The Interplay of Scientific Reasoning and Self-Regulation in Inquiry Learning: A Temporal Process-Oriented Analysis

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dc.contributor.advisor Scheiter, Katharina (Prof. Dr.)
dc.contributor.author Omarchevska, Yoana
dc.date.accessioned 2022-08-02T14:33:48Z
dc.date.available 2022-08-02T14:33:48Z
dc.date.issued 2022-08-02
dc.identifier.uri http://hdl.handle.net/10900/129853
dc.identifier.uri http://nbn-resolving.de/urn:nbn:de:bsz:21-dspace-1298537 de_DE
dc.identifier.uri http://dx.doi.org/10.15496/publikation-71215
dc.description.abstract This dissertation investigated the prerequisites, the processes and the promotion of scientific reasoning and argumentation during inquiry learning. Three conceptual aimed at investigating 1) the combined influence of students’ cognitive and motivational characteristics on their experimentation skills and conceptual understanding, 2) the interplay of self-regulation and scientific reasoning processes and argumentation quality, and 3) the effectiveness of integrated instruction of self-regulation and scientific reasoning for students’ learning processes and learning outcomes in the context of inquiry learning. Three studies were conducted to investigate these conceptual aims. Each study used a novel statistical method going beyond the traditional variable-oriented approach and instead considers the conjoint influence of different factors (person-oriented analysis, epistemic network analysis, process mining). Study 1 (N = 110) focused on cognitive and motivational learning prerequisites for experimental skills and conceptual understanding. The study identified three clusters of learners which differed regarding experimentation skills and conceptual understanding. These findings indicate that motivational variables need to be considered alongside prior knowledge when assessing the effectiveness of inquiry learning. Study 2 (N = 30) investigated the interplay of self-regulation and scientific reasoning processes in relation to argumentation quality. Results from epistemic network analysis show that self-regulation rarely occurs spontaneously and when it does occur, it is mostly in learners who also formulate higher-quality arguments. Findings from Study 2 were used to design instruction that supports the interplay of self-regulation and scientific reasoning. The effectiveness of the instruction on students’ learning processes and outcomes was tested in Study 3. In Study 3 (N = 127), an intervention targeted at supporting the self-regulation of scientific reasoning processes using video modeling examples and metacognitive prompts was developed and tested in a training and a transfer task. Video modeling examples had positive effects on hypothesis and argumentation quality – two important aspects of scientific reasoning. Process analyses using epistemic network analysis and process mining provide further evidence for the interplay of self-regulatory processes and scientific reasoning processes in participants who watched the video modeling examples. The findings from the three studies are integrated into the Self-Regulated Learning during Scientific Reasoning (SRLSR) model, which provides important theoretical implications for self-regulation and scientific reasoning research. The findings from this dissertation provide important educational implications for teaching science using inquiry learning. en
dc.description.abstract Die Dissertation ist gesperrt bis zum 19. Juli 2024 ! de_DE
dc.language.iso en de_DE
dc.publisher Universität Tübingen de_DE
dc.rights ubt-podok de_DE
dc.rights.uri http://tobias-lib.uni-tuebingen.de/doku/lic_mit_pod.php?la=de de_DE
dc.rights.uri http://tobias-lib.uni-tuebingen.de/doku/lic_mit_pod.php?la=en en
dc.subject.ddc 150 de_DE
dc.subject.other scientific reasoning en
dc.subject.other argumentation en
dc.subject.other self-regulated learning en
dc.subject.other motivation en
dc.subject.other cognition en
dc.subject.other inquiry learning en
dc.title The Interplay of Scientific Reasoning and Self-Regulation in Inquiry Learning: A Temporal Process-Oriented Analysis en
dc.type Dissertation de_DE
dcterms.dateAccepted 2022-07-19
utue.publikation.fachbereich Psychologie de_DE
utue.publikation.fakultaet 7 Mathematisch-Naturwissenschaftliche Fakultät de_DE
utue.publikation.source published in: Journal of the Learning Sciences, 31(2), 237-277. https://dx.doi.org/10.1080/10508406.2021.1966633 ; published in: Educational Psychology Review, 34(2), 1025-1061. https://dx.doi.org/10.1007/s10648-021-09652-3 de_DE
utue.publikation.noppn yes de_DE

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