• Julia Arnold
  • Kerstin Kremer
  • Jürgen Mayer
Translated title of the contributionConcept cartoons as discursive-reflective scenarios to activate procedural understanding in inquiry learning
The acquisition of inquiry skills and scientific thinking is a central goal of science education. Inquiry learning here is a recommended teaching method, but it requires adequate support by the teacher. This paper presents a study to investigate the effectiveness of discursive-reflective scenarios (Concept Cartoons) in inquiry learning. It turns out that inquiry learning supported by Concept Cartoons leads to greater learning gains in scientific thinking, methodological knowledge (procedural understanding) and content knowledge as compared to a control group without learning support. In addition, the cognitive load could be reduced by using the Concept Cartoons.
Original languageGerman
JournalBiologie Lehren und Lernen – Zeitschrift für Didaktik der Biologie
Volume1
Issue20
Pages (from-to)33-43
Number of pages11
DOIs
StatePublished - 2016

    Research areas

  • Development of competencies and transitions

ID: 621655