Classroom Learning and Achievement: How the Complexity of Classroom Interaction Impacts Students' Learning

Autor/inn/en	Podschuweit, Sören; Bernholt, Sascha; Brückmann, Maja
Titel	Classroom Learning and Achievement: How the Complexity of Classroom Interaction Impacts Students' Learning
Quelle	In: Research in Science & Technological Education, 34 (2016) 2, S.142-163 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2015.1092955
Schlagwörter	Classroom Environment; Interaction; Academic Achievement; Environmental Influences; Video Technology; Grade 8; Physics; Science Instruction; Foreign Countries; Coding; Pretests Posttests; Statistical Analysis; Teaching Methods; Achievement Tests; Multiple Regression Analysis; Germany + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Interaktion; Schulleistung; Environmental influence; Umwelteinfluss; School year 08; 8. Schuljahr; Schuljahr 08; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Codierung; Programmierung; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Deutschland
Abstract	Background: Complexity models have provided a suitable framework in various domains to assess students' educational achievement. Complexity is often used as the analytical focus when regarding learning outcomes, i.e. when analyzing written tests or problem-centered interviews. Numerous studies reveal negative correlations between the complexity of a task and the probability of a student solving it. Purpose: Thus far, few detailed investigations explore the importance of complexity in actual classroom lessons. Moreover, the few efforts made so far revealed inconsistencies. Hence, the present study sheds light on the influence the complexity of students' and teachers' class contributions have on students' learning outcomes. Sample: Videos of 10 German 8th grade physics courses covering three consecutive lessons on two topics each (electricity, mechanics) have been analyzed. The sample includes 10 teachers and 290 students. Design and methods: Students' and teachers' verbal contributions were coded manual-based according to the level of complexity. Additionally, pre-post testing of knowledge in electricity and mechanics was applied to assess the students' learning gain. ANOVA analysis was used to characterize the influence of the complexity on the learning gain. Results: Results indicate that the mean level of complexity in classroom contributions explains a large portion of variance in posttest results on class level. Despite this overarching trend, taking classroom activities into account as well reveals even more fine-grained patterns, leading to more specific relations between the complexity in the classroom and students' achievement. Conclusions: In conclusion, we argue for more reflected teaching approaches intended to gradually increase class complexity to foster students' level of competency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01