts is, at least by tendency, more effective than another. Based on theories of conceptual change, we therefore conducted a small-scale intervention study comparing two groups of students learning in different sets of contexts focusing on the same scientific concept—the cross-cutting concept of energy. Results suggest that learning in a more heterogeneous set of contexts eases transfer to new contexts in comparison to learning in a more homogeneous set of contexts. However, a more abstract understanding of the energy concept does not seem to be fostered by either of these approaches. Theoretical as well as practical implications of these finding are discussed.

KW - Development of competences and transitions

KW - Conceptual change

KW - Context-based learning

KW - Energy

KW - Transfer

U2 - 10.1007/s11165-016-9585-z

DO - 10.1007/s11165-016-9585-z

M3 - Journal articles

VL - 48

SP - 717

EP - 752

JO - Research in Science Education

T2 - Research in Science Education

JF - Research in Science Education

SN - 0157-244X

IS - 4

ER -

ID: 684203