Model authenticity in learning mathematical experimentation: how students perceive and learn from scientist and peer models

IF 2.7 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL European Journal of Psychology of Education Pub Date : 2024-05-11 DOI:10.1007/s10212-024-00843-4
Ramona Hagenkötter, Valentina Nachtigall, Katrin Rolka, Nikol Rummel
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Abstract

The implementation of video modeling examples of mathematical hands-on experimentation may provide students with authentic and, at the same time, not too cognitively overwhelming experiences. However, the effectiveness of video modeling examples can be influenced by different characteristics of the observed models. On the one hand, based on the model-observer similarity hypothesis, it is likely that the observation of peers is particularly conducive to learning. On the other hand, from an authentic learning perspective, the presence of experts is considered to constitute a core design element of authentic learning settings which may foster motivational and cognitive learning outcomes. Against the background of these contradictory assumptions, the present study investigates the effects of observing models with different degrees of authenticity on students’ perceived authenticity, their situational interest, and their knowledge acquisition. We conducted an experimental study with 105 10th graders who observed either peer or scientist models performing a mathematical hands-on experiment in a video recording. As expected, the results show that students perceived the scientist models as more authentic than the peer models. Furthermore, we found neither a direct effect of condition nor an indirect effect mediated by students’ perceived authenticity of the observed models on students’ situational interest and knowledge acquisition. With this study, we contribute to the literature on the conditions and effects of authentic learning.

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数学实验学习中的模型真实性:学生如何看待和学习科学家和同伴的模型
实施数学动手实验的视频建模范例可以为学生提供真实的体验,同时又不会让他们在认知上产生过多的负担。然而,视频建模示例的有效性可能会受到所观察模型的不同特征的影响。一方面,根据模型-观察者相似性假说,观察同伴可能特别有利于学习。另一方面,从真实学习的角度来看,专家的存在被认为是真实学习环境的核心设计要素,可以促进学习动机和认知学习成果。在这些相互矛盾的假设背景下,本研究探讨了观察不同真实度的模型对学生的真实感、情境兴趣和知识获取的影响。我们对 105 名 10 年级学生进行了实验研究,让他们通过视频录像观察同伴或科学家模型进行数学动手实验。结果不出所料,学生认为科学家模型比同伴模型更真实。此外,我们既没有发现条件对学生情境兴趣和知识获取的直接影响,也没有发现由学生对所观察模型真实性的感知中介的间接影响。通过这项研究,我们为有关真实学习的条件和效果的文献做出了贡献。
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来源期刊
CiteScore
6.30
自引率
3.30%
发文量
63
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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