Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6849153 | Studies in Educational Evaluation | 2016 | 7 Pages |
Abstract
Teaching and learning in outreach laboratories is suitable for completion of multiple hands-on experiences of students. Digital contents may support and further enrich individual haptic experiences. Nevertheless, individual variables such as computer-related self-concepts are supposed to intervene with the cognitive learning success within this context. This potential interrelationship was a major focus of our study completed in an outreach laboratory where an eLearning module specifically was integrated into a hands-on centered gene-technology module. By monitoring cognitive knowledge levels and simultaneously applying the computer-related self-concept of 162 German students (11th grade), an increase in knowledge became apparent independently of individual computer-related self-concepts. This missing relationship exemplarily fosters the assumption that computer-supported learning may suite every student regardless of computer-related self-concept scores.
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Jessica Langheinrich, Franz X. Bogner,