Inhaltszusammenfassung

Hands-on experiments and simulations foster functional thinking (FT) in different ways. Both benefits can be combined effectively, when a focus is set on the difficult aspect of covariation through a qualitative approach. Self-directed learning in such settings produces significantly higher gains in FT that rather numeric consideration of experiments (Digel and Roth, 2021). Both settings were implemented as in-classroom (N=219) and distance learning environments (N=113) respectively, within t...Hands-on experiments and simulations foster functional thinking (FT) in different ways. Both benefits can be combined effectively, when a focus is set on the difficult aspect of covariation through a qualitative approach. Self-directed learning in such settings produces significantly higher gains in FT that rather numeric consideration of experiments (Digel and Roth, 2021). Both settings were implemented as in-classroom (N=219) and distance learning environments (N=113) respectively, within the given constraints due to COVID-19. The results for distance learning Hammerstein et al. (2021) report in their meta-study are inconsistent, but with clear negative tendency. In the study reported here both learning modes show comparable results and the overall differences between covariational and numeric setting persist in both modes as well.» weiterlesen» einklappen

Autoren

Klassifikation

DFG Fachgebiet:
Erziehungswissenschaft und Bildungsforschung

DDC Sachgruppe:
Mathematik