Zusammenfassung
One of the main quality criteria of effective lessons is a well-structuredand organized learning sequence. To design such a sequence different guidelines or theoriesexist. The effects of two guidelines (theory of basis-models and the inquiring-developing procedure) on knowledge achievement were investigated. For this investigationtwo 90-minute lessons were developed,each according to one of the ...
Zusammenfassung
One of the main quality criteria of effective lessons is a well-structuredand organized learning sequence. To design such a sequence different guidelines or theoriesexist. The effects of two guidelines (theory of basis-models and the inquiring-developing procedure) on knowledge achievement were investigated. For this investigationtwo 90-minute lessons were developed,each according to one of the guidelines. Both lessons had the same content (introduction of momentum) and used the same teaching methods and the same media. The study was designed as an exploratory quasi-experimental laboratory setting. The sample consisted of 796 pupils out of 32 classes (10thgrade) of secondary schoolsin Germany. A knowledge test was held before (pretest) and after (post-test) thelessons to measure achievement. Additionally,many organisational variables and partly the cognitive basic skills were controlled for.Each method which was used to analyze the data (t-Test, ANCOVA, multilevel analysis) shows a highly significant difference on knowledge achievement between the two intervention groups. The basis-model-group has a significantly higher group-mean-score in the post-test with a small to medium effect size. The size of this impact differs, if groups of students with a high or low level of prior knowledge are considered. The lesson givenaccordingto the theory of basis-modelswasespecially beneficial for pupils lacking prior knowledge, but didn’tdisadvantage those who scored high in the pretest.Previous research studies regarding the theory of basis-models showedsimilar results concerning the impact on learning. In one of these studieseven the impact’sdependency on the student’slevel of prior knowledgewas shown. In combination with these studies, the theory of basis-modelsseems to be a promising theoretical model for designing (physics) instruction regarding achievementand may help to avoid mental overloadas it particularly fostersthose who lack prior knowledge.
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