Abstracts - Earli

F 1929 August 2007 17:00 - 18:20Room: HarmóniaPaper SessionLearning environmentsChair:Zvia Fund, Bar-Ilan University, IsraelCognitive conflicts in learning with multimedia 1)Elisabeth Sander, University of Koblenz-Landau, GermanyAndrea Heiss, University of Koblenz-Landau, GermanyContemporary approaches in instructional research consider learning as an active and constructiveprocess. Many constructivist ideas can be traced back to Piaget’s genetic structuralism. In Piaget’sequilibration model the cognitive conflict plays an important part. A cognitive conflict arises if aproblem cannot be solved due to unsuccessful attempts of assimilations. In a learning processprogress is primarily achieved when in consequence of a cognitive conflict inadequate cognitivestructures are replaced by others which are more suitable in a real situation. With multimedialearning the question arises whether the method of "conflict induction" can also be successfullyadapted to pupil-computer-interaction. Therefore a learner-controlled conflict inducing version ofa learning program on trigonometry was developed. A program-controlled, no conflict inducinglearning program for trigonometry, was used as a version for comparison. Results indicate thatpupils learning with the learner-controlled version of the program showed more cognitive conflictsthan pupils learning with the program-controlled version. Concerning learning performance theeffect was moderated by prior knowledge: Pupils with high prior knowledge and learning with thelearner-controlled version obtained better results in a test of deeper comprehension. Furthermorealmost all pupils showed a greater acceptance for the learner-controlled version. Summarising theresults indicate that multimedia learning environments should carefully induce cognitive conflictswhen learning prerequisites are taken into account. 1) The project was supported by the GermanResearch Foundation (Az: SA 296/14-1)Domain specific action competencies in natural science – a video studyLeo Gürtler, University of Education Weingarten, GermanyAnne A. Huber, University of Education Weingarten, GermanyDagmar Wolf, University of Education Weingarten, GermanyThe topic competence plays an important role in current educational research. Especially social,personal, and methodological competencies are important besides cognition. Along a one yearintervention study, results of a video study on action competencies of students (7th class level,German Realschule) facing scientific problems (see below) will be presented. This takes placewithin the natural sciences (NWA, a conjoint school subject of chemistry, biology, and physics).As problem tasks we use the „experimental tests" of TIMSS. The video study is used to validateand triangulate the effects of the intervention program on the level of problem solving, autonomy,and communicative skills of students, and accordingly students and teachers. The role of teachersis such that from the Vygotskian perspective, competence is defined as the difference betweenperformance without support and performance with support (from peers, teachers) to cover thezone of proximal development. From a theoretical point of view, in line with self-determinationtheory, rating scales (rooted in SDT) are used to enhance the perspective of the video data on the– 355 –