Concept Cartoons als diskursiv-reflexive Szenarien zur Aktivierung des Methodenwissens beim Forschenden Lernen
Concept cartoons as discursive-reflective scenarios to activate procedural understanding in inquiry learning
Journal article › Research › Peer reviewed
Publication data
| By | Julia Arnold, Kerstin Kremer, Jürgen Mayer |
| Original language | German |
| Published in | Zeitschrift für Didaktik der Biologie – Biologie Lehren und Lernen, 20(1) |
| Pages | 33-43 |
| Editor (Publisher) | Universität Bielefeld |
| ISSN | 2363-8850 |
| DOI/Link | https://doi.org/10.4119/zdb-1636 |
| Publication status | Published – 2016 |
The acquisition of inquiry skills and scientific thinking is a central goal of science education. Inquiry learning here is a recommended teaching method, but it requires adequate support by the teacher. This paper presents a study to investigate the effectiveness of discursive-reflective scenarios (Concept Cartoons) in inquiry learning. It turns out that inquiry learning supported by Concept Cartoons leads to greater learning gains in scientific thinking, methodological knowledge (procedural understanding) and content knowledge as compared to a control group without learning support. In addition, the cognitive load could be reduced by using the Concept Cartoons.
