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Faculty for Biology, Chemistry and Earth Sciences

Department of Biology Education - Prof. Dr. Franz X. Bogner

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Schaal, S: Fachintegratives Lernen mit digitalen Medien - Die theoriegeleitete Entwicklung und Evaluation einer hypermedialen Lernumgebung für den naturwissenschaftlichen Unterricht in der Realschule, (2006)
A major aim of this PhD research was a theory-guided development and evaluation of a hypermedia learning environment for science education. Its specific theme dealt with ‘life in winter’ focussing on physical conditions and mammals’ strategies for successful hibernation. Thus, a main goal was to teach subject-integrative concepts of physics and biology for 9th grade of middle stratification level (n = 106). The development of the learning environment followed specific guidelines which were derived from cognitive theories of multi- and hypermedia learning. Furthermore, aspects of self-determination theory and cooperative learning were applied. Learning with hypermedia is complex and thus, implicit and explicit support for active learning was implemented, for instance by adequate tasks and navigational aids. During the intervention, the pupils worked over a period of six lessons (each 45 minutes) cooperatively in dyads without any specific teacher’s support: Pupils only used the learning environment and an additional workbook. The data recording followed a traditional pre- / post-test design; different test questionnaires were used for cognitive achievement assessment as well as concept mapping procedures. The empirical survey revealed an increase in cognitive achievement with regard to both, the subject-specific and the subject-integrative aspects. Relevant for interindividual differences in learning in this study were: Prior domain specific knowledge, general scientific expertise and an active and successful use of the workbook. Concerning the learning goals, the analyses of pupils’ concept maps showed a successful knowledge construction after the intervention. The use of the navigational aids as implicit support for active learning was positively correlated to the motivational variables (e.g., the perceived competence) and to the successful knowledge construction.
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