FLaME - Feedback, Lernerfolg und affektive Merkmale beim Experimentieren

Receiving feedback within the process of formative assessment is a useful learning support for students in chemistry classes. Especially in the application of the control of variable strategy in the context of experimentation, students show difficulties. In such a learning scenario, the students have to process both the information of the learning materials of the experimental investigation and the information of the feedback. This creates a complex learning situation that can cognitively overload and demotivate students. Since motivation and the perceived cognitive load are decisive factors for the students' willingness to learn and the associated learning success, it is necessary to clarify the role of affective and cognitive characteristics in this context.

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