Presenting domain information or self-exploration to foster hypothesis generation in simulation-based inquiry learning

This study investigated the effects of presenting domain information (basic information about the domain) either together with or instead of offering exploratory practice (an exploratory opportunity in a simulation-based representation of the learning domain) prior to inquiry learning for facilitating students' hypothesis generation and subsequent inquiry processes and their knowledge acquisition. Secondary school students (n = 118) completed a simulation-based inquiry task on force and motion. They were randomly assigned to one of four conditions: the D + E condition (n = 29), in which domain information and exploratory practice were available; the D condition (n = 30), in which only domain information was available; the E condition (n = 32), in which only exploratory practice was available; or the C condition (n = 27), with no support at all. Students' knowledge was measured with a pre- and posttest and a test on knowledge of variables. Inquiry processes were inferred from information students entered in a Hypothesis Scratchpad and an Observation tool, and from a final summary that they had to write. Results indicated that providing students with domain information alone helps to foster their knowledge of variables before generating hypotheses and leads to knowledge acquisition. The results also showed that the opportunity to explore before experimenting does not affect students' inquiry behavior or learning performance, even when combined with providing students with domain information.     

Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations

Learning with multiple representations is usually employed in order to foster understanding. However, it also imposes high demands on the learners and often does not lead to the expected results, especially because the learners do not integrate the different representations. Thus, it is necessary to support the learners’ self-explanation activity, which concerns the integration and understanding of multiple representations. In the present experiment, we employed multi-representational worked-out examples and tested the effects of two types of self-explanation prompts as help procedures for integrating and understanding multiple representations. The participants (N = 62) learned about probability theory under three conditions: (a) open self-explanation prompts, (b) self-explanation prompts in an assistance-giving-assistance-withholding procedure (assisting self-explanation prompts), or (c) no prompts (control group). Both types of self-explanation prompts fostered procedural knowledge. This effect was mediated by self-explanations directed to domain principles. Conceptual knowledge was particularly fostered by assisting self-explanation prompts which was mediated by self-explanations on the rationale of a principle. Thus, for enhancing high-quality self-explanations and both procedural knowledge and conceptual understanding, we conclude that assisting self-explanation prompts should be provided. We call this the assisting self-explanation prompt effect which refers to the elicitation of high-quality self-explanations and the acquisition of deep understanding.     

The relationship between the level of bullying in primary schools and children’s views of their teachers’ attitudes to pupil behaviour

It is known that the incidence of bullying reported by primary school children varies greatly between schools. It has also been shown that schools in which staff express a greater level of concern with managing the problem generally experience lower levels of bullying. This study examines the children’s, rather than the teachers’, views about the level of care and attention which the teachers pay to issues relating to behaviour and the social organisation of their school. It is shown that the children’s views are a good indicator of the frequency of bullying that will be found in that school.     

List of Guest Reviewers—Volume 15

This study compared the affordances of 4 multimedia learning environments for specific learning processes. The environments covered the same domain but used different instructional approaches: (a) hypermedia learning, (b) observational learning, (c) self-explanation-based learning, and (d) inquiry learning. Although they all promote an active attitude, they differ in the specific learning processes they intend to foster. In earlier research (Eysink et al., 2009 Eysink, T. H. S., de Jong, T., Berthold, K., Kolloffel, B., Opfermann, M. and Wouters, P. 2009. Learner performance in multimedia learning arrangements: An analysis across instructional approaches. American Educational Research Journal, 46: 1107–1149. [Crossref], [Web of Science ®] , [Google Scholar]), we found that learners involved in self-explanation-based or inquiry learning had the highest learning outcomes. In these approaches learners were required to generate (parts of) the subject matter, from which we concluded that they presumably stimulated learners to elaborate. Therefore, in the present study we expected that learners involved in self-explanation-based or inquiry learning would engage in more learning processes connected to elaboration than would learners involved in hypermedia or observational learning. Forty participants worked through the learning environments while thinking aloud; their protocols were coded using a generic learning processes scheme. Results showed that self-explanation-based learning and inquiry learning led to greater engagement in learning processes in general and more elaborative processes in particular. The results suggest that elaboration is indeed the key process explaining differences in learning across different instructional approaches within multimedia learning environments.     

Six Classroom Exercises to Teach Natural Selection to Undergraduate Biology Students

Students in introductory biology courses frequently have misconceptions regarding natural selection. In this paper, we describe six activities that biology instructors can use to teach undergraduate students in introductory biology courses how natural selection causes evolution. These activities begin with a lesson introducing students to natural selection and also include discussions on sexual selection, molecular evolution, evolution of complex traits, and the evolution of behavior. The set of six topics gives students the opportunity to see how natural selection operates in a variety of contexts. Pre- and postinstruction testing showed students’ understanding of natural selection increased substantially after completing this series of learning activities. Testing throughout this unit showed steadily increasing student understanding, and surveys indicated students enjoyed the activities.     

“Land of the Long Black Cloud”: Copyright Globalization and Viral Counterpublicity in Aotearoa New Zealand

Viral flows of counterpublicity are an increasingly common occurrence in the global modular network of the modern public spheres. This article applies a public sphere theoretical framework built upon the radical or agonistic tradition and a critical discourse analytical methodological framework to interpret the example of the 2009 New Zealand Internet Blackout, which was mobilized in protest against impending copyright legislation that would have rendered the Aotearoa New Zealand environment one of the harshest in the world. It shows that viral counterpublicity can generate successful counterhegemonic projects and even bring about legislative change, and in doing so, makes the argument that our understanding of what the modern public sphere is should allow for more unruly and contentious forms of democratically legitimate communication.     

Are Africans,Europeans, and Asians Different “Races”? A Guided-Inquiry Lab for Introducing Undergraduate Students to Genetic Diversity and Preparing Them to Study Natural Selection

Many students do not recognize that individual organisms within populations vary, and this may make it difficult for them to recognize the essential role variation plays in natural selection. Also, many students have weak scientific reasoning skills, and this makes it difficult for them to recognize misconceptions they might have. This paper describes a 2-h laboratory for college students that introduces them to genetic diversity and gives them practice using hypothetico-deductive reasoning. In brief, the lab presents students with DNA sequences from Africans, Europeans, and Asians, and asks students to determine whether people from each continent qualify as distinct "races." Comparison of the DNA sequences shows that people on each continent are not more similar to one another than to people on other continents, and therefore do not qualify as distinct races. Ninety-four percent of our students reported that the laboratory was interesting, and 79% reported that it was a valuable learning experience. We developed and used a survey to measure the extent to which students recognized variation and its significance within populations and showed that the lab increased student awareness of variation. We also showed that the lab improved the ability of students to construct hypothetico-deductive arguments.     

The effects of representational format on learning combinatorics from an interactive computer simulation

The current study investigated the effects of different external representational formats on learning combinatorics and probability theory in an inquiry based learning environment. Five conditions were compared in a pre-test post-test design: three conditions each using a single external representational format (Diagram, Arithmetic, or Text), and two conditions using multiple representations (Text + Arithmetic or Diagram + Arithmetic). The major finding of the study is that a format that combines text and arithmetics was most beneficial for learning, in particular with regard to procedural knowledge, that is the ability to execute action sequences to solve problems. Diagrams were found to negatively affect learning and to increase cognitive load. Combining diagrams with arithmetical representations reduced cognitive load, but did not improve learning outcomes.