Guided Learning at Workstations about Drug Prevention with Low Achievers in Science Education

Abstract

Our study focussed on the cognitive achievement potential of low achieving eighth graders, dealing with drug
prevention (cannabis). The learning process was guided by a teacher, leading this target group towards a modified
learning at workstations which is seen as an appropriate approach for low achievers. We compared this specific open
teaching approach with both, a conventional learning at workstations and a traditional teacher-centered approach.
Two types of students of lowest stratification level in German school system participated, the regular level (R) and
the higher level ones (H). Thus, we compared students of two stratification sub-levels with regard to three teaching
methods. Pre-, post- and retention tests were used to monitor knowledge achievement. The modified teaching
approach achieved overall best results. R and H students reached similar levels of persistent knowledge in our
specific approach. Thus, low achievers could reveal also high cognitive achievements in open learning environments.
Consequences for school practice are discussed.