Instructional sequences in science teaching: considering element interactivity when sequencing inquiry-based investigation activities and explicit instruction
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引用次数: 0
Abstract
The use of investigations in science teaching is both common and commonly advocated for in science education literature. We suggest that the use of investigations should differ depending on the complexity of the subject matter. That complexity can vary depending on both the nature of the information and students’ expertise levels. The present study used Cognitive Load Theory and tested a hypothesis that the sequential order of having investigations first followed by explicit instruction only is more effective than that of having explicit instruction first when students have acquired sufficiently high levels of knowledge. This hypothesis was tested with 85 middle school students. Participants were randomly assigned to one of the two sequences. The results indicated that for sufficiently knowledgeable students, a dis-ordinal knowledge level by sequence interaction was obtained. There was an advantage to the explicit instruction first approach for the less knowledgeable students for whom element interactivity was high but an advantage to the investigation first approach for the more knowledgeable students for whom element interactivity was lower. The results were discussed in light of a recent debate between the authors and De Jong et al. (Educational Research Review, 39, 1-14, 2023) on the role of investigations and explicit instruction in science education.
摘要 在科学教育文献中，探究在科学教学中的使用是常见的，也是普遍提倡的。我们认为，探究的使用应根据课题的复杂程度而有所不同。这种复杂性可能因信息的性质和学生的专业知识水平而异。本研究采用认知负荷理论，检验了一个假设，即当学生已经掌握了足够高的知识水平时，先进行探究再进行明确教学的顺序比先进行明确教学的顺序更有效。该假设由 85 名初中生进行了测试。参与者被随机分配到两种顺序中的一种。结果表明，对于知识水平足够高的学生来说，知识水平与顺序的交互作用是不一致的。对于知识较少、元素互动性较高的学生来说，先进行明确指导的方法具有优势，但对于知识较多、元素互动性较低的学生来说，先进行调查的方法具有优势。作者和 De Jong 等人最近就探究和显性教学在科学教育中的作用进行了讨论（《教育研究评论》，39，1-14，2023 年）。
期刊介绍：
The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.
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