Influence of using challenging tasks in biology classrooms on students' cognitive knowledge structure: an empirical video study
Empirical analysis of secondary biology classrooms revealed that, on average, 68% of teaching time in Germany revolved around processing tasks. Quality of instruction can thus be assessed by analyzing the quality of tasks used in classroom discourse. This quasi-experimental study analyzed how teache...
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| Veröffentlicht in: | International journal of science education 2016-08, Vol.38 (12), p.1882-1903 |
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| creator | Nawani, Jigna Rixius, Julia Neuhaus, Birgit J. |
| description | Empirical analysis of secondary biology classrooms revealed that, on average, 68% of teaching time in Germany revolved around processing tasks. Quality of instruction can thus be assessed by analyzing the quality of tasks used in classroom discourse. This quasi-experimental study analyzed how teachers used tasks in 38 videotaped biology lessons pertaining to the topic 'blood and circulatory system'. Two fundamental characteristics used to analyze tasks include: (1) required cognitive level of processing (e.g. low level information processing: repetiition, summary, define, classify and high level information processing: interpret-analyze data, formulate hypothesis, etc.) and (2) complexity of task content (e.g. if tasks require use of factual, linking or concept level content). Additionally, students' cognitive knowledge structure about the topic 'blood and circulatory system' was measured using student-drawn concept maps (N = 970 students). Finally, linear multilevel models were created with high-level cognitive processing tasks and higher content complexity tasks as class-level predictors and students' prior knowledge, students' interest in biology, and students' interest in biology activities as control covariates. Results showed a positive influence of high-level cognitive processing tasks (β = 0.07; p |
| doi_str_mv | 10.1080/09500693.2016.1213456 |
| format | Article |
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Quality of instruction can thus be assessed by analyzing the quality of tasks used in classroom discourse. This quasi-experimental study analyzed how teachers used tasks in 38 videotaped biology lessons pertaining to the topic 'blood and circulatory system'. Two fundamental characteristics used to analyze tasks include: (1) required cognitive level of processing (e.g. low level information processing: repetiition, summary, define, classify and high level information processing: interpret-analyze data, formulate hypothesis, etc.) and (2) complexity of task content (e.g. if tasks require use of factual, linking or concept level content). Additionally, students' cognitive knowledge structure about the topic 'blood and circulatory system' was measured using student-drawn concept maps (N = 970 students). Finally, linear multilevel models were created with high-level cognitive processing tasks and higher content complexity tasks as class-level predictors and students' prior knowledge, students' interest in biology, and students' interest in biology activities as control covariates. Results showed a positive influence of high-level cognitive processing tasks (β = 0.07; p < .01) on students' cognitive knowledge structure. However, there was no observed effect of higher content complexity tasks on students' cognitive knowledge structure. Presented findings encourage the use of high-level cognitive processing tasks in biology instruction.</description><identifier>ISSN: 0950-0693</identifier><identifier>EISSN: 1464-5289</identifier><identifier>DOI: 10.1080/09500693.2016.1213456</identifier><identifier>CODEN: ISEDEB</identifier><language>eng</language><publisher>London: Routledge</publisher><subject>Achievement Tests ; Anatomy ; Biology ; biology teaching ; Challenging tasks ; Circulatory system ; Classroom Communication ; Classrooms ; Cognitive Processes ; Cognitive Structures ; Concept Mapping ; concept maps ; Elementary Secondary Education ; Foreign Countries ; Grade 9 ; Hierarchical Linear Modeling ; Information processing ; International Assessment ; Likert Scales ; Mathematics Achievement ; Mathematics Tests ; Maximum Likelihood Statistics ; Metabolism ; Observation ; Pretests Posttests ; Prior Learning ; Quasiexperimental Design ; Questionnaires ; Science Achievement ; Science education ; Science Instruction ; Science Teachers ; Science Tests ; Secondary School Students ; Student Interests ; Student Motivation ; Students ; Teaching ; Time on Task ; video studies ; Video Technology</subject><ispartof>International journal of science education, 2016-08, Vol.38 (12), p.1882-1903</ispartof><rights>2016 Informa UK Limited, trading as Taylor & Francis Group 2016</rights><rights>2016 Informa UK Limited, trading as Taylor & Francis Group</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c393t-cc1e586dc048df7e99968b767dec6a6c1d4c386790645161833ccaa23e11b7923</citedby><cites>FETCH-LOGICAL-c393t-cc1e586dc048df7e99968b767dec6a6c1d4c386790645161833ccaa23e11b7923</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.tandfonline.com/doi/pdf/10.1080/09500693.2016.1213456$$EPDF$$P50$$Ginformaworld$$H</linktopdf><linktohtml>$$Uhttps://www.tandfonline.com/doi/full/10.1080/09500693.2016.1213456$$EHTML$$P50$$Ginformaworld$$H</linktohtml><link.rule.ids>314,776,780,27901,27902,59620,60409</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1113011$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Nawani, Jigna</creatorcontrib><creatorcontrib>Rixius, Julia</creatorcontrib><creatorcontrib>Neuhaus, Birgit J.</creatorcontrib><title>Influence of using challenging tasks in biology classrooms on students' cognitive knowledge structure: an empirical video study</title><title>International journal of science education</title><description>Empirical analysis of secondary biology classrooms revealed that, on average, 68% of teaching time in Germany revolved around processing tasks. Quality of instruction can thus be assessed by analyzing the quality of tasks used in classroom discourse. This quasi-experimental study analyzed how teachers used tasks in 38 videotaped biology lessons pertaining to the topic 'blood and circulatory system'. Two fundamental characteristics used to analyze tasks include: (1) required cognitive level of processing (e.g. low level information processing: repetiition, summary, define, classify and high level information processing: interpret-analyze data, formulate hypothesis, etc.) and (2) complexity of task content (e.g. if tasks require use of factual, linking or concept level content). Additionally, students' cognitive knowledge structure about the topic 'blood and circulatory system' was measured using student-drawn concept maps (N = 970 students). Finally, linear multilevel models were created with high-level cognitive processing tasks and higher content complexity tasks as class-level predictors and students' prior knowledge, students' interest in biology, and students' interest in biology activities as control covariates. Results showed a positive influence of high-level cognitive processing tasks (β = 0.07; p < .01) on students' cognitive knowledge structure. However, there was no observed effect of higher content complexity tasks on students' cognitive knowledge structure. Presented findings encourage the use of high-level cognitive processing tasks in biology instruction.</description><subject>Achievement Tests</subject><subject>Anatomy</subject><subject>Biology</subject><subject>biology teaching</subject><subject>Challenging tasks</subject><subject>Circulatory system</subject><subject>Classroom Communication</subject><subject>Classrooms</subject><subject>Cognitive Processes</subject><subject>Cognitive Structures</subject><subject>Concept Mapping</subject><subject>concept maps</subject><subject>Elementary Secondary Education</subject><subject>Foreign Countries</subject><subject>Grade 9</subject><subject>Hierarchical Linear Modeling</subject><subject>Information processing</subject><subject>International Assessment</subject><subject>Likert Scales</subject><subject>Mathematics Achievement</subject><subject>Mathematics Tests</subject><subject>Maximum Likelihood Statistics</subject><subject>Metabolism</subject><subject>Observation</subject><subject>Pretests Posttests</subject><subject>Prior Learning</subject><subject>Quasiexperimental Design</subject><subject>Questionnaires</subject><subject>Science Achievement</subject><subject>Science education</subject><subject>Science Instruction</subject><subject>Science Teachers</subject><subject>Science Tests</subject><subject>Secondary School Students</subject><subject>Student Interests</subject><subject>Student Motivation</subject><subject>Students</subject><subject>Teaching</subject><subject>Time on Task</subject><subject>video studies</subject><subject>Video Technology</subject><issn>0950-0693</issn><issn>1464-5289</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><recordid>eNp9kUFv1DAQhS0EEsvCT6hkiQNcsvXEiWNzAlUFiipxgbPldSbBrWMvdtJqT_x1HLblwAFZI1ua7z2P5hFyBmwHTLJzplrGhOK7moHYQQ28acUTsoFGNFVbS_WUbFamWqHn5EXON4yxRnRiQ35dhcEvGCzSONAluzBS-8N4j2Fc37PJt5m6QPcu-jgeqfUm5xTjlGkMNM9Lj2HOb6iNY3Czu0N6G-K9x37E0k2LnZeE76gJFKeDS84aT-9cj_GP9viSPBuMz_jq4d6S7x8vv118rq6_frq6-HBdWa74XFkL2ErRW9bIfuhQKSXkvhNdj1YYYaFvLJeiU0w0LQiQnFtrTM0RYN-pmm_J25PvIcWfC-ZZTy5b9N4EjEvWIDtoZVNOQV__g97EJYUyXaGgY3WrxGrYniibYlkIDvqQ3GTSUQPTayz6MRa9xqIfYim6s5MOyy7-ai6_AABnpbbk_anvwhDTZO5j8r2ezdHHNCQTrMua__-L3617nwE</recordid><startdate>20160812</startdate><enddate>20160812</enddate><creator>Nawani, Jigna</creator><creator>Rixius, Julia</creator><creator>Neuhaus, Birgit J.</creator><general>Routledge</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope></search><sort><creationdate>20160812</creationdate><title>Influence of using challenging tasks in biology classrooms on students' cognitive knowledge structure: an empirical video study</title><author>Nawani, Jigna ; Rixius, Julia ; Neuhaus, Birgit J.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c393t-cc1e586dc048df7e99968b767dec6a6c1d4c386790645161833ccaa23e11b7923</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>Achievement Tests</topic><topic>Anatomy</topic><topic>Biology</topic><topic>biology teaching</topic><topic>Challenging tasks</topic><topic>Circulatory system</topic><topic>Classroom Communication</topic><topic>Classrooms</topic><topic>Cognitive Processes</topic><topic>Cognitive Structures</topic><topic>Concept Mapping</topic><topic>concept maps</topic><topic>Elementary Secondary Education</topic><topic>Foreign Countries</topic><topic>Grade 9</topic><topic>Hierarchical Linear Modeling</topic><topic>Information processing</topic><topic>International Assessment</topic><topic>Likert Scales</topic><topic>Mathematics Achievement</topic><topic>Mathematics Tests</topic><topic>Maximum Likelihood Statistics</topic><topic>Metabolism</topic><topic>Observation</topic><topic>Pretests Posttests</topic><topic>Prior Learning</topic><topic>Quasiexperimental Design</topic><topic>Questionnaires</topic><topic>Science Achievement</topic><topic>Science education</topic><topic>Science Instruction</topic><topic>Science Teachers</topic><topic>Science Tests</topic><topic>Secondary School Students</topic><topic>Student Interests</topic><topic>Student Motivation</topic><topic>Students</topic><topic>Teaching</topic><topic>Time on Task</topic><topic>video studies</topic><topic>Video Technology</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Nawani, Jigna</creatorcontrib><creatorcontrib>Rixius, Julia</creatorcontrib><creatorcontrib>Neuhaus, Birgit J.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><jtitle>International journal of science education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Nawani, Jigna</au><au>Rixius, Julia</au><au>Neuhaus, Birgit J.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1113011</ericid><atitle>Influence of using challenging tasks in biology classrooms on students' cognitive knowledge structure: an empirical video study</atitle><jtitle>International journal of science education</jtitle><date>2016-08-12</date><risdate>2016</risdate><volume>38</volume><issue>12</issue><spage>1882</spage><epage>1903</epage><pages>1882-1903</pages><issn>0950-0693</issn><eissn>1464-5289</eissn><coden>ISEDEB</coden><abstract>Empirical analysis of secondary biology classrooms revealed that, on average, 68% of teaching time in Germany revolved around processing tasks. Quality of instruction can thus be assessed by analyzing the quality of tasks used in classroom discourse. This quasi-experimental study analyzed how teachers used tasks in 38 videotaped biology lessons pertaining to the topic 'blood and circulatory system'. Two fundamental characteristics used to analyze tasks include: (1) required cognitive level of processing (e.g. low level information processing: repetiition, summary, define, classify and high level information processing: interpret-analyze data, formulate hypothesis, etc.) and (2) complexity of task content (e.g. if tasks require use of factual, linking or concept level content). Additionally, students' cognitive knowledge structure about the topic 'blood and circulatory system' was measured using student-drawn concept maps (N = 970 students). Finally, linear multilevel models were created with high-level cognitive processing tasks and higher content complexity tasks as class-level predictors and students' prior knowledge, students' interest in biology, and students' interest in biology activities as control covariates. Results showed a positive influence of high-level cognitive processing tasks (β = 0.07; p < .01) on students' cognitive knowledge structure. However, there was no observed effect of higher content complexity tasks on students' cognitive knowledge structure. Presented findings encourage the use of high-level cognitive processing tasks in biology instruction.</abstract><cop>London</cop><pub>Routledge</pub><doi>10.1080/09500693.2016.1213456</doi><tpages>22</tpages></addata></record> |
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| subjects | Achievement Tests Anatomy Biology biology teaching Challenging tasks Circulatory system Classroom Communication Classrooms Cognitive Processes Cognitive Structures Concept Mapping concept maps Elementary Secondary Education Foreign Countries Grade 9 Hierarchical Linear Modeling Information processing International Assessment Likert Scales Mathematics Achievement Mathematics Tests Maximum Likelihood Statistics Metabolism Observation Pretests Posttests Prior Learning Quasiexperimental Design Questionnaires Science Achievement Science education Science Instruction Science Teachers Science Tests Secondary School Students Student Interests Student Motivation Students Teaching Time on Task video studies Video Technology |
| title | Influence of using challenging tasks in biology classrooms on students' cognitive knowledge structure: an empirical video study |
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