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NawiSelf*digital – Using digital media to foster self-regulation in primary school science classrooms

The project aims to investigate the effectiveness of teaching units for primary school science classrooms which integrate the use of digital media. In this scope, we examine (1) whether the digital media can be used effectively to support science learning as well as to activate self-regulation of learning, and (2) whether the additional implementation of adaptive elements can particularly support at-risk students.

The temporary school closures to embank the SARS-Cov-2 pandemic boosted the digitization of learning, showing that in particular primary schools are hardly prepared for the use of digital media. However, digital media have shown to be effective to implement individual support of learners in the classroom as well as when learning at home.

In order to benefit from learning with digital media, however, learners need a high degree of self-regulation. Surveys among students about their experience with distance learning during the pandemic have indicated that self-regulation of learner is a major challenge for children. Thus, self-regulation is a prerequisite for digital learning, which can be promoted by means of concepts of individual support through the use of digital media.

This project will investigate the effectiveness of teaching units for primary school science classrooms that integrate the use of digital media. In the first phase of the project, we will investigate primary teachers’ conceptions and experiences with the use of digital media (in science) and with the promotion of self-regulation. Moreover, we will prepare and evaluate a teaching unit that incorporates the aspects digital media and self-regulation into science classrooms.

Project Heads

Dr. Charlotte Dignath

Prof. Dr. Nicola Meschede

Partner Institution

Duration

10/2020–08/2021