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

dc.date.accessioned2020-11-11T16:19:20Z
dc.date.available2020-11-11T16:19:20Z
dc.date.issued2020-10-10
dc.identifierdoi:10.17170/kobra-202011102120
dc.identifier.urihttp://hdl.handle.net/123456789/11955
dc.description.sponsorshipGefördert durch den Publikationsfonds der Universität Kasselger
dc.language.isoengeng
dc.rightsNamensnennung 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectinquiry-based learningeng
dc.subjectgeneration effecteng
dc.subjectself-generationeng
dc.subjectretentioneng
dc.subjectself-generation successeng
dc.subjectcognitive loadeng
dc.subject.ddc370
dc.titleEffects and Prerequisites of Self-Generation in Inquiry-Based Learningeng
dc.typeAufsatz
dcterms.abstractThe 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.accessRightsopen access
dcterms.creatorStreich, Irina
dcterms.creatorMayer, Jürgen
dc.relation.doidoi:10.3390/educsci10100277
dc.subject.swdLernenger
dc.subject.swdAutopoieseger
dc.subject.swdRetentionger
dc.subject.swdKognitives Lernenger
dc.type.versionpublishedVersion
dcterms.source.identifierEISSN 2227-7102
dcterms.source.issueIssue 10
dcterms.source.journalEducation Scienceseng
dcterms.source.volumeVolume 10
kup.iskupfalse
dcterms.source.articlenumber277


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Namensnennung 4.0 International
Except where otherwise noted, this item's license is described as Namensnennung 4.0 International