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Effects and Prerequisites of Self-Generation in Inquiry-Based Learning

The goal of this study is to investigate the effect of self-generation in inquiry-based learning and to identify the role of feedback. While open-ended inquiry-based learning with a high degree of self-generation requirements has long been considered optimal for facilitating effective learning, its long-run effects have been critically challenged. This study employed a 3 (learning condition) × 2 (retention interval) mixed factorial design (N = 98). An inquiry activity involving the self-generation of content knowledge with or without subsequent feedback was compared to an inquiry task in which students simply read hypotheses and data interpretations. Self-generation without feedback was subject to rereading and self-generation with feedback. However, no differences were found under the two latter conditions. An additional analysis of individual learners’ abilities revealed that different abilities (e.g., cognitive load, self-generation success) served as predictors of performance in the disparate treatments.

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Gefördert durch den Publikationsfonds der Universität Kassel
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In: Education Sciences Volume 10 / Issue 10 (2020-10-10) , S. ; EISSN 2227-7102
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Except where otherwised noted, this item's license is described as Namensnennung 4.0 International
@article{doi:10.17170/kobra-202011102120,
  author    ={Streich, Irina and Mayer, Jürgen},
  title    ={Effects and Prerequisites of Self-Generation in Inquiry-Based Learning},
  keywords ={370 and Lernen and Autopoiese and Retention and Kognitives Lernen},
  copyright  ={http://creativecommons.org/licenses/by/4.0/},
  language ={en},
  journal  ={Education Sciences},
  year   ={2020-10-10}
}