Abstract
ABSTRACTStructure in the form of feedback has been shown to be highly relevant to students learning. Offering feedback, stating clear expectations and instructions, might enhance students’ perceived competence. The context chosen for this study were experiments studying bird flight in biology lessons. Students experimented in a scientific discovery learning environment as they offer plenty of opportunities for them to seek feedback while using hypothetical-deductive reasoning to work on their experiments. The aim of this study was to investigate the motivational effects of informative tutoring feedback compared to basic feedback. 165 students (50% female, 12.02 ± 0.68 years old) from the sixth and seventh grades of medium and high track German secondary schools took part in the study. In a pretest–posttest design, we tested the effects of basic or informative tutoring feedback on intrinsic motivation, flow experience, and knowledge acquisition. Motivation was assessed using an adapted version of the Intrinsic Motivation Inventory (IMI). For teacher behaviour providing informative tutoring feedback we found beneficial effects on intrinsic motivation and flow. Overall, the pre- and posttest showed that the students acquired knowledge through the course of the lessons.
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