Comprehension-Oriented Learning of Cell Biology: Do Different Training Conditions Affect Students' Learning Success Differentially?

Autor/inn/en	Becker, Lukas Bernhard; Welter, Virginia Deborah Elaine; Aschermann, Ellen; Großschedl, Jörg
Titel	Comprehension-Oriented Learning of Cell Biology: Do Different Training Conditions Affect Students' Learning Success Differentially?
Quelle	In: Education Sciences, 11 (2021), Artikel 438 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Becker, Lukas Bernhard) ORCID (Welter, Virginia Deborah Elaine) ORCID (Großschedl, Jörg)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Teaching Methods; Cytology; Science Achievement; Concept Mapping; College Students; Learning Strategies; Foreign Countries; Instructional Effectiveness; Cognitive Processes; Germany + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zytologie; Concept Map; Collegestudent; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Unterrichtserfolg; Cognitive process; Kognitiver Prozess; Deutschland
Abstract	Concept Mapping (CM) is a learning strategy to organize and understand complex relationships, which are particularly characteristic of the natural science subjects. Previous research has already shown that constructing concept maps can promote students' meaningful learning in terms of deeper knowledge and its more flexible use. While researchers generally agree that students need to practice using CM successfully for learning, key parameters of effective CM training (e.g., content, structure, and duration) remain controversial. This desideratum is taken up by our study, in which three different training approaches were evaluated: a CM training with scaffolding and feedback vs. a CM training without additional elements vs. a non-CM control training. In a quasi-experimental design, we assessed the learning outcome of N = 73 university students who each had participated in one of the trainings before. Our results suggest that an extensive CM training with scaffolding and feedback is most appropriate to promote both CM competence and acquisition of knowledge. From an educational perspective, it would therefore be advisable to accept the time-consuming process of intensive practice of CM in order to enable students to adequately use of the strategy and thus facilitate meaningful learning in terms of achieving sustained learning success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01