Hubertina Thillmann

Is it Merely a Question of “What” to Prompt or Also “When” to Prompt?

The purpose of this study was to investigate whether the effectiveness of prompts depends on their point of presentation time in self-regulated learning. First, based on the cognitive load theory, we investigated whether presenting prompts during the learning process instead of before has a positive effect on the process and outcome of self-regulated learning. Second, based on an integration of the cognitive load theory and a model of learning regulation goals, we investigated whether presenting prompts during learning and according to a theoretically optimal course of learning regulation has a positive effect on the process and outcome of self-regulated learning. In an experimental study with a one-factorial between-subjects design, with “point of presentation time of prompts” as independent variable and strategy use as well as learning outcome as dependent variables, 95 students were randomly assigned to one of three conditions. During self-regulated learning in a computer-based learning environment on ...

Metacognitive Knowledge About and Metacognitive Regulation of Strategy Use in Self-Regulated Scientific Discovery Learning: New Methods of Assessment in Computer-Based Learning Environments

The aim of this chapter is to present new assessment methods for different aspects of metacognition that are relevant for self-regulated learning (SRL). In the theoretical part, two assumptions on the assessment of different aspects of metacognition are presented. Firstly, we argue that metacognitive knowledge about strategies and metacognitive regulation of strategies are two distinct components of metacognition that make different demands on their respective assessment method. Secondly, we argue that metacognitive knowledge about and metacognitive regulation of strategy use should be assessed with regard to the same strategies, in order to be able to relate both measures and to localize specific deficiencies. In the methods part, the theoretically driven development of two computer-based learning environments (CBLEs) for scientific discovery learning is presented. Based on these, two kinds of assessment methods are presented, a test format that intends to assess metacognitive knowledge about scientific discovery strategies and logfile-based measures that intend to assess metacognitive regulation of the use of these strategies during SRL with the CBLEs. In the empirical part, three studies are presented that investigated the test quality of these new assessment methods as well as the relationship between metacognitive knowledge about and metacognitive regulation of the same strategy. In sum, results speak in favor of a good test quality of the new assessment methods. Based on this, results revealed that the relationship between metacognitive knowledge about and metacognitive regulation of the actual use of the same strategy is moderated by current motivation. Finally, results are discussed with respect to the development of further instruments as well as with respect to approaches of SRL support.

Professionswissen in den Naturwissenschaften (ProwiN)

Im Rahmen des vom BMBF-geforderten Verbundprojekts ProwiN wird das Professionswissen von Lehrkraften der Naturwissenschaften in den Dimensionen Fachwissen (CK), fachdidaktisches Wissen (PCK) und padagogisches Wissen (PK) untersucht. Im folgenden Kapitel wird zunachst auf den theoretischen Hintergrund zum Professionswissen in den Naturwissenschaften und die Entwicklung eines gemeinsamen Modells zur Testentwicklung eingegangen (vgl. Tepner, Borowski, Dollny, Fischer, Juttner, Kirschner, Leutner, Neuhaus, Sandmann, Sumfleth, Thillmann und Wirth 2012). Anschliesend wird die Testentwicklung in den Disziplinen Biologie, Chemie, Physik und Psychologie, die Sicherstellung der Testgute und die Studiendurchfuhrung in der ersten Projektphase dargestellt. Daraufhin werden wesentliche Ergebnisse zum Zusammenhang der Dimensionen des Professionswissens sowie zum Einfluss der Berufserfahrung und der Schulform auf CK, PCK und PK berichtet. Das Kapitel wird mit einem Ausblick auf die zweite Projektphase abgeschlossen, in der die Testinstrumente im Rahmen einer videobasierten Unterrichtsanalyse genutzt werden, um Zusammenhange zwischen den verschiedenen Dimensionen des Professionswissens, dem Lehrerhandeln im Unterricht und dem Lernzuwachs bei Schulerinnen und Schulern zu testen.