ExeRT

Extending refutation texts to promote science learning

Funded by Joachim Herz Stiftung

Project duration: 06/2022 – 04/2025

 

Texts continue to play an important role in supporting the acquisition of knowledge in science education. However, reading complex expository texts is often challenging for lower secondary school students. Against this background, we are investigating in ExeRT together with the Leibniz Institute for Science and Mathematics Education in Kiel (project homepage at the IPN) and the University of Duisburg-Essen how text comprehension can be promoted in scientific learning.

In the present project we aim to investigate the extent to which support measures facilitate subsequent learning processes in chemistry and to what extent these effects are influenced by personal characteristics such as previous knowledge or language skills. As measures we use refutation texts, text structure representations (comparable to concept maps), self-explanation tasks and - to increase transfer - case comparison tasks. In contrast to previous studies, the focus is in particular on the purposeful combination of these measures and the concurrent consideration of personal characteristic

Team

Sascha Bernholt, IPN – Leibniz Institute for Science and Mathematics Education, Kiel

Hendrik Härtig, University of Duisburg-Essen

Johannes Kröger, IPN – Leibniz Institute for Science and Mathematics Education, Kiel

Jan Retelsdorf, Universität Hamburg