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Effect of specificity of guidance on gifted children’s learning process, learning outcomes, mood and flow during inquiry-based learning in science education.

Alteren, I.R. van (2021) Effect of specificity of guidance on gifted children’s learning process, learning outcomes, mood and flow during inquiry-based learning in science education.

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Abstract:Purpose of the study was to examine the effect of specificity of guidance on gifted children’s learning process, learning outcomes, mood and flow during inquiry-based learning in science education. A total of 82 Dutch gifted children of grade five, six, seven and eight were divided into three experimental conditions, receiving non-specific, average specific or specific guidance. In this pre-posttest between subject design, children of all conditions worked individually on an inquiry task using worksheets offering guidance. During the learning task, children’s mood was measured. After experimenting, children’s flow experience and knowledge acquisition was assessed. Children’s worksheets were analysed to gain insight in the learning process. Results showed no significant differences between the three conditions on learning outcomes and flow. There was a significant difference in neutral mood, however, only visible in one of three measurement times. Looking at the learning processes, results indicated that children in the specific condition had drawn significantly more correct conclusions. Thus, specific guidance appears to be the most effective guidance type in supporting gifted children during inquiry learning.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:https://purl.utwente.nl/essays/88889
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