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Projekt Lernprozesse und Problemlösen (Fortsetzung)
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Project Leader  
Dr. Joachim Wirth    
Prof. Dr. Detlev Leutner    
Prof. Dr. Hans E. Fischer  
 
Project Collaborateur  
Jill Gößling  
Jessica Marschner  
 
 
 
 
 
 
 
 
 
 
Project periode:  
01.2007 - 01.2010  
 
Grant reference: WI2663/3-2
Background, Aims and Framework
Diagnosing and promoting learning process in science instruction  

The aim of this project is to improve diagnosing and promoting of the regulation of learning processes in science instruction. Therefore, an already existing computer-based learning environment on “buoyancy in fluids” is to be used to investigate the regulation of learning processes in which declarative and procedural scientific knowledge is applied to acquire knowledge about a specific content domain. In addition, a further computer-based learning environment on “acids and bases” will be developed and evaluated. To foster strategy use and the regulation of learning processes micro-adaptive online-aids will be developed and implemented into the computer-based learning environments. Two different types of adaptive online-aids will be distinguished: (1) aids which foster the appropriate strategy use and (2) aids which foster identification and avoidance of mistakes. On the one hand, the inevitable online-acquisition of these online-aids will be accomplished with the help of already existing computer-based measures of strategy use and regulation. On the other hand, new computer-based measures for diagnosing mistakes will be developed and evaluated.

Methods and Analysis

In the second phase of this project, a new computer-based learning environment on “acids and bases” will be developed based on the scientific discovery approach by Klahr and Dunbar (1988). This indicates that the computer-based learning environment provides a hypothesis space and an experiment space which allow learners to generate hypothesis concerning “acids and bases” and conduct conclusive experiments to test them. In addition, all data within the learning environment will be recorded into so called logfiles. Measures of strategy use will be based on these behavioral logfile data.  
Both computer-based learning environments will be used in two training experiments to investigate the effects of the different online-aids. In particular, it will be ascertained to what extend these online-aids foster the regulation of learning processes and the ability to learn self-regulated.

Diagnosing and promoting learning process in science instruction    
 
Applicants for grant: Dr. Joachim Wirth, Prof. Dr. Detlev Leutner, Prof. Dr. Hans E. Fischer    
Assistants in Project: Jill Gößling, Jessica Marschner    
Project periode: 01.2007 - 01.2010      

The aim of this project is to improve diagnosing and promoting of the regulation of learning processes in science instruction. Therefore, an already existing computer-based learning environment on “buoyancy in fluids” is to be used to investigate the regulation of learning processes in which declarative and procedural scientific knowledge is applied to acquire knowledge about a specific content domain. In addition, a further computer-based learning environment on “acids and bases” will be developed and evaluated. To foster strategy use and the regulation of learning processes micro-adaptive online-aids will be developed and implemented into the computer-based learning environments. Two different types of adaptive online-aids will be distinguished: (1) aids which foster the appropriate strategy use and (2) aids which foster identification and avoidance of mistakes. On the one hand, the inevitable online-acquisition of these online-aids will be accomplished with the help of already existing computer-based measures of strategy use and regulation. On the other hand, new computer-based measures for diagnosing mistakes will be developed and evaluated.

 
Publications of the Project
Publications
Journals  
 
 
•   Künsting, J., Thillmann, H., Wirth, J., Leutner, D., & Fischer, H. E. (2008). Strategisches Experimentieren im naturwissenschaftlichen Unterricht. Psychologie in Erziehung und Unterricht, 55, 1-15.  
•   Thillmann, H., Künsting, J., Wirth, J., & Leutner, D. (in press). Is it merely a question of ‘what’ to prompt or also ‘when’ to prompt? - The role of presentation time of prompts in self-regulated learning. Zeitschrift für Pädagogische Psychologie.  
•   Wirth, J., Künsting, J., & Leutner, D. (2009). The impact of goal specificity and goal quality on learning outcome and cognitive load. Computers in Human Behavior, 25, 299-305.  
•   Wirth, J., Künsting, J., & Thillmann, H. (2007). Assessment of self-regulated learning in a computer-simulated science lab. In B. Csapó & C. Csíkos (Eds.), Developing potentials for learning (Abstracts of the 12. European Conference for Research on Learning and Instruction, p. 128). Budapest: University of Szeged.  
•   Wirth, J., Thillmann, H., Künsting, J., Fischer, H. E., & Leutner, D. (2008). Das Schülerexperiment im naturwissenschaftlichen Unterricht - Bedingungen der Lernförderlichkeit einer verbreiteten Lehrmethode aus instruktionspsychologischer Sicht. Zeitschrift für Pädagogik, 54, 361-375.  
 
 
Talks  
 
•   Gößling, J., Marschner, J., Wirth, J., Thillmann, H., & Leutner, D. (2007, September). Einfluss von Hypothesenbildung und Ergebnisinterpretation auf den Lernerfolg beim selbstregulierten Experimentieren mit Computersimulationen. Beitrag zur 11. Tagung der Fachgruppe Pädagogische Psychologie (Paeps), Berlin.  
•   Gößling, J., Marschner, J., Wirth, J., Thillmann, H., & Leutner, D. (2008, März). Influence of strategic proceeding on learning outcome in self-regulated learning. Beitrag zur Konferenz der American Educational Research Association (AERA), New York, USA.  
•   Gößling, J., Marschner, J., Wirth, J., Thillmann, H., & Leutner, D. (2008, August). Logfile-basierte Erfassung von Strategien zum Experimentieren beim selbstregulierten Lernen in computerbasierten Lernumgebungen. Vortrag während der 71. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Kiel.  
•   Gößling, J., Thillmann, H., Marschner, J., Wirth, J., & Leutner, D. (2008, Mai). Effects of metacognitive prompts on learning strategies and learning outcome in interactive computer-based learning environments. Vortrag während der 3. Tagung der European Association for Research on Learning and Instruction, Special Interest Group (EARLI SIG) 16 Metacognition, Ioannina, Griechenland.  
•   Marschner, J., Thillmann, H., Wirth, J., Gößling, J., & Leutner, D. (2008, August). Entwicklung eines Strategiewissenstest zum Experimentieren. Vortrag während der 71. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Kiel.  
•   Wirth, J. (2008, November). Naturwissenschaftliche Grundbildung seit den internationalen Studien des Leistungsvergleiches (TIMSS und PISA). Eingeladener Vortrag im Rahmen des Kolloquiums des Interdisziplinären Zentrums für Wissenschafts- und Technikforschung (IZWT) der Bergischen Universität Wuppertal, Wuppertal.  
•   Wirth, J., Künsting, J., Thillmann, H., Gößling, J., Marschner, J., Leutner, D., & Fischer, H. E. (2008, Oktober). Lernen durch Experimentieren: Diagnose und Förderung mit Hilfe von Computersimulationen. Eingeladener Vortrag auf dem Eröffnungsworkshop des Promotionskollegs exMNU, Heiligkreuzthal.  
•   Wirth, J., Thillmann, H., Künsting, J., Fischer, H.E. & Leutner, D. (2008, März). Lernprozesse beim computersimulierten Experimentieren im naturwissenschaftlichen Unterricht. Vortrag gehalten auf dem 21. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft, Dresden.  
 
 
Poster  
 
•   Gößling, J., Wirth, J., Fischer, H. E., & Leutner, D. (2008, Februar). Diagnose und Förderung von Lernprozessen im naturwissenschaftlichen Unterricht. Poster zum nwu-Symposium, Mühlheim.  
•   Gößling, J., Wirth, J., Fischer, H. E., & Leutner, D. (2008, November). Diagnosing and promoting learning processes in science education. Poster zum „Scientist in Residence“, Essen.  
•   Gößling, J., Wirth, J., Fischer, H. E., Leutner, D., & Marschner, J. (2008, Juni). Diagnosing and promoting learning processes in science education. Posterbeitrag zur Summerschool mit dem Finnischen Graduiertenkolleg, Helsinki, Finnland.  
•   Gößling, J., Wirth, J., Fischer, H. E., Leutner, D., & Marschner, J. (2008, Dezember). Diagnosing and promoting learning processes in science education. Posterbeitrag zur Winterschool mit dem Finnischen Graduiertenkolleg und dem Niederländischen Graduiertenkolleg, Velbert.  
•   Gößling, J., Wirth, J., Fischer, H. E., Leutner, D., & Marschner, J. (2007, März). Diagnose und Förderung von Lernprozessen im naturwissenschaftlichen Unterricht. Poster zum nwu-Symposium, Mühlheim.  
•   Marschner, J., Goessling, J., Thillmann, H., Wirth, J., & Leutner, D. (2008, Juli). Supporting self-regulated inquiry learning by strategy-related feedback. Poster presented at the 11th EARLI-JURE Conference, Leuven, Belgium.
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