Promoting Experimental Problem-solving Ability in Sixth-grade Students Through Problem-oriented Teaching of Ecology: Findings of an intervention study in a complex domain

References

• Amos, R., & Reiss, M. (2012). The benefits of residential fieldwork for school science: Insights from a five-year initiative for inner-city students in the UK. International Journal of Science Education, 34(4), 485–511. doi: 10.1080/09500693.2011.585476
   Web of Science ®Google Scholar
• Arnold, J., Kremer, K., & Mayer, J. (2013). Wissenschaftliches Denken beim Experimentieren—Kompetenzdiagnose in der Sekundarstufe II [Experimentation and scientific reasoning—assessment of competencies in the upper high school level]. In D. Krüger, A. Upmeier zu Belzen, P. Schmiemann, A. Möller, & D. Elster (Eds.), Erkenntnisweg Biologiedidaktik (Vol. 11, pp. 7–20). Kassel: Universitätsdruckerei. Retrieved from http://www.bcp.fu-berlin.de/biologie/arbeitsgruppen/didaktik/Erkenntnisweg/2012/Arnold.pdf?1362740309
   Google Scholar
• Berkowitz, A. R. (1997). Defining environmental literacy: A call for action. Bulletin of the Ecological Society of America, 78, 170–172.
   Google Scholar
• Carey, S., Evans, R., Honda, M., Jay, E., & Unger, C. (1989). ‘An experiment is when you try it and see if it works’: A study of grade 7 students’ understanding of the construction of scientific knowledge. International Journal of Science Education, 11, special issue, 514–529. doi: 10.1080/0950069890110504
   Web of Science ®Google Scholar
• Cutter-Mackenzie, A., & Smith, R. (2003). Ecological literacy: The missing paradigm in environmental education (part one). Environmental Education Research, 9(4), 497–524. doi: 10.1080/1350462032000126131
   Google Scholar
• Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘Why’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. doi: 10.1207/S15327965PLI1104_01
   Web of Science ®Google Scholar
• Ehmer, M. (2008). Förderung von kognitiven Fähigkeiten beim Experimentieren im Biologieunterricht der 6. Klasse. Eine Untersuchung zur Wirksamkeit von methodischem, epistemologischem und negativem Wissen [Promoting cognitive abilities with experimentation in grade six biology teaching. An investigation of the effectiveness of methodological, epistemological, and negative knowledge] (Doctoral dissertation). University of Kiel. Retrieved from http://eldiss.uni-kiel.de/macau/receive/dissertation_diss_00003034
   Google Scholar
• Ganser, M., & Hammann, M. (2009). Teaching competencies in biological experimentation. In M. Hammann, K. Boersma, & A. J. Waarlo (Eds.), The nature of research in biological education: Old and new perspectives on theoretical and methodological issues: Proceedings of the VIIth conference of European researchers in didactics of biology (ERIDOB) (pp. 377–394). Utrecht: Freudenthal Institute for Science and Mathematics Education, Utrecht University.
   Google Scholar
• Germann, P. J., Aram, R., Odom, A. L., & Burke, G. (1996). Student performance on asking questions, identifying variables, and formulating hypotheses. School Science and Mathematics, 96(4), 192–201. doi: 10.1111/j.1949-8594.1996.tb10224.x
   Google Scholar
• Goldstein, J., & Puntambekar, S. (2004). The brink of change: Gender in technology-rich collaborative learning environments. Journal of Science Education and Technology, 13(4), 505–522. doi: 10.1007/s10956-004-1471-1
   Google Scholar
• Hammann, M., Phan, T. T. H., Ehmer, M., & Grimm, T. (2008). Assessing pupils’ skills in experimentation. Journal of Biological Education, 42(2), 66–72. doi: 10.1080/00219266.2008.9656113
   Web of Science ®Google Scholar
• Hof, S. (2011). Wissenschaftsmethodischer Kompetenzerwerb durch Forschendes Lernen. Entwicklung und Evaluation einer Interventionsstudie [Science methodical acquisition of competency by inquiry based learning. Development and evaluation of an intervention study] (Doctoral dissertation). Universität Kassel. Kassel: Kassel University Press.
   Google Scholar
• Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundation for the twenty-first century. Science Education, 88, 28–54. doi: 10.1002/sce.10106
   Web of Science ®Google Scholar
• Keselman, A. (2003). Supporting inquiry learning by promoting normative understanding of multivariable causality. Journal of Research in Science Teaching, 40(9), 898–921. doi: 10.1002/tea.10115
   Web of Science ®Google Scholar
• Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. doi: 10.1207/s15326985ep4102_1
   Web of Science ®Google Scholar
• Klahr, D. (2000). Exploring science. The cognition and development of discovery processes. Cambridge, MA: MIT Press.
   Google Scholar
• Klahr, D., & Nigam, M. (2004). The equivalence of learning paths in early science instruction. Effects of direct instruction and discovery learning. Psychological Science, 15(10), 661–667. doi: 10.1111/j.0956-7976.2004.00737.x
   PubMed Web of Science ®Google Scholar
• KMK (Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland) (Ed.). (2005). Beschlüsse der Kultusministerkonferenz. Bildungsstandards im Fach Biologie für den Mittleren Schulabschluss. Beschluss vom 16.12.2004 [Resolutions from the National Conference of Ministers of Education. Education standards in biology for the fifth- to tenth-grade students. Resolution from 2004-12-16]. München, Neuwied: Wolters Kluwer.
   Google Scholar
• Kunter, M. (2005). Multiple Ziele im Mathematikunterricht [Multiple objectives in mathematics teaching] (Doctoral dissertation). Münster: Waxmann.
   Google Scholar
• Lunetta, V. N., Hofstein, A., & Clough, M. (2007). Learning and teaching in the school science laboratory: An analysis of research, theory, and practice. In N. Lederman & S. Abel (Eds.), Handbook of research on science education (pp. 393–441). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Mayer, J., Grube, C., & Möller, A. (2008). Kompetenzmodell naturwissenschaftlicher Erkenntnisgewinnung [Competence model of scientific inquiry]. In U. Harms & A. Sandmann (Eds.), Ausbildung und Professionalisierung von Lehrkräften. Internationale Tagung der Fachsektion Didaktik der Biologie im VBiO, Essen 2007 [Education and professionalization of teachers. International conference of the section ‘Biology Education’ within VBiO, Essen 2007] (pp. 63–79). Innsbruck: Studien Verlag.
   Google Scholar
• McBride, B. B., Brewer, C. A., Berkowitz, A. R., & Borrie, W. T. (2013). Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here? Ecosphere, 4(5), art. 67. Retrieved from http://dx.doi.org/10.1890/ES13-00075.1 doi: 10.1890/ES13-00075.1
   Google Scholar
• Morrone, M., Mancl, K., & Carr, K. (2001). Development of a metric to test group differences in ecological knowledge as one component of environmental literacy. The Journal of Environmental Education, 32(4), 33–42. doi: 10.1080/00958960109598661
   Google Scholar
• Muckenfuß, H. (1995). Lernen im sinnstiftenden Kontext. Entwurf einer zeitgemäßen Didaktik des Physikunterrichts [Learning in meaningful contexts. Draft of contemporary didactics of physics education]. Berlin: Cornelsen.
   Google Scholar
• Neber, H., & Anton, M. A. (2008). Promoting pre-experimental activities in high-school chemistry: Focusing on the role of students’ epistemic questions. International Journal of Science Education, 30(13), 1801–1821. doi: 10.1080/09500690701579546
   Web of Science ®Google Scholar
• Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Orr, D. W. (1992). Ecological literacy: Education and the transition to a postmodern world. Albany: State University of New York Press.
   Google Scholar
• Parchmann, I., Graesel, C., Baer, A., Nentwig, P., Demuth, R., Ralle, B., & ChiK Project Group. (2006). ‘Chemie im Kontext’: A symbiotic implementation of a context-based teaching and learning approach. International Journal of Science Education, 28(9), 1041–1062. doi: 10.1080/09500690600702512
   Web of Science ®Google Scholar
• Prenzel, M., Sälzer, C., Klieme, E., & Köller, O. (Eds.). (2013). PISA 2012. Fortschritte und Herausforderungen in Deutschland [PISA 2012. Progress and challenges in Germany]. Münster: Waxmann. Retrieved from http://www.pisa.tum.de/fileadmin/w00bgi/www/Berichtband_und_Zusammenfassung_2012/PISA_EBook_ISBN3001.pdf
   Google Scholar
• Prokop, P., Tuncer, G., & Kvasničák, R. (2007). Short-term effects of field programme on students’ knowledge and attitude toward biology: A Slovak experience. Journal of Science Education and Technology, 16(3), 247–255. doi: 10.1007/s10956-007-9044-8
   Google Scholar
• Riess, W., & Mischo, C. (2010). Promoting systems thinking through biology lessons. International Journal of Science Education, 32(6), 705–725. doi: 10.1080/09500690902769946
   Web of Science ®Google Scholar
• Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41(5), 513–536. doi: 10.1002/tea.20009
   Web of Science ®Google Scholar
• Schneider, W., Bullock, M., & Sodian, B. (1998). Die Entwicklung des Denkens und der Intelligenzunterschiede zwischen Kindern [The development of thinking and differences in intelligence amongst children]. In F. E. Weinert (Ed.), Entwicklung im Kindesalter [Child development] (pp. 53–74). Weinheim: Beltz Psychologie-Verlags-Union.
   Google Scholar
• Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston: Houghton-Mifflin.
   Google Scholar
• Smith, T. M., & Smith, R. L. (2009). Ökologie [Ecology]. (6th ed.). München: Pearson Studium.
   Google Scholar
• Thillmann, H., Künsting, J., Wirth, J., & Leutner, D. (2009). Is it merely a question of ‘what’ to prompt or also ‘when’ to prompt? The role of point of presentation time of prompts in self-regulated learning. Zeitschrift für Pädagogische Psychologie, 23(2), 105–115. doi: 10.1024/1010-0652.23.2.105
   Web of Science ®Google Scholar
• Weiss, R. H. (2006). Grundintelligenztest Skala 2 [Scale 2 basic intelligence test] (CFT 20-R). Göttingen: Hogrefe.
   Google Scholar
• Žoldošová, K., & Prokop, P. (2006a). Analysis of motivational orientations in science education. International Journal of Science and Mathematics Education, 4(4), 669–688. doi: 10.1007/s10763-005-9019-2
   Google Scholar
• Žoldošová, K., & Prokop, P. (2006b). Education in the field influences children's ideas and interest toward science. Journal of Science Education and Technology, 15(3), 304–313. doi: 10.1007/s10956-006-9017-3
   Google Scholar