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Self-Generation in the Context of Inquiry-Based Learning
Irina Kaiser1, Jürgen Mayer1, Dumitru Malai2
1Department of Biology Education, University of Kassel, Kassel, Germany.
Frontiers in Psychology
|January 12, 2019
Summary
Self-generation of scientific reasoning skills in inquiry-based learning showed no immediate advantage over direct instruction. However, after a week, both methods were equally effective, with a generation effect emerging only for students with high self-generation success.
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Science Education
Background:
- Self-generation of knowledge enhances cognitive processing and long-term retention compared to passive learning.
- Inquiry-based learning (IBL) promotes active knowledge construction and the development of scientific reasoning skills, such as the control-of-variables strategy (CVS).
- Cognitive Load Theory suggests self-generation in IBL can be inefficient due to high cognitive load, necessitating feedback and self-generation success for effective learning.
Purpose of the Study:
- To analyze the role of self-generation in acquiring scientific reasoning skills within IBL.
- To investigate the influence of prior knowledge and self-generation success on the retention of these skills.
- To compare the effectiveness of self-generation versus direct instruction for learning CVS.
Main Methods:
- An experiment was conducted with 133 6th and 7th graders comparing an IBL activity requiring self-generation of reasoning skills with one involving reading about experimental design.
- Immediate and delayed tests were used to assess understanding and transfer of the control-of-variables strategy (CVS).
- Student prior knowledge and self-generation success were measured to analyze their impact on retention.
Main Results:
- Direct instruction was superior for immediate acquisition of CVS.
- After a 1-week delay, both self-generation and direct instruction conditions were equally effective in teaching CVS.
- A generation effect, indicating improved long-term retention from self-generation, was observed only in students with high self-generation success after the delay.
Conclusions:
- While direct instruction offers immediate benefits for learning scientific reasoning skills like CVS, self-generation becomes equally effective for long-term retention after a delay.
- Self-generation success is a critical factor for realizing the benefits of self-generation for procedural knowledge in IBL.
- Future research should explore optimal conditions for self-generation within IBL to maximize both immediate and long-term learning outcomes.
Keywords:
control of variables strategygeneration effectinquiry-based learningprior knowledgescientific reasoning skillsself-generation successMore Related Videos
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