LEARNING ABOUT OWLS AND THEIR CONSERVATION – A COMPARISON OF MEDIA-ASSISTED INSTRUCTIONAL METHODS
Journal Title: Problems of Education in the 21st Century - Year 2007, Vol 1, Issue 8
Abstract
In this study, two short-term educational treatments for secondary school dealing with ecology and conservation of European owl species were compared under realistic field-conditions. Both motivating learning environments, a play-like activity (quartet) and a hypermedia website tool for two lessons (90 min), are known to provide a strong “Hawthorne effect”, which might useful for achievement in a short-term learning unit in Science Education. Information units were similar, only the structure of presentation differed within both treatments. Objectives of the study were (i) a comparison of both teaching methods concerning the cognitive learning outcome and (ii) motivational variables in a pre-/ post- and retention-test design with control group. Pupils were randomly assigned one treatment (Hypermedia: N = 34, quartet: N = 30, control: N = 28). As result of multivariate statistics, a significant higher achievement in the computer-aided group was assessed immediately after the lesson, while the retention test did not produce significant differences between the treatments. Pupils performed significantly better in the retention-test compared to the post-test, which might be due to a short teaching sequence of ten minutes after the post-test. The motivational variables measured with the Intrinsic Motivation Inventory (Ryan, Connell & Plant, 1990) didn’t show any difference between the two treatments, suggesting that both treatments are motivating and that the Hawthorne effect might be similar. Pooling both experimental groups, a significant positive relationship between interest/enjoyment and post-test scores and between effort and retention and a negative correlation between retention test and the perceived pressure can be reported. A consequence for Science Education practice is the usefulness of both treatments for successful and motivating achievement as well as the fact, that the hypermedia approach can be used for self-determined learning as out-of-school-preparation. Furthermore, research concerning the short concluding teaching sequences is necessary.
Authors and Affiliations
Steffen Schaal, Christoph Randler, Stefanie Krall
Keywords
Related Articles
- EP ID EP34453
- DOI -
- Views 564
- Downloads 0
SOME INNOVATIVE APPROACHES TO TEACHING RUSSIAN AS FOREIGN LANGUAGE
When studying any of languages foreign to some person and not considering this process as simple as an acquiring certain knowledge and skills volume only, but to the contrary – regarding it as purposeful activity which e...
FIFTH-GRADERS’ PROBLEM SOLVING ABILITIES IN OPEN-ENDED INQUIRY
The goal of this article is to discuss the actual relation between scientific inquiries used in science classrooms and problem solving processes. A model of problem solving ability levels is also introduced. The empiric...
CHEMISTRY FOR GIFTED AND TALENTED: ON-LINE COURSE ON TALNET
Education of the gifted and talented children, as potential contributors for the whole society, is emphasized and actively supported in the educational policy of the European Union. The project “Talnet – Online to Scie...
TRUTH, FAITHFULLNESS AND RELIABILITY VAGUENESS IN THE ACCOUNTING THEORY AS A CHALLENGE FOR ACCOUNTING TEACHERS
The study was aimed at examining the notion of truth, faithfulness and reliability approaches in chosen social sciences, and accounting theoretical foundations among them. In order to explore whether accounting concept...
PROSPECTIVE TEACHERS’ CREATIVITY FOSTERING BEHAVIORS, PERCEPTIONS ON THEIR TECHNOLOGY SKILLS AND SUCCESS IN PROJECT BASED MATERIAL DEVELOPMENT
In this study it was determined how pre-service chemistry teachers’ creativity fostering behaviours and their perceptions of their technology skills predict their success in Project Based Educational Technology and Mate...