Aufsatz![](/themes/Mirage2/images/Open_Access_logo_PLoS_transparent.svg)
Effects and Prerequisites of Self-Generation in Inquiry-Based Learning
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.
Citation
In: Education Sciences Volume 10 / Issue 10 (2020-10-10) EISSN 2227-7102Sponsorship
Gefördert durch den Publikationsfonds der Universität KasselCitation
@article{doi:10.17170/kobra-202011102120,
author={Streich, Irina and Mayer, Jürgen},
title={Effects and Prerequisites of Self-Generation in Inquiry-Based Learning},
journal={Education Sciences},
year={2020}
}
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2020-11-11T16:19:20Z 2020-11-11T16:19:20Z 2020-10-10 doi:10.17170/kobra-202011102120 http://hdl.handle.net/123456789/11955 Gefördert durch den Publikationsfonds der Universität Kassel eng Namensnennung 4.0 International http://creativecommons.org/licenses/by/4.0/ inquiry-based learning generation effect self-generation retention self-generation success cognitive load 370 Effects and Prerequisites of Self-Generation in Inquiry-Based Learning Aufsatz 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. open access Streich, Irina Mayer, Jürgen doi:10.3390/educsci10100277 Lernen Autopoiese Retention Kognitives Lernen publishedVersion EISSN 2227-7102 Issue 10 Education Sciences Volume 10 false 277
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