Self-Generation in the Context of Inquiry-Based Learning.

ABSTRACT: Self-generation of knowledge can activate deeper cognitive processing and improve long-term retention compared to the passive reception of information. It plays a distinctive role within the concept of inquiry-based learning, which is an activity-oriented, student-centered collaborative learning approach in which students become actively involved in knowledge construction by following an idealized hypothetico-deductive method. This approach allows students to not only acquire content knowledge, but also an understanding of investigative procedures/inquiry skills - in particular the control-of-variables strategy (CVS). From the perspective of cognitive load theory, generating answers and solutions during inquiry-based learning is inefficient as it imposes an intrinsic and extr

SUBMITTER: Kaiser I 

PROVIDER: S-EPMC6315139 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature