Biologie lernen durch Concept Mapping: Bedeutung eines Lernstrategietrainings für kognitive Belastung, kognitive Prozesse und Lernleistung – Kurzdarstellung des DFG–Projekts

ZUSAMMENFASSUNGDie Beschäftigung mit Biologie erfordert ein Denken in Zusammenhängen. Concept Maps veranschaulichen Zusammenhänge durch Begriffe, die durch beschriftete Pfeile semantisch sinnvoll verbunden sind. Traditionell wird davon ausgegangen, dass die Anfertigung von Concept Maps (sog. Concept Mapping) deshalb lernwirksam ist, weil mit ihr anspruchsvolle kognitive Prozesse der Organisation und Elaboration einhergehen. In jüngster Zeit wurde diese etablierte Vorstellung erschüttert, indem vor allem der Abruf von Informationen aus dem Langzeitgedächtnis für die Lernwirksamkeit des Concept Mapping verantwortlich gemacht wurde. Moniert werden kann, dass in den zugrundeliegenden Studien ausschließlich Lernmaterialien geringen Umfangs verwendet und Concept Mapping nicht trainiert wurde. Das geplante Projekt zielt darauf ab, die berichteten Befunde vor dem Hintergrund dieser beiden Monita kritisch zu prüfen. Aus einer biologiedidaktischen Perspektive dient es der evidenzbasierten Entwicklung eines wirksamen Concept Mapping-Trainings. Aus Perspektive der psychologischen Grundlagenforschung gewährt es Einblick in die kognitiven Prozesse, die die Lernwirksamkeit des Concept Mapping bedingen.ABSTRACTLearning biology is characterized by thinking about interrelationships. Concept maps represent interrelationships through concepts connected to each other with labelledarrows. Traditionally, researchers assume that the construction of concept maps (so-called concept mapping) fosters learning by initiating organization and elaboration as complex cognitive processes. Recently, the cognitive basis of the learning efficacy of concept mapping has been questioned as some researchers reasoned that retrieval of information from long-term memory underlies the efficacy of concept mapping. We criticize that the texts to be learned in these studies were comparatively short. Moreover, participants had not been specifically trained in using concept mapping. Our project aims at examining the robustness of the findings reported above. With regard to biology education, we will devise an effective and evidence-based training in concept mapping. From a psychological perspective, the findings will give insight into the cognitive processes that underlie the efficacy of concept mapping as a learning strategy

Fostering Learning with Incremental Scaffolds During Chemical Experimentation: A Study on Junior High School Students Working in Peer-Groups

Scaffolds are considered to be a promising method of supporting learning. In this study, we investigated the learning efficacy of scaffolds in an inquiry-based learning scenario. Three tasks posed a question/problem to facilitate inquiry-based learning, and scaffolds offered the answer/solution in multiple steps (so-called incremental scaffolds). The use of the scaffolds was voluntary and students’ learning efficacy was compared with a traditional teaching approach. A total of N = 105 seventh graders participated in the quasi-experimental study. Incremental scaffolds were available to the students in the treatment group. Students in the control group received the same question/problem but could only ask the teacher about the answer/solution. Concept maps were used at pre- and posttest to assess conceptual knowledge acquisition. In-line with our hypothesis, results show that students in the treatment group outperformed controls concerning conceptual knowledge acquisition. Regarding the number of misconceptions students used, there were no differences between the groups. Our study indicates that incremental scaffolds are an appropriate method to provide students with the exact help they really need. Based on our findings, we offer practical implications and recommendations for future research

Supporting pre-service teachers in developing research competence

IntroductionTeachers need research competence to reflect on their teaching and to interpret and implement research-based recommendations. However, many pre-service teachers have critical attitudes toward research, little motivation to engage in research, and comparatively low knowledge of research methods and thereby consequently indicating a low research competence. Flexible online modules in university teaching could be a promising approach to address these issues. Online modules can potentially promote self-determined motivation, but should be sufficiently structured to support learners’ need for competence.MethodsWe designed two learning environments with different types of structure: a non-restrictive structured environment and a restrictive structured environment. A total of N = 108 pre-service biology teachers were randomly assigned to the two learning environments.Results and discussionContrary to our assumption, the restrictive type of structure of the learning environment did not lead to a higher perception of competence. This might be a consequence of external pressure, for example, the examination at the end of the course. Regarding pre-service teachers’ research competence, we found a decrease in the affective-motivational domain and an increase in the cognitive domain in both learning environments. These results suggest that fostering pre-service teachers’ research competence should focus on the affective-motivational domain. In order to positively affect this domain, care must be taken to ensure that structuring elements are not experienced as control and that given choices are meaningful to students

Analyzing pre-service biology teachers’ intention to teach evolution using the theory of planned behavior

BACKGROUND: Even though evolution is the overarching principle that connects all areas of biology, a significant proportion of pre-service teachers do not intend to teach evolution, minimize the teaching of evolution, or teach alternative ideas in biology classes. To prevent adverse teaching practices and promote effective pre-service teacher education, we aimed to identify and analyze variables that foster or hinder their behavioral intentions to teach evolution. METHOD: We adopted a behavioral psychology research perspective and developed a research model based on the theory of planned behavior to examine behavioral intentions for teaching evolution in biology classrooms. We extended the model with additional variables that have been delineated by teacher education research as essential determinants for the behavioral intention to teach evolution. We proposed several hypotheses suggesting that the attitude toward teaching evolution, subjective norms, perceived behavioral control, personal religious faith, perceived usefulness, and knowledge about evolution determine a person’s behavioral intention. We conducted a quantitative cross-sectional study in teacher education to test the hypotheses and surveyed N = 339 pre-service biology teachers using an online questionnaire. We analyzed the data using a two-stage structural equation model. RESULTS: We were able to confirm all proposed hypotheses. The most important results revealed that pre-service teachers’ knowledge about and perceived usefulness of evolution are only moderately pronounced. Moreover, the subjective norm is a predictor not only of behavioral intention but also of the attitude toward teaching evolution. The variable of perceived behavior control partly moderates the relationship between knowledge about evolution and behavioral intention. Additionally, perceived usefulness is an important and marginally stronger predictor of a person’s attitude than personal religious faith. CONCLUSION: The extended model of the theory of planned behavior has highlighted the need for educational programs to increase knowledge about and the perceived usefulness of evolution even stronger. The findings delineated the effects of essential determinants on behavioral intentions and provided information about the necessary levers of teacher education. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12052-022-00175-1

Geteiltes Wissen, halbe Arbeit! Digitales Concept Mapping zum Thema Herz-Blutkreislaufsystem

Großschedl J, Schumacher F. Geteiltes Wissen, halbe Arbeit! Digitales Concept Mapping zum Thema Herz-Blutkreislaufsystem. digital unterrichten: Biologie. 2022;7(22):4-5

Does motivation matter? - The relationship between teachers' self-efficacy and enthusiasm and students' performance.

Knowledge and motivation of a teacher are two unchallenged, essential characteristics for successful education. Whilst the relevance of teachers' professional knowledge for successful students' learning has been studied in a sophisticated manner for years, the meaning of teachers' motivational orientations for students' performance still lacks a differentiated consideration. This construct is conceptualized by three domains: (1) self-efficacy, (2) subject-specific enthusiasm, and (3) enthusiasm for teaching the subject. Motivational orientations overall have shown to be relevant predictors of students' learning. However, there are several dimensions of motivation and their relative importance remains unclear. Our study goes beyond the available findings by considering in detail each of the three domains' relations to students' performance. Thus, we aim to further contribute to the clarification of the predictors of students' performance in school teaching. For this purpose, we conducted a study with 48 biology teachers and their 1036 students. To assess the three domains of teachers' motivational orientations, we applied paper and pencil tests. Concept maps and paper and pencil tests were used to measure students' performance. By specifying multilevel structural equation models, we examined the relationship between the domains of teachers' motivational orientations and the performance of the students. Our results reveal no relationship between teachers' self-efficacy and students' performance, but a significant positive relationship between the latter and teachers' subject-specific enthusiasm. Moreover, our results show a positive trend in the relationship between enthusiasm for teaching the subject and students' performance. The results provide a differentiated picture about the importance of motivational orientations for the characterisation of an effective teacher. We discuss our findings in terms of possible effect mechanisms and their relevance for further research on teacher motivation and the improvement of teacher education programmes

An exploratory study on students’ denominations, personal religious faith, knowledge about, and acceptance of evolution

Abstract Background The theory of evolution serves as an overarching scientific principle for all areas of biology. Hence, knowledge about and acceptance of evolution are indispensable for holistic education. However, the levels of knowledge about and acceptance of evolution vary greatly. It is supposed that insufficient knowledge and lack of acceptance are associated with high personal religious faith and affiliated denominations. Therefore, it is fundamental to examine knowledge about and acceptance of evolution, personal religious faith, and denomination. Results We conducted an exploratory study with German upper secondary school students (N = 172). Firstly, the results showed a weak to moderate correlation between knowledge about and acceptance of evolution. Secondly, students of different denominations differed in their knowledge about evolution, use of key concepts, acceptance of evolution, and personal religious faith but not in their use of misconceptions. Thirdly, the findings revealed that a student’s denomination predicts knowledge level, whereas personal religious faith predicts acceptance. Conclusions Our exploratory study indicates that, in addition to the strength of personal religious faith, the denomination may be critical to knowledge about and acceptance of evolution