Learning scientific observation with worked examples in a digital learning environment
Bibliographic Data
| ID | 22165840 |
|---|---|
| Authors | Miriam Lechner (0000-0002-7444-1568, corresponding author), Stephanie Moser (0000-0002-1564-447X), Joachim Pander (0000-0002-8322-9374, Technical University of Munich), Juergen Geist (0000-0001-7698-3443, Technical University of Munich), Doris Lewalter (0000-0002-4705-5645) |
| Year | 2024 |
| Volume | 9 |
| Publication date | 2024-03-18 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2024.1293516 |
| OpenAlex | W4392922280 |
| Language | EN |
| Citations received | 3 |
| References cited | 42 |
Science education often aims to increase learners’ acquisition of fundamental principles, such as learning the basic steps of scientific methods. Worked examples (WE) have proven particularly useful for supporting the development of such cognitive schemas and successive actions in order to avoid using up more cognitive resources than are necessary. Therefore, we investigated the extent to which heuristic WE are beneficial for supporting the acquisition of a basic scientific methodological skill—conducting scientific observation. The current study has a one-factorial, quasi-experimental, comparative research design and was conducted as a field experiment. Sixty two students of a German University learned about scientific observation steps during a course on applying a fluvial audit, in which several sections of a river were classified based on specific morphological characteristics. In the two experimental groups scientific observation was supported either via faded WE or via non-faded WE both presented as short videos. The control group did not receive support via WE. We assessed factual and applied knowledge acquisition regarding scientific observation, motivational aspects and cognitive load. The results suggest that WE promoted knowledge application: Learners from both experimental groups were able to perform the individual steps of scientific observation more accurately. Fading of WE did not show any additional advantage compared to the non-faded version in this regard. Furthermore, the descriptive results reveal higher motivation and reduced extraneous cognitive load within the experimental groups, but none of these differences were statistically significant. Our findings add to existing evidence that WE may be useful to establish scientific competences
Data science · Digital Learning · Human–computer interaction · Learning environment · Mathematics education · Multimedia · Computer Science · Innovative Teaching and Learning Methods · Open Education and E-Learning · Psychology · Visual and Cognitive Learning Processes · Artificial Intelligence
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| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |