Institute for Educational Sciences
In this project, research findings from cognitive research and science (physics) education are brought together to investigate the effectiveness of generative and retrieval activities in inquiry-based teaching. The main aim is to find out a) whether the combination of generative activities (explaining, drawing) and retrieval activities (retrieval practice) in the classroom promotes elaborative knowledge and long-term learning, and b) how these activities can be integrated into broader teaching units to build sustainable knowledge.
The research questions are investigated in three experimental studies with 7th and 8th grade students in physics classrooms. Both immediate and delayed testing after 8 weeks will be conducted. The learning processes are tracked using the analysed artefacts from the learning activities.
