Project description
Example tasks consist of a (domain-specific) problem, solution steps and the final solution. The solution steps can be worked out in more or less detail. In the field of physics, problem-orientated tasks can also be constructed in such a way that their solution requires an experimental approach. Many (laboratory) studies suggest that learning with such example tasks offers an opportunity to initiate an independent and successful learning process. (Chi et al. 1989, Chi et al. 1989b, Renkl 1997, Renkl and Schworm 2002, Lind et al. 2004, Maier-Richter 2005, Hilbert et. al 2008, Mackensen-Friedrichs 2009). Despite these findings, however, such sample tasks are rarely used in regular lessons (Hilbert et al. 2008). The targeted use of this learning method in regular physics lessons has also not yet been investigated.
Against this background, the aim of our project was to develop an example-based, computer-aided learning environment and to test it in regular physics lessons. The central question was to what extent learning with example tasks in physics can be used effectively in everyday school life. As the experimental approach is of central importance in physics, we also wanted to investigate whether and to what extent experimental example tasks can also have a positive influence on the learning process and are also able to promote the development of process-related skills in the area of knowledge acquisition (planning, experimenting, analysing).
Team
G. Friege, M. Dudzinska
