1,721,090 research outputs found
Analysis of eye movements to study drawing in the context of vector fields
No full textResearch has shown that visual representations can substantially enhance the learning and understanding of STEM concepts; despite this, students tend to struggle in using them fluently and consistently. Consequently, educators advocate for explicit instructions that support the coordination of multiple representations, especially when concepts become more abstract and complex. For recent years, the drawing (or sketching) technique has received increasing attention. Theoretical considerations and prior research suggest that drawing has the potential to support knowledge construction and to provide cognitive relief. In this article, we present two studies that investigate the impact of drawing activities in a multi-representational, instruction-based learning scenario from physics, more precisely, in the context of vector fields. Further, mobile and remote eye tracking was used to record students' gaze behavior in addition to monitoring indicators of performance and cognitive load. Here, eye movements provide information about cognitive processes during the completion of the instruction, on the one hand, and during subsequent problem solving, on the other hand. Comparisons of a treatment group instructed with drawing activities and a control group instructed without drawing activities revealed significant differences in students' perceived cognitive load (p = 0.02, d = 0.47 and p = 0.0045, d = 0.37), as well as their response accuracy (p = 0.02, d = 0.51) and their response confidence (p = 0.02, d = 0.55 and p = 0.004, d = 0.64) during assessment after instruction (N = 84). Moreover, students instructed with drawing activities were found to distribute more visual attention to important parts of the instruction (vector field diagram and instructional text, N = 32) compared to the control group and, further, showed effective, expert-like behaviors during subsequent problem solving (N = 53). Finally, as a contribution to current trends in eye-tracking research, the application of mobile and remote eye-tracking in drawing-based learning and assessment scenarios is compared and critically discussed.Open-Access-Publikationsfonds 202
Tablet-PCs als Experimentiermittel im Oberstufenunterricht – Experimente aus Optik und Kernphysik
No full textEye tracking in physics education research: A systematic literature review
No full textOpen-Access-Publikationsfonds 202
The impact of multiple representations on students' understanding of vector field concepts: Implementation of simulations and sketching activities into lecture-based recitations in undergraduate physics
No full textOpen-Access-Publikationsfonds 202
Konzeption und Untersuchung videobasierter Aufgaben im Rahmen vorlesungsbegleitender Übungen zur Experimentalphysik (Mechanik)
No full textKonzeption und Untersuchung videobasierter Aufgaben im Rahmen vorlesungsbegleitender Übungen zur Experimentalphysik (Mechanik)
No full textSmartphone-based undergraduate research projects in an introductory mechanics course
No full textAbstract
At the University of Göttingen, we implemented undergraduate research projects into a first-year mechanics course for physics majors and teacher-training students. Our primary goal was to foster students’ affective factors and higher-order thinking skills in a self-directed, crosslinking, inquiry-based learning setting. A total of 160 students were organized into 40 small groups which worked on one of six open-ended experimental tasks, utilizing smartphone sensors for flexible first-hand data collection outside laboratories. The tasks originate from the Erasmus+ project DigiPhysLab and were significantly modified and opened to be used for undergraduate research projects. In this manuscript, we present the underlying rationales behind this program, outline the core concepts behind the developed experimental tasks, and explain the actual implementation. Additionally, we offer insights into the assessment process for the project work, including the evaluation of scientific posters and responses to eight reflection questions. To facilitate this, we have employed two rubrics to ensure a comprehensive evaluation process.</jats:p
Effects of Technical and Biological Contexts on Situational Interest When Working on Physical Learning Tasks on the Energy Concept
No full textZusammenfassung Die Förderung von Interessen gilt als wesentliches Ziel des naturwissenschaftlichen Unterrichts, sodass der kontextorientierte Unterricht vermehrt an Bedeutung gewonnen hat. Anschließend an den empirischen Befund, dass die Orientierung fachlicher Inhalte an lebensweltliche Kontexte das Interesse von Schülerinnen und Schülern in Lernsituationen erhöhen kann, stellt sich die Frage, welche Kontexte für diesen Zweck besonders geeignet sind. In diesem Zusammenhang greift die vorliegende Untersuchung Argumente der Diskussion um fächerübergreifenden naturwissenschaftlichen Unterricht auf und nutzt zur Einbettung von Lerninhalten Kontexte aus den Themenfeldern Biologie und Technik, die von Mädchen bzw. Jungen als interessant wahrgenommen werden. In einer Online-Studie ( N = 298 ) wird systematisch geprüft, inwiefern aus diesen Themenfeldern stammende Kontexte in der Lage sind, das situationale Interesse während der Arbeit an Lernstationen zum Energiekonzept zu erhöhen und welchen Einfluss individuelle Faktoren diesbezüglich zeigen. Mehrebenenregressionen mit Random Intercept auf Personenebene zeigen einen positiven Einfluss biologischer Kontexte auf das emotionsbezogene situationale Interesse von Schülerinnen, während durch den Einsatz technischer Kontexte diese Komponente des situationalen Interesses bei Schülern gesteigert werden konnte. Die wertbezogene Komponente des situationalen Interesses kann ebenfalls durch Einsatz von Kontexten eines bevorzugten Themenfeldes erhöht werden. Insgesamt wird deutlich, dass sich vor allem die emotionale Komponente des situationalen Interesses durch die Variation des Kontexts beeinflussen lässt, während die wertbezogene Komponente insbesondere durch das individuelle Interesse an Physik bedingt ist. Selbstkonzept und schulische Leistung zeigen unter Berücksichtigung der individuellen Interessen keinen signifikanten Einfluss. Für die Schulpraxis wird die Bedeutung der Auswahl geeigneter Kontexte deutlich, um mit dem Aufzeigen der Relevanz fachlicher Inhalte potentiell stabile Interessen fördern zu können.Abstract The development of interests is considered to be an essential goal of science education, so that context-oriented teaching has become increasingly important. Following the empirical finding that the orientation of subject content to real-life contexts can increase the interest of students in learning situations, the question arises as to which contexts are particularly suitable for this purpose. In this context, the present study takes up arguments from the discussion about interdisciplinary science education and uses contexts from the domains of biology and technology, which are perceived as interesting by either girls or boys, to embed learning content. In an online study ( N = 298 ), we systematically test to what extent contexts originating from these subject areas are able to increase situational interest during work at learning stations on the energy concept and what influence individual factors show in this regard. Multilevel regressions with random intercept at the person level show a positive influence of biological contexts on the emotion-related situational interest of female students, while the use of technical contexts was able to increase this component of situational interest in male students. The value-related component of situational interest can also be increased by using contexts of a preferred subject area. Overall, it is clear that especially the emotional component of situational interest can be influenced by the variation of the context, whereas the value-related component is mainly conditioned by the individual interest in physics. Self-concept and academic performance show no significant influence when individual interest is taken into account. For school practice, the importance of selecting appropriate contexts becomes clear in order to be able to promote potentially stable interests by showing the relevance of subject content.Zusammenfassung Die Förderung von Interessen gilt als wesentliches Ziel des naturwissenschaftlichen Unterrichts, sodass der kontextorientierte Unterricht vermehrt an Bedeutung gewonnen hat. Anschließend an den empirischen Befund, dass die Orientierung fachlicher Inhalte an lebensweltliche Kontexte das Interesse von Schülerinnen und Schülern in Lernsituationen erhöhen kann, stellt sich die Frage, welche Kontexte für diesen Zweck besonders geeignet sind. In diesem Zusammenhang greift die vorliegende Untersuchung Argumente der Diskussion um fächerübergreifenden naturwissenschaftlichen Unterricht auf und nutzt zur Einbettung von Lerninhalten Kontexte aus den Themenfeldern Biologie und Technik, die von Mädchen bzw. Jungen als interessant wahrgenommen werden. In einer Online-Studie ( N = 298 ) wird systematisch geprüft, inwiefern aus diesen Themenfeldern stammende Kontexte in der Lage sind, das situationale Interesse während der Arbeit an Lernstationen zum Energiekonzept zu erhöhen und welchen Einfluss individuelle Faktoren diesbezüglich zeigen. Mehrebenenregressionen mit Random Intercept auf Personenebene zeigen einen positiven Einfluss biologischer Kontexte auf das emotionsbezogene situationale Interesse von Schülerinnen, während durch den Einsatz technischer Kontexte diese Komponente des situationalen Interesses bei Schülern gesteigert werden konnte. Die wertbezogene Komponente des situationalen Interesses kann ebenfalls durch Einsatz von Kontexten eines bevorzugten Themenfeldes erhöht werden. Insgesamt wird deutlich, dass sich vor allem die emotionale Komponente des situationalen Interesses durch die Variation des Kontexts beeinflussen lässt, während die wertbezogene Komponente insbesondere durch das individuelle Interesse an Physik bedingt ist. Selbstkonzept und schulische Leistung zeigen unter Berücksichtigung der individuellen Interessen keinen signifikanten Einfluss. Für die Schulpraxis wird die Bedeutung der Auswahl geeigneter Kontexte deutlich, um mit dem Aufzeigen der Relevanz fachlicher Inhalte potentiell stabile Interessen fördern zu können.Abstract The development of interests is considered to be an essential goal of science education, so that context-oriented teaching has become increasingly important. Following the empirical finding that the orientation of subject content to real-life contexts can increase the interest of students in learning situations, the question arises as to which contexts are particularly suitable for this purpose. In this context, the present study takes up arguments from the discussion about interdisciplinary science education and uses contexts from the domains of biology and technology, which are perceived as interesting by either girls or boys, to embed learning content. In an online study ( N = 298 ), we systematically test to what extent contexts originating from these subject areas are able to increase situational interest during work at learning stations on the energy concept and what influence individual factors show in this regard. Multilevel regressions with random intercept at the person level show a positive influence of biological contexts on the emotion-related situational interest of female students, while the use of technical contexts was able to increase this component of situational interest in male students. The value-related component of situational interest can also be increased by using contexts of a preferred subject area. Overall, it is clear that especially the emotional component of situational interest can be influenced by the variation of the context, whereas the value-related component is mainly conditioned by the individual interest in physics. Self-concept and academic performance show no significant influence when individual interest is taken into account. For school practice, the importance of selecting appropriate contexts becomes clear in order to be able to promote potentially stable interests by showing the relevance of subject content
Einfluss konzeptioneller Instruktionen auf die Blickbewegung: Eye Tracking Studien im Kontext multipler Repräsentationen der mathematischen Physik
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