University of Twente Student Theses
Het nut van analogie bij het ontdekken van interacties tijdens onderzoekend leren
Sluijs, S. van (2015) Het nut van analogie bij het ontdekken van interacties tijdens onderzoekend leren.
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| Abstract: | In inquiry-based learning students conduct experiments to explore the effects of independent variables on one or more dependent variables. In inquiring learning tasks the independent variables can be a main effect, irrelevant effect or interaction effect on the dependent variable. The interaction effect is commonly found hard to observe. The purpose of this study was to investigate the effectiveness of using an analogy + structure map, to help discovering interactions during inquiry learning. In this study, 52 university students participated. These students were divided into two conditions: the analogy condition and the control condition. To rule out any effect of the order of the tasks the two conditions were counterbalancing, so there were four groups. Each student conducted a pretest first, followed by conducting two computer tasks and two posttests. The students from the experimental condition were asked to read an analogy story priory to perform the computer tasks. In addition, they received a structure map depicting the variables of this analogy story and their interrelationship, as an additional support. This group also received a hint, that the analogy story would be helpful in performing the computer tasks. The students in the control condition did not receive this support. The hypothesis was that students who received the support of the analogy story and the structure map, would be better able to detect the interaction during conducting the computer tasks. This should reflect in a higher score for the posttests. Statistical analysis of the scores of the two conditions indicated that the analogy condition scored significantly higher than the control condition. The conclusion therefore is that providing support in the form of an analogy story, a structure map and a hint, has a contribution in discovering interactions in inquiry learning. This is explained by offering support which leads to the increase of the conceptual framework of the students. |
| Item Type: | Essay (Bachelor) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 77 psychology |
| Programme: | Psychology BSc (56604) |
| Link to this item: | https://purl.utwente.nl/essays/68543 |
| Export this item as: | BibTeX EndNote HTML Citation Reference Manager |
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