<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Steffen Schaal</style></author><author><style face="normal" font="default" size="100%">Christoph Randler</style></author><author><style face="normal" font="default" size="100%">Stefanie Krall</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LEARNING ABOUT OWLS AND THEIR CONSERVATION – A COMPARISON OF MEDIA-ASSISTED INSTRUCTIONAL METHODS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">computer-supported learning</style></keyword><keyword><style  face="normal" font="default" size="100%">ecology education</style></keyword><keyword><style  face="normal" font="default" size="100%">intrinsic motivation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2007</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2007</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392218464.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">1</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In this study, two short-term educational treatments for secondary school dealing with ecology and conservation of European owl species were compared under realistic field-conditions. Both motivating learning environments, a play-like activity (quartet) and a hypermedia website tool for two lessons (90 min), are known to provide a strong “Hawthorne effect”, which might useful for achievement in a short-term learning unit in Science Education. Information units were similar, only the structure of presentation differed within both treatments. Objectives of the study were (i) a comparison of both teaching methods concerning the cognitive learning outcome and (ii) motivational variables in a pre-/ post- and retention-test design with control group. Pupils were randomly assigned one treatment (Hypermedia: N = 34, quartet: N = 30, control: N = 28). As result of multivariate statistics, a significant higher achievement in the computer-aided group was assessed immediately after the lesson, while the retention test did not produce significant differences between the treatments. Pupils performed significantly better in the retention-test compared to the post-test, which might be due to a short teaching sequence of ten minutes after the post-test. The motivational variables measured with the Intrinsic Motivation Inventory (Ryan, Connell &amp; Plant, 1990) didn’t show any difference between the two treatments, suggesting that both treatments are motivating and that the Hawthorne effect might be similar. Pooling both experimental groups, a significant positive relationship between interest/enjoyment and post-test scores and between effort and retention and a negative correlation between retention test and the perceived pressure can be reported.
 A consequence for Science Education practice is the usefulness of both treatments for successful and motivating achievement as well as the fact, that the hypermedia approach can be used for self-determined learning as out-of-school-preparation. Furthermore, research concerning the short concluding teaching sequences is necessary.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">95-105</style></section></record></records></xml>