Supporting students’ self-regulated learning through motivational and metacognitive prompts in the museum

通过博物馆的激励和元认知提示支持学生的自我调节学习

• 批准号: 431439382
• 负责人: Professorin Dr. Doris Lewalter
• 金额: --
• 依托单位: Professur für Formelles und Informelles Lernen
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2019
• 资助国家: 德国
• 起止时间: 2018-12-31 至 2023-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/431439382?language=en
• 关键词: Supporting; students; self; regulated; learning

An aim of school education is to create a basis for lifelong learning, for active participation in societal processes and for actively shaping one's own surrounding (Düx & Sass, 2005; KMK, 2004, p.6; see also comments on sustainable education and lifelong learning in the “LehrplanPLUS Gymnasium Bayern”; the curriculum for higher education in Bavaria). For this purpose, the ability to acquire knowledge autonomously is an important skill, not only in the school context but also in other informal learning contexts (Hungerland & Overwien, 2004). This is where the proposed research project comes in. It aims to investigate the suitability of instructional prompts as effective methods to trigger and support students’ self-regulated learning in science museums. To this end, the effects of different types of prompts [(1) metacognitive, (2) motivational, (3) metacognitive + motivational, (4) no prompts as control group] on cognitive and motivational learning processes as well as on initial and intermediate cognitive and motivational learning outcomes will be analyzed in the context of a quasi-experimental field study with a pre-post-follow-up design.. The four main research questions relate to the effects of the different types of prompts on (a) learning processes, (b) learning outcomes, (c) relationships between process and outcome variables, and (d) the potentially moderating effect of learners' cognitive and motivational characteristics depending on different types of prompts. On the cognitive side, the process variables to be investigated are students’ learning behaviour i.e. engagement level, in terms of the learners’ interaction with exhibits and classmates. On the motivational side, the study examined students’ perceived content relevance, their basic needs and their situational interest. The outcome variables investigated are knowledge change and motivation.The study aims to simultaneously examine the cognitive and motivational learning processes and the learning outcomes as well as their reciprocal relationships. It also aims to provide differentiated insights into the effect of instructional support methods while taking into account the specific characteristics of the learning environment museum. By analyzing the above-mentioned objectives, the planned study can significantly expand the current state of research on museum learning in the context of school field trips. As applied basic research, the study can contribute to a better understanding of cognitive and motivational characteristics of students’ self-regulated learning processes and how to effectively support self-regulated learning in informal contexts such as museums.

学校教育的目的是为终身学习、积极参与社会进程和积极塑造自己的环境奠定基础（Düx & Sass，2005年; KMK，2004年，第6页;另见“LehrplanPLUS拜仁体育馆”关于可持续教育和终身学习的评论;巴伐利亚高等教育课程）。为此，自主获取知识的能力是一项重要技能，不仅在学校，而且在其他非正式学习环境中也是如此（Hungerland和Overwien，2004年）。这就是所提出的研究项目的由来。本研究旨在探讨教学提示作为引发和支持学生在科学馆自主学习的有效方法的适用性。为此，不同类型的提示[（1）元认知，（2）动机，（3）元认知+动机，（4）无提示作为对照组]对认知和动机学习过程以及对初始和中期认知和动机学习结果的影响将在准实验现场研究的背景下进行分析。四个主要的研究问题涉及到不同类型的提示对（a）学习过程的影响，（B）学习结果，（c）过程和结果变量之间的关系，以及（d）取决于不同类型的提示的学习者的认知和动机特征的潜在调节作用。在认知方面，研究的过程变量是学生的学习行为，即参与程度，即学习者与展品和同学的互动。在动机方面，本研究考察了学生感知的内容相关性、基本需求和情境兴趣。研究的结果变量是知识变化和动机，本研究旨在同时考察认知和动机学习过程与学习结果及其相互关系。它还旨在提供差异化的教学支持方法的效果，同时考虑到学习环境博物馆的具体特点的见解。借由上述目的的分析，本研究计划可显著地拓展目前学校实地考察背景下博物馆学习的研究现状。作为应用基础研究，本研究有助于更好地理解学生自主学习过程的认知和动机特征，以及如何有效地支持博物馆等非正式环境中的自主学习。