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@PHDTHESIS{Goertz:849070,
author = {Goertz, Simon},
othercontributors = {Heinke, Heidrun and Theyßen, Heike},
title = {{M}odule und {L}ernzirkel der {P}lattform {FL}ex{K}om zur
{F}örderung experimenteller {K}ompetenzen in der
{S}chulpraxis : {V}erlauf und {E}rgebnisse einer
{D}esign-{B}ased {R}esearch {S}tudie},
volume = {334},
school = {RWTH Aachen University},
type = {Dissertation},
address = {Berlin},
publisher = {Logos Verlag Berlin GmbH},
reportid = {RWTH-2022-06545},
series = {Studien zum Physik- und Chemielernen},
pages = {x, 430 Seiten : Illustrationen},
year = {2022},
note = {Dissertation, RWTH Aachen University, 2022},
abstract = {The promotion of experimental competencies is a central
educational goal of science in school. As an essential
component of general education scientific competencies are
required for social participation, communication and forming
opinion. In the context of experiments, as they occur in
everyday life, in technology and in medicine, these skills
are essential. In addition, some curricula in the German
federal states explicitly legitimize the promotion of
experimental skills. Therefore, with this work using the
design-based research approach, support offers for the
promotion of experimental competencies to schoolchildren
have been developed and evaluated. The FLexKom platform
(Fördern und Lernen experimenteller Kompetenzen) was
designed for this purpose and provides various modules and
teaching materials free of charge. The modules of the
FLexKom platform have been designed in such way that they
focus on specific promotion of specific sub-competencies
(e.g. carrying out electronic experimental setups or using
control-of-variables strategy). In terms of methodology, the
modules can be used in various ways. One possibility is to
combine several modules into a learning circle. The modules
can be combined according to various criteria. Two exemplary
learning circles were examined in a study. One learning
circle puts various sub-competencies in the foreground, with
all modules moving in the same physical field of content
(here electricity). The other learning circle focuses on a
specific sub-competence (here control-of-variables strategy)
in several content fields. To investigate the effectiveness
of the developed learning circles and materials and to be
able to draw conclusions about further knowledge for new
modules, a study was designed and carried out which examined
and compares the learning effectiveness of the learning
circles in everyday school life. To determine the
competencies, validated test instruments have been used that
measure individual sub-competencies and thus allow detailed
statements. The increase in learning could be determined by
comparing the test data at different time. The concrete
intervention consisted of a motivation phase, the
implementation of a learning circle and a consolidation
phase. The two sample learning circles were evaluated with
15 school classes from grades 7 to 9 (mean age: 12,9 years).
The results of the investigation show a significant increase
in learning with a large effect size for the sub-skills
addressed with the modules. Sub-competencies that are not
promoted show little or no improvement. In addition to the
similarities between the two types of learning circles,
differences were also identified. For the learning circle,
which promotes the control-of-variables strategy (CVS) in
all modules, there was a significant increase in performance
even for partial skills of the CVS that are known to be
difficult. If the CVS was only thematized in one module of
the alternative learning circle examined, a significant
increase in learning was only found for the more simple
partial skills of the CVS. For practical use in schools, in
addition to the learning effectiveness on the part of the
pupils, the acceptance of the teachers is also important. A
survey of the teachers showed a positive assessment of the
learning goals and their accessibility through the modules.
Furthermore, the conceptual idea of the learning circle,
which deals with the CVS in several content fields, received
a particularly high level of approval. On the one hand, this
work made it possible to create a module pool to promote a
variety of specific experimental sub-competencies. On the
other hand, the work provides insights into the learning
effectiveness of learning circles combined from the modules
as well as their acceptance by the teachers. In summary, in
terms of the design-based research approach, the FLexKom
platform provided materials suitable for school practice to
promote experimental skills and gained important knowledge
for their further development.},
cin = {131110 / 130000},
ddc = {530},
cid = {$I:(DE-82)131110_20140620$ / $I:(DE-82)130000_20140620$},
typ = {PUB:(DE-HGF)11 / PUB:(DE-HGF)3},
url = {https://publications.rwth-aachen.de/record/849070},
}
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