Interactive exercise tasks in physics education
Comparison between online, face-to-face and self-study instruction
DOI:
https://doi.org/10.25369/ll.v2i2.53Abstract
Learning is an active and constructive process. Interactive tasks enable learner activation in any teaching format. It is an open question whether there are differences in the task success and the change of professional knowledge when learning with interactive tasks under different teaching formats. It is also open to what extent prospective teachers can imagine creating such tasks themselves with the help of a tool and using them as teaching aids in their later professional lives.
An interactive task set was taught using three different methods and evaluated. The sample (N=66) consisted of student teachers of physics. They worked on a learning path with interactive tasks in order to acquire educational knowledge and at the same time to get to know a tool for the development of interactive tasks. The results showed no significant differences in task success and professional knowledge between online and face-to-face teaching. However, self-study learners showed significantly shorter completion times, more chaotic learning behaviour, lower task success, and lower increase in TPACK. The students' acceptance of interactive tasks and the exemplary tool increased in all groups as a result of working with the tasks.
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