• Pitt Hild
  • Alex Buff
  • Christoph Gut
  • Ilka Parchmann
In this study, we examined the effectiveness of different adaptive competence-based feedback forms on the development of expertise in ‘doing science’ of grade 7 students from low achievement levels (n = 149, 44.3% female). The assessment of expertise as well as the adaptive feedback were based on a validated progression model. The students solved at four occasions a hands-on task. The first occasion was used as pretest, the last one as posttest, while the second and third occasion both served as an intervention with varying feedback forms. Students were randomly assigned to one of three experimental groups or to the control group. Students from the experimental groups received during the intervention phase either a feeding back, a feeding forward or both forms simultaneously. The results show no statistically significant differences between students from the experimental groups and the control group. The central problem for the statistically not significant results seems to be the small sample size. In one case in particular—students receiving feeding back compared to students from the control group—the effect size indicates that there might be potential here to foster the expertise in ‘doing science’ among secondary school students from low-achievement levels. Means for optimization regarding possible new studies are discussed.
Translated title of the contributionAdaptive competence-based feedback when ‘doing science’: An empirical study on the effectiveness of different feedback forms
Original languageGerman
JournalZeitschrift für Didaktik der Naturwissenschaften
Issue number1
Pages (from-to)19-35
Number of pages17
Publication statusPublished - 12.2020

ID: 1331715