Joachim Wirth

Self-Regulated Learning as a Competence Implications of Theoretical Models for Assessment Methods

Lively research on self-regulated learning has produced a great number of models of self-regulated learning competence and it is still a challenge to integrate them within a single coherent framework. However, such a framework is necessary for, among other reasons, the development of valid assessment methods. We argue that one common characteristic of all models is that they consider the competence to make solid comparisons as a key competence of self-regulated learning. However, the kind of comparisons and the kind of standards used for these comparisons differ between models. The same is true for assessment methods. Valid assessment methods also have implemented comparisons and they also differ concerning the kind of comparison and the kind of standards used for assessment. In order to categorize both, models as well as assessment methods, we propose to distinguish between component models and process models of self-regulated learning. Component models imply the use of offline standards for assessment w...

Computer-based Assessment of Problem Solving Competence

Abstract Problem solving competence cannot be described as a unidimensional construct. At least analytical and dynamic aspects of problem solving competence have to be distinguished if all aspects of problem solving are to be covered. Analytical problem solving abilities are needed to structure, represent and integrate information. Dynamic problem solving includes aspects of self-regulated learning as well as the ability to adapt the problem solving process to a changing environment by continuously processing feedback information. The assessment of dynamic aspects of problem solving competence requires dynamic test environments. As a German national option of PISA 2000, the analytical and dynamic problem solving competencies of 15-year-old students were tested using paper-and-pencil tests as well as computer-based assessments. Results show that analytical aspects of problem solving competence are strongly correlated with reasoning, while dynamic problem solving reflects a specific dimension of self-regulated exploration and control that can be identified across computer-simulated domains.

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 ...

The impact of goal specificity and goal type on learning outcome and cognitive load

Two hundred and thirty three 15-year old students conducted experiments within a computer-based learning environment. They were provided with different goals according to an experimental 2x2 design with goal specificity (nonspecific goals versus specific goals) and goal type (problem solving goals versus learning goals) as factors. We replicated the findings of other researchers that nonspecific problem solving goals lead to lower cognitive load and better learning than specific problem solving goals. For learning goals, however, we observed this goal specificity effect only on cognitive load but not on learning outcome. Results indicate that the goal specificity affects the element interactivity of a task and cognitive load with both, problem solving goals or learning goals. But differences in overall cognitive load are not sufficient for explaining differences in learning outcome. Additionally, differences in strategy use come into play. Specific problem solving goals seem to restrict students to use a problem solving strategy whereas nonspecific problem solving goals or learning goals allow students to use a learning strategy. We conclude that in order to foster learning, students must be provided with goals that allow them to use a learning strategy. Additionally, providing them with nonspecific goals decreases cognitive load and, thus, enables students to learn with less effort.

Framework for Empirical Research on Science Teaching and Learning

In view of the research on education—and subject-related education in particular—that has been conducted in recent years, it would seem useful to describe the current state and future trends of research on science teaching and learning. In the present article, research findings are described, the deficits of science education are analyzed, and medium- and long-term research goals are specified from the perspective of an interdisciplinary cooperative effort between specialists in the fields of empirical educational research; the psychology of learning and instruction; and biology, chemistry, and physics education.

The goal specificity effect on strategy use and instructional efficiency during computer-based scientific discovery learning

Using a computer-based scientific discovery learning environment on buoyancy in fluids we investigated the effects of goal specificity (nonspecific goals vs. specific goals) for two goal types (problem solving goals vs. learning goals) on strategy use and instructional efficiency. Our empirical findings close an important research gap, because in earlier studies the goal specificity effect either was restricted to one goal type or goal type was confounded with goal specificity. In addition, there is hardly a study with empirical evidence for the goal specificity effect on strategy use, which counts even more for a cognitive cost-benefit ratio as a dependent variable. Instead, in earlier studies the goal specificity effect has been attributed to differences in strategy use and cognitive cost-benefit ratio in a rather theoretical way. In the present study for strategy use an interaction was found between goal specificity and goal type, indicating that the goal specificity effect occurs only in case of problem solving goals, but not in case of learning goals. Compared to students provided with specific problem solving goals, students who worked on nonspecific problem solving goals, used a control of variables-strategy more frequently. Additionally, we found a main effect of goal specificity on instructional efficiency for both of the goal types, pointing at a more favorable relationship between performance gain and cognitive load caused by nonspecific goals.

Promoting Self-Regulated Learning Through Prompts

Prompts are effective means for promoting self-regulated learning provided that learners show “only” a production deficiency. Prompts can be classified with respect to their content, the condition for their presentation, and their method. In sum, the studies presented in the special issue demonstrate that prompts are effective means if their content aims at activating cognitive strategies or both cognitive as well as metacognitive strategies. Additionally, all studies used the feed forward method to present prompts. However, the studies differ with respect to how the deal with the cyclic character of self-regulated learning and whether they use prompts as the only instructional method or as a supplement to other instructions.

Landesweite Lernstandserhebungen zwischen Bildungsmonitoring und Individualdiagnostik

Landesweite Lernstandserhebungen und Vergleichsarbeiten sind in Deutschland gewahnlich Instrumente der Selbstevaluation in Schulen. Am Beispiel von Nordrhein-Westfalen wird anhand von Kompetenzdaten der landesweit vollstandigen Jahrgangsstufe 9 (ca. 200 000 Schulerinnen und Schuler) aus den Jahren 2004 und 2005 fur die Facher Deutsch, Englisch und Mathematik vorgestellt, wie die Testinstrumente und die Durchfuhrung von Lernstandserhebungen sowie die Ruckmeldung der Ergebnisse in den Schulen so gestaltet werden konnen, dass sie psychometrischen Mindestanforderungen gerecht werden, kriteriale Vergleiche auf Klassenebene und „faire“ soziale Vergleiche der Klassen mit den jeweiligen Schulformen erlauben und innerhalb von Schulen Prozesse der Schul- und Unterrichtsentwicklung anstosen konnen.

Dynamisches Problemlösen: Entwicklung und Evaluation eines neuen Messverfahrens zum Steuern komplexer Systeme

In Kapitel i wurden analytische und dynamische Probleme voneinander unterschieden. Bei analytischen Problemen sind zu Beginn alle fur die Losung relevanten Informationen uber den aktuellen und den herbeizufuhrenden Zustand entweder gegeben, oder sie konnen auf der Basis der gegebenen Informationen erschlossen werden. Diese Informationen verandern sich im Laufe des Problemloseprozesses nicht. Es sind statische Probleme, deren Losung die Entscheidung fur eine richtige Operation oder die korrekte Kombination mehrerer Operationen erfordert. Diese Entscheidung erfolgt auf der Grundlage genauer Analysen der Informationen, durch die der Anfangs- und der Zielzustand und die moglichen Zwischenzustande definiert sind. Die fur diese Analysen notwendigen Aspekte des Problemlosens wurden bereits in Kapitel 3 ausfuhrlich beschrieben.

The role of process information in narrations while learning with animations and static pictures

The role of process information in annotating narrations used for learning with animations compared to static pictures is examined. In two experiments, seventh and eighth graders from German high schools were randomly assigned to learning environments which differed in the combination of visualization (no visualization vs. static pictures vs. animation) and type of narration (no narration vs. non-process narration vs. process narration). Results revealed that visualizations were necessary for this kind of instructional material to gain a deeper understanding. Moreover, the results consistently show a significant superiority of animations over static pictures. Concerning narrations, results display a significant superiority of process descriptions only in Experiment 1. Contrary to prior assumptions, the interaction of specific information in narrations with the type of visualizations was not significant. Animations are superior to static pictures when learning chemical processes.The presence of visualizations and the presence of narrations facilitated learning.Type of narrations does not moderate learning with animations and static pictures.