Task-based learning processes in self-organised lessons at lower secondary level on the subject of ELECTROSTATICS

Cognitive activity when working on (sub)tasks

Overview:
The aim of our video study is to investigate the effects of different teaching methods and learning environments on the knowledge development and learning success of lower secondary school students in physics lessons. To this end, we are investigating how pupils react to tasks structured by the teacher or classmates, i.e. in which content, time and complexity-dependent dynamics these tasks are processed, which offers of action the pupils make to their classmates and how they are responded to.
My work follows on from a series of dissertation projects in our working group that used similar materials in the laboratory (see task-based learning environment) to investigate the specifics of the (physics-related) meaning development processes of learners at different stages of development. My work builds on the results obtained in these projects and is intended to extend them with field-specific results. At present, the focus of the study is on determining the duration and frequency of exit sequences (activities not related to instruction) as a function of content, complexity and learning opportunities, as well as the form of instruction.

Rethfeld, J., Hirsch, J. & Aufschnaiter, C. v. (2003). Performance constancy. In: A. Pitton (Ed.). Extracurricular learning in physics and chemistry (pp. 108-110). Münster, Hamburg, London: Lit-Verlag.

Hirsch, J., Rethfeld, J. & Aufschnaiter, C. v. (2003). If I enjoy the lessons, I can memorise the content better! In: A. Pitton (ed.). Extracurricular learning in physics and chemistry (pp. 111-113). Münster, Hamburg, London: Lit-Verlag.

Rethfeld, J. & Aufschnaiter, S. v.. Processing tasks in different teaching phases (2004). In: A. Pitton (ed.). Chemistry and physics didactic research and education. Münster, Hamburg, London: Lit-Verlag. (in print)