Instructional efficiency of different discussion approaches in an outreach laboratory: Teacher-guided versus student-centered

ABSTRACT

Given the rapid development of modern biotechnology, attention to socioscientific issues in educational contexts is crucially important to support students in becoming responsible citizens. The authors' research focused on the impact of discussing socioscientific issues during biology lessons under 3 different treatments (teacher guided, student centered, text only), comparing these treatments with regard to cognitive achievement, cognitive load, and instructional efficiency. The biology lessons were part of an educational intervention with Bavarian 10th-grade students (N = 583) in an out-of-school laboratory on plant genetic engineering. The teacher-guided group performed significantly better regarding knowledge increase, while the cognitive load of the student-centered group was significantly higher. Accordingly, teacher-guided discussion led to the highest instructional efficiency, suggesting an enhanced cognitive achievement through the teacher's guidance. However, a student-centered approach allows students to contribute more of their own opinions, making further research in this area desirable. Finally, we discuss potential implications for teaching and teacher education.

KEYWORDS:

• Cognitive knowledge
• mental effort
• out-of-school setting
• science education
• socioscientific issues

Acknowledgments

The authors would like to thank all the participating students and their teachers for their cooperation.

Funding

The authors appreciate the funding received from the German National Science Foundation (DFG BO 944/4-5), the Bavarian State Ministry of the Environment and Public Health (StUG) as well as the Oberfranken Foundation (02094).

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