Article 2005

Clarity and coherence of lesson goals as a scaffold for student learning

ST
Seidel, Tina
 RR
Rimmele, Rolf
 PM
Prenzel, Manfred
Learning and Instruction
Journal · Vol. 15 · Issue 6 · pp. 539-556
Abstract

The article addresses clarity and coherence of lesson goals as a scaffold for student learning. In 13 physics classes video recordings of the introductory lesson of two topics were rated with respect to clarity and coherence of the lesson structure. HLM analyses showed a positive effect of classes with high goal clarity and coherence on the students' reports on supportive learning conditions, self-determined learning motivation and organising learning activities. Over the course of a school year high goal clarity and coherence resulted in a positive competence development. No effect was found for individual interest development. © 2005 Elsevier Ltd. All rights reserved.

Keywords

Author Keywords

motivation Learning Science instruction Videotape Classroom Study

Index Keywords

Author Affiliations
Leibniz Institute for Science and Mathematics Education, Kiel, Schleswig-Holstein, Germany
Funding & Acknowledgements
Deutsche Forschungsgemeinschaft, DFG
Grant: PR 473/2-1
The research reported within this article refers to the project “A videotape classroom study about teaching and learning in physics classrooms”. Researchers are Inger Marie Dalehefte, Reinders Duit, Manfred Euler, Manfred Lehrke, Lena Meyer, Christoph Müller, Manfred Prenzel, Rolf Rimmele, Tina Seidel, Maike Tesch and Ari Widodo. The study is part of the priority program BiQua and funded by the German Research Foundation (PR 473/2-1).
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