Effective Learning According to the Project Method for Organizing Scientific Lessons Aiming at Competence Development

Author(s):

AStrid Wasmann-Frahm

Conference:

ECER 2009

Network:

27. Didactics - Learning and Teaching

Format:

Paper

Session Information

27 SES 08 B, Science Teaching and Learning (Part 2)

Paper Session. Continued from 27 SES 06.5 B

Time:

2009-09-30

08:30-10:00

Room:

NIG, HS 2G

Chair:

Ingrid Maria Carlgren

Contribution

In 2000 and 2003 PISA Comparison Tests for standard comparisons over a couple of countries showed deficiencies of German pupils when dealing with demanding assignments referring to applications and with action-relevant knowledge (Prenzel & Allolio-Näcke). More recent research results prove that teacher controlled, instructional learning cannot contribute to a better educational quality in the sense of a more flexible easy-to-apply knowledge, interlaced structures of knowledge, and the stimulation of subject specific interests (Seidel et al. 2006). Among others these difficulties met by pupils are to be considered as a consequence of teaching methods based on questions and answers developed thereof under the supervision of teachers (Sumfleth, Wild, Rumann & Exeler, 2002). When discussing an improvement of the educational quality project lessons become a central issue. It is considered as being suitable to transport the target prospect of competence development described in the educational standards (Emer & Lenzen, 2005). In addition educational standards determine the competences to be obtained within the lessons (KMK, 2004). The scientific question of this paper focuses on learning effects in domain specific and cross curricular competences of project learning. Therefor the development of domain specific competences, networked thinking and problem-solving competences is analyzed and persued over one year.

Method

An intervention with 170 sixth grade students in seven classes was conducted. The projects took place in integrated science education and were related to soil. Items were developped for indicating competences in knowledge of facts, in networked knowledge, in experimentation and problem-solving abilities. Using a pre-post-follow-up test design, the empirical investigation was statistically evaluated using SPSS. Two follow-up questionnaires were taken, one after half a year, the other one year after the treatment. Variables were gathered from items by means of an analysis of variables reproducing the project teaching dimensions. These variables served as a basis for calculating correlation analyses and regressions (Wasmann-Frahm, 2008).

Expected Outcomes

The most significant evaluation result was improved cognitive learning. It could be justified statistically that pupils obtained competences in the fields of fact and interlaced knowledge. Subject-specific knowledge, interlaced knowledge, motivation, and action orientation are decisive variables producing their effect on the problem-solving competence. As a conclusion it can be stated that all the three competences participate in the development of one cross-curricular competence. The study confirms the state of findings that the subject-specific knowledge as well as the action contribute to the development of a problem-solving ability, but the variables of the motivational competence not being included. Leutner et al., for instance, did not find any worth mentioning correlations between problem solving and interest in the field of dynamic problem control (Leutner et al., 2005).

References

Aebli, H. (2001). Zwölf Grundformen des Lehrens. Stuttgart: Klett-Cotta. Emer, W. L., K.-D. (Ed.). (2005). Projektunterricht gestalten - Schule verändern (Vol. Band 6). Hohengehren: Schneider Verlag. Klieme, E. (2004). Was sind Kompetenzen und wie lassen sie sich messen? Pädagogik, 6, 10–13. Kultusministerien von Brandenburg, B., Berlin, Mecklenburg-Vorpommern. (2004). Rahmenlehrplan Grundschule. Leutner, D. K., E.; Meyer, K.; Wirth, J. (2004). Problemlösen. In P.-K. Deutschland (Ed.), Pisa 2003 (pp. 147–175). Münster: Waxmann. Prenzel, M. A.-N., L.. (Ed.). (2006). Untersuchungen zur Bildungsqualität von Schule. Münster: Waxmann. Seidel, T. P., M.; Rimmele, R.; Schwindt, K.; Kobarg, M.; Herweg, C.; Dalehefte, I.M. (Ed.). (2006). Unterrichtsmuster und ihre Wirkungen. Eine Videostudie im Physikunterricht. Münster/New York/München/Berling: Waxmann. Sumfleth, E. W., E.; Rumann, S.; Exeler, J. (2002). Wege zur Förderung der naturwissenschaftlichen Grundbildung im Chemieunterricht. Zeitschrift für Pädagogik, 45. Beiheft, 11, 297–221. Wasmann-Frahm, A. (Ed.). (2008). Lernwirksamkeit von Projektunterricht - Eine empirische Studie über die Wirkung des Projektunterrichts in einer sechsten Jahrgangsstufe am Beispiel des Themenfeldes Boden (Vol. 6). Baltmannsweiler: Schneider Hohengehren. Weinert, F. (Ed.). (1996). Psychologie des Lernens und der Instruktion (Vol. 2). Göttingen: Hofgrefe. Weinert, F. (Ed.). (2001). Leistungsmessungen in Schulen (2 ed.). Weinheim, Basel: Beltz.

Author Information

AStrid Wasmann-Frahm

Klaus-Groth-Schule

Groß Nordende

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