Dokument_1.pdf (4369 KB) - OPUS Bayreuth - Universität Bayreuth

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Inhaltsverzeichnis 1 Summary ........................................................................................................................ 1 2 Zusammenfassung .......................................................................................................... 2 3 Ausführliche Zusammenfassung .................................................................................... 3 3.1 Einleitung und Untersuchungsdesign ................................................................... 3 3.2 Ergebnisse und Diskussion ................................................................................ 12 4 Literaturverzeichnis der Zusammenfassung ................................................................ 19 5 Publikationsliste .......................................................................................................... 23 6 Darstellung des Eigenanteils ....................................................................................... 24 7 Teilarbeiten ................................................................................................................. 25 7.1 Teilarbeit A ....................................................................................................... 25 7.2 Teilarbeit B ....................................................................................................... 45 7.3 Teilarbeit C ....................................................................................................... 63 8 Anhang ....................................................................................................................... 81 8.1 Arbeitsheft zu den Lernstationen ...................................................................... 81 8.2 Die Lernstationen im Einzelnen ....................................................................... 99 8.3 Bilder des Stationenlernens ............................................................................. 108 8.4 Informationsheft "Schlauer Uhu" .................................................................... 109 8.5 Wissenstest ...................................................................................................... 119 8.6 Motivationstest und Semantisches Differential .............................................. 125 Erklärung
Summary 1 1 Summary Bird flight is a complex subject and a difficult issue to teach in a school classroom. Open learning environments might overcome these difficulties. This study investigated different approaches of open learning environments with regard to the most effective learning environment to teach this subject to 6 th graders of highest stratification level ("Gymnasium"). In this sense, "effective" includes the cognitive learning outcome and the motivation of the students. Open learning environments comprise three dimensions: a thematic dimension, a methodological dimension and the institutional domain. In this study, the thematic level is given by the appropriate subject. Regarding the methodological level, two different instructional approaches were applied: a student-oriented versus a teacher-centred approach. Concerning the institutional domain, a student-oriented approach was implemented in two different locations: in a natural museum and in classrooms. The student-oriented approach followed a learning at workstations. Due to a lack of adequate hands-on experiments to investigate aerodynamic features of different formed bodies, a specific hands-on model was developed and included as one of the workstations. A considerable learning effect and a highly affective impact on the participating students was observed when experimenting with the hands-on model. Thus, the model is perceived to be of potential value for an implementation in school. The empirical evaluation of the different approaches showed following results: comparing the student-oriented and the teacher-centred approach, the latter outperformed the student-oriented approach in the learning outcome. However, when working on the learning stations the students indicated higher motivation scores. Considering the institutional openness of the learning environment, a comparison of the museum and the classroom environments resulted in a higher learning success of the museum group, but with equal motivational statements of the students. Although the teacher-centred group showed a higher learning effect than the studentoriented approach, both instructional approaches increased significantly the cognitive knowledge. Because of the overall higher motivation, the student-oriented approach consisting of learning at workstations was considered to be the most effective learning environment to teach the difficult subject of bird flight and lift. In addition, an excursion in an out-of-school setting might enrich the curriculum based subject.
Page 1 and 2: Motivationale Variablen und Wissens
Page 3: Danksagung Zunächst bedanke ich mi
Page 7 and 8: Einleitung und Untersuchungsdesign
Page 17 and 18: Ergebnisse und Diskussion 13 Obwohl
Page 19 and 20: Ergebnisse und Diskussion 15 Neben
Page 21 and 22: Ergebnisse und Diskussion 17 Wie ka
Page 23 and 24: Literaturverzeichnis der Zusammenfa
Page 25 and 26: Literaturverzeichnis der Zusammenfa
Page 27 and 28: Publikationsliste 23 5 Publikations
Page 29 and 30: Teilarbeit A 25 7 Teilarbeiten 7.1
Page 31 and 32: TSED_A_231300.fm Page 2 Tuesday, Ju
Page 39 and 40: TSED_A_231300.fm Page 10 Tuesday, J
Page 49 and 50: Teilarbeit B 45 7.2 Teilarbeit B B
Page 51 and 52: Teilarbeit B 47 Learning at worksta
Page 53 and 54: Teilarbeit B 49 implemented. Implem
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Teilarbeit B 51 results and discuss
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Teilarbeit B 53 analyses of the gro
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Teilarbeit B 55 declarative and pro
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Teilarbeit B 57 curriculum. They ma
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Teilarbeit B 59 Falk, J. H., and Di
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Teilarbeit B 61 Figure 1. The proce
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Teilarbeit C 63 7.3 Teilarbeit C C
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Teilarbeit C 65 The American Biolog
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Teilarbeit C 67 understanding of ae
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Teilarbeit C 69 All four different
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Teilarbeit C 71 Additionally, the w
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Teilarbeit C 73 assigned to any cat
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Teilarbeit C 75 by one student, it
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Teilarbeit C 77 Lienert, G. A., & R
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Teilarbeit C 79 Table 1: Drag coeff
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8 Anhang Anhang: Arbeitsheft 81 8.1
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Anhang: Arbeitsheft 83 Dieses Arbei
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Station A: Flügelprofile im Vergle
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Anhang: Arbeitsheft 87 Station B: F
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Anhang: Arbeitsheft 89 Station C: V
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Anhang: Arbeitsheft 91 Station D: D
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Anhang: Arbeitsheft 93 Station F: D
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Station G: Flugfähigkeit eines Pap
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Anhang: Arbeitsheft 97 Quizfrage: V
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8.2 Die Lernstationen im Einzelnen
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Station B: Flügelmodell Anhang: Le
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Station D: Der Segelflug Anhang: Le
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Station F: Die Vogelfeder Anhang: L
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Station H: Vergleich eines Vogelkno
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8.4 Informationsheft "Schlauer Uhu"
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Anhang: Informationsheft 111 Statio
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8.5 Wissenstest Anhang: Wissenstest
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Anhang: Wissenstest 121 Testaufgabe
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Anhang: Wissenstest 123 5) Stelle d
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8.6 Motivationstest und Semantische
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Anhang: Motivationstest und Semanti
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Anhang: Motivationstest und Semanti
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Dokument_1.pdf (4369 KB) - OPUS Bayreuth - Universität Bayreuth

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