Fragen stellen, um Antworten zu erhalten – oder Fragen generieren, um zu lernen?
Abstract
In der vorliegenden experimentellen Studie wird in einem unvollständigen 2 × 2-Design die differenzielle Wirkung von zwei Formaten der Fragengenerierung (strukturiertes vs. unstrukturiertes Fragenstellen) und zwei Formaten der Fragenbearbeitung (Beantwortung der Fragen vs. Diskussion der Qualität der Fragen) analysiert. Studierende in Seminaren aus den Bereichen Erziehungswissenschaft und Pädagogische Psychologie werden zufällig einer der folgenden drei Lernstrategien zugeordnet: (a) strukturiertes Fragenstellen mit nachfolgender Beantwortung, (b) unstrukturiertes Fragenstellen mit nachfolgender Beantwortung oder (c) strukturiertes Fragenstellen mit anschließender Diskussion der Fragenqualität. Lernleistungsbezogene Effekte der Fragenbearbeitung werden für den Lernstand, der zum Abschluss eines Lernprogramms erreicht wird, untersucht. Strukturiertes Fragenstellen führte zu besseren Lernergebnissen als unstrukturiertes Fragenstellen. Studierende, deren Fragen beantwortet wurden, erzielten keine besseren Lernleistungen als Studierende, deren Fragen nicht beantwortet wurden.
Generating Questions to Get Answers – Or Generating Questions to Learn? The following study examined the effects of answering students’ self-generated questions on learning. Two modes of questioning (prestructured vs. unstructured questioning) and two modes of responding to questions (answering questions vs. discussion of the quality of questions) were differentiated in an incomplete 2 × 2-design. Students were randomly assigned to one of the following three groups: (a) prestructured student-questioning followed by answering, (b) unstructured student-questioning followed by answering, or (c) prestructured student-questioning followed by discussing the quality of questions. To facilitate generation and verbalization of questions students in the prestructured student-questioning groups received a short instruction and a form that asked them to paraphrase questions on different cognitive levels whereas students in the unstructured student-questioning group were asked to generate their questions without such support. To assess the efficiency of questioning on learning the quality of the questions was put in relation to the test performance on relevant subject matter. Prestructured student-questioning outperformed unstructured student-questioning. Students’ test performance did not differ according to the mode or responding to their questions.
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