Module und Lernzirkel der Plattform FLexKom zur Förderung experimenteller Kompetenzen in der Schulpraxis : Verlauf und Ergebnisse einer Design-Based Research Studie

• Module and learning circle of the FLexKom platform to promote experimental skills in school practice : course and results of a design-based research study

Goertz, Simon; Heinke, Heidrun (Thesis advisor); Theyßen, Heike (Thesis advisor)

Berlin : Logos Verlag Berlin GmbH (2022)
Book, Dissertation / PhD Thesis

In: Studien zum Physik- und Chemielernen 334
Page(s)/Article-Nr.: x, 430 Seiten : Illustrationen

Dissertation, RWTH Aachen University, 2022

Abstract

The promotion of experimental competencies is a central educational goal of science in school. As an essential component of general education scientific competencies are required for social participation, communication and forming opinion. In the context of experiments, as they occur in everyday life, in technology and in medicine, these skills are essential. In addition, some curricula in the German federal states explicitly legitimize the promotion of experimental skills. Therefore, with this work using the design-based research approach, support offers for the promotion of experimental competencies to schoolchildren have been developed and evaluated. The FLexKom platform (Fördern und Lernen experimenteller Kompetenzen) was designed for this purpose and provides various modules and teaching materials free of charge. The modules of the FLexKom platform have been designed in such way that they focus on specific promotion of specific sub-competencies (e.g. carrying out electronic experimental setups or using control-of-variables strategy). In terms of methodology, the modules can be used in various ways. One possibility is to combine several modules into a learning circle. The modules can be combined according to various criteria. Two exemplary learning circles were examined in a study. One learning circle puts various sub-competencies in the foreground, with all modules moving in the same physical field of content (here electricity). The other learning circle focuses on a specific sub-competence (here control-of-variables strategy) in several content fields. To investigate the effectiveness of the developed learning circles and materials and to be able to draw conclusions about further knowledge for new modules, a study was designed and carried out which examined and compares the learning effectiveness of the learning circles in everyday school life. To determine the competencies, validated test instruments have been used that measure individual sub-competencies and thus allow detailed statements. The increase in learning could be determined by comparing the test data at different time. The concrete intervention consisted of a motivation phase, the implementation of a learning circle and a consolidation phase. The two sample learning circles were evaluated with 15 school classes from grades 7 to 9 (mean age: 12,9 years). The results of the investigation show a significant increase in learning with a large effect size for the sub-skills addressed with the modules. Sub-competencies that are not promoted show little or no improvement. In addition to the similarities between the two types of learning circles, differences were also identified. For the learning circle, which promotes the control-of-variables strategy (CVS) in all modules, there was a significant increase in performance even for partial skills of the CVS that are known to be difficult. If the CVS was only thematized in one module of the alternative learning circle examined, a significant increase in learning was only found for the more simple partial skills of the CVS. For practical use in schools, in addition to the learning effectiveness on the part of the pupils, the acceptance of the teachers is also important. A survey of the teachers showed a positive assessment of the learning goals and their accessibility through the modules. Furthermore, the conceptual idea of the learning circle, which deals with the CVS in several content fields, received a particularly high level of approval. On the one hand, this work made it possible to create a module pool to promote a variety of specific experimental sub-competencies. On the other hand, the work provides insights into the learning effectiveness of learning circles combined from the modules as well as their acceptance by the teachers. In summary, in terms of the design-based research approach, the FLexKom platform provided materials suitable for school practice to promote experimental skills and gained important knowledge for their further development.