Gutenberg Open Science: Cognitive activation in a close-up view : triggers of high cognitive activity in students during group work phases

Please use this identifier to cite or link to this item: http://doi.org/10.25358/openscience-8499

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DC Field	Value	Language
dc.contributor.author	Groß-Mlynek, Lena	-
dc.contributor.author	Graf, Tanja	-
dc.contributor.author	Harring, Marius	-
dc.contributor.author	Gabriel-Busse, Katrin	-
dc.contributor.author	Feldhoff, Tobias	-
dc.date.accessioned	2022-12-09T08:31:55Z	-
dc.date.available	2022-12-09T08:31:55Z	-
dc.date.issued	2022	-
dc.identifier.uri	https://openscience.ub.uni-mainz.de/handle/20.500.12030/8515	-
dc.description.abstract	Cognitive student activation describes the mental stimulation of learners to engage in a deeper mental investigation of the subject matter within the learning context. Based on the “Angebots-Nutzungs-Modell” (Supply-Use Model), a lesson that is cognitively activating can be understood as a learning opportunity provided by the teacher, which learners can make use of based on their individual ability. This paper focuses on the side of the users, i.e., the cognitive activity of students during phases of collaborative work. Based on a videotaped English lesson of a 10th-grade class (N = 18), low- and medium-inference, indicator-based coding and rating systems were used to investigate the micro level of student-teacher and student-student interactions. The focus of the analysis was to examine triggers of student’s individual high cognitive activity during group work phases. After a basic coding to achieve a precise description of students activities, the level of cognitive activity in selected sequences was coded by a medium-inference rating system. Subsequently the sequences in which a student’s cognitive activity had previously been rated as high were assessed in a content analysis (Mayring, 2015) to determine what triggered a particular phase of high cognitive activity. Analyses show that the students are cognitively engaged at varying degrees and at different times. It is interesting to note that high cognitive activity is not necessarily interrelated with the frequency of verbal participation. Even students with little verbal participation several times exhibit high cognitive engagement. This can be attributed to different aspects and triggers: On the one hand, students are cognitively activated by working with the material and by stimuli provided by the teacher. On the other hand, they engage in cognitive activity among themselves by asking one another questions or by benefiting from the discussion between other group members	en_GB
dc.description.sponsorship	Gefördert durch die Deutsche Forschungsgemeinschaft (DFG) - Projektnummer 491381577	de
dc.language.iso	eng	de
dc.rights	CC BY	*
dc.rights.uri	https://creativecommons.org/licenses/by/4.0/	*
dc.subject.ddc	150 Psychologie	de_DE
dc.subject.ddc	150 Psychology	en_GB
dc.subject.ddc	300 Sozialwissenschaften	de_DE
dc.subject.ddc	300 Social sciences	en_GB
dc.subject.ddc	370 Erziehung	de_DE
dc.subject.ddc	370 Education	en_GB
dc.title	Cognitive activation in a close-up view : triggers of high cognitive activity in students during group work phases	en_GB
dc.type	Zeitschriftenaufsatz	de
dc.identifier.doi	http://doi.org/10.25358/openscience-8499	-
jgu.type.contenttype	Scientific article	de
jgu.type.dinitype	article	en_GB
jgu.type.version	Published version	de
jgu.type.resource	Text	de
jgu.organisation.department	FB 02 Sozialwiss., Medien u. Sport	de
jgu.organisation.number	7910	-
jgu.organisation.name	Johannes Gutenberg-Universität Mainz	-
jgu.rights.accessrights	openAccess	-
jgu.journal.title	Frontiers in education	de
jgu.journal.volume	7	de
jgu.pages.alternative	873340	de
jgu.publisher.year	2022	-
jgu.publisher.name	Frontiers	de
jgu.publisher.place	Lausanne	de
jgu.publisher.issn	2504-284X	de
jgu.organisation.place	Mainz	-
jgu.subject.ddccode	150	de
jgu.subject.ddccode	300	de
jgu.subject.ddccode	370	de
jgu.publisher.doi	10.3389/feduc.2022.873340	de
jgu.organisation.ror	https://ror.org/023b0x485	-
jgu.subject.dfg	Geistes- und Sozialwissenschaften	de
Appears in collections:	DFG-491381577-G

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