Effects and Prerequisites of Self-Generation in Inquiry-Based Learning
| dc.date.accessioned | 2020-11-11T16:19:20Z | |
| dc.date.available | 2020-11-11T16:19:20Z | |
| dc.date.issued | 2020-10-10 | |
| dc.description.sponsorship | Gefördert durch den Publikationsfonds der Universität Kassel | ger |
| dc.identifier | doi:10.17170/kobra-202011102120 | |
| dc.identifier.uri | http://hdl.handle.net/123456789/11955 | |
| dc.language.iso | eng | eng |
| dc.relation.doi | doi:10.3390/educsci10100277 | |
| dc.rights | Namensnennung 4.0 International | * |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | * |
| dc.subject | inquiry-based learning | eng |
| dc.subject | generation effect | eng |
| dc.subject | self-generation | eng |
| dc.subject | retention | eng |
| dc.subject | self-generation success | eng |
| dc.subject | cognitive load | eng |
| dc.subject.ddc | 370 | |
| dc.subject.swd | Lernen | ger |
| dc.subject.swd | Autopoiese | ger |
| dc.subject.swd | Retention | ger |
| dc.subject.swd | Kognitives Lernen | ger |
| dc.title | Effects and Prerequisites of Self-Generation in Inquiry-Based Learning | eng |
| dc.type | Aufsatz | |
| dc.type.version | publishedVersion | |
| dcterms.abstract | 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. | eng |
| dcterms.accessRights | open access | |
| dcterms.creator | Streich, Irina | |
| dcterms.creator | Mayer, Jürgen | |
| dcterms.source.articlenumber | 277 | |
| dcterms.source.identifier | EISSN 2227-7102 | |
| dcterms.source.issue | Issue 10 | |
| dcterms.source.journal | Education Sciences | eng |
| dcterms.source.volume | Volume 10 | |
| kup.iskup | false |