Informal workplace learning: An exploration of age differences in learning competence     

Melanie Schulz  Christian Stamov Roßnagel 《Learning and Instruction》2010,20(5):383-399

Informal learning is becoming a standard format in companies' training and development (T&D) activities. It requires a specific learning competence comprising cognitive, metacognitive, and motivational dimensions. In the present study, it was investigated whether learning-competence variables predict success in informal learning. Given the ageing of the workforce, we also explored age differences in learning competence in an online survey of 470 workers in three age groups (17–35, 36–50, and 51–65 years old) at a German mail-order company. Learning competence predicted success in informal learning independent of worker age, but was partially mediated by memory self-efficacy, which might induce second-order age effects under unfavourable T&D conditions.  相似文献   

Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and learning opportunities     

Jörg Großschedl  Daniela Mahler  Thilo Kleickmann  Ute Harms 《International Journal of Science Education》2013,35(14):2335-2366

Teachers’ content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about the empirical separability (i.e. empirical structure) of content-related knowledge yet, a total of 134 biology teachers from secondary schools completed three tests which were to capture each of the three categories of content-related knowledge. The empirical structure of content-related knowledge was analyzed by Rasch analysis, which suggests content-related knowledge to be composed of (1) content knowledge, (2) pedagogical content knowledge, and (3) curricular knowledge. Pedagogical content knowledge and curricular knowledge are highly related (r_latent?=?.70). The latent correlations between content knowledge and pedagogical content knowledge (r_latent?=?.48)—and curricular knowledge, respectively (r_latent?=?.35)—are moderate to low (all ps?<?.001). Beyond the empirical structure of content-related knowledge, different learning opportunities for teachers were investigated with regard to their relationship to content knowledge, pedagogical content knowledge, and curricular knowledge acquisition. Our results show that an in-depth training in teacher education, professional development, and teacher self-study are positively related to particular categories of content-related knowledge. Furthermore, our results indicate that teaching experience is negatively related to curricular knowledge, compared to no significant relationship with content knowledge and pedagogical content knowledge.  相似文献   

Understanding the Greenhouse Effect by Embodiment – Analysing and Using Students' and Scientists' Conceptual Resources     

Kai Niebert  Harald Gropengießer 《International Journal of Science Education》2013,35(2):277-303

Over the last 20 years, science education studies have reported that there are very different understandings among students of science regarding the key aspects of climate change. We used the cognitive linguistic framework of experientialism to shed new light on this valuable pool of studies to identify the conceptual resources of understanding climate change. In our study, we interviewed 35 secondary school students on their understanding of the greenhouse effect and analysed the conceptions of climate scientists as drawn from textbooks and research reports. We analysed all data by metaphor analysis and qualitative content analysis to gain insight into students' and scientists' resources for understanding. In our analysis, we found that students and scientists refer to the same schemata to understand the greenhouse effect. We categorised their conceptions into three different principles the conceptions are based on: warming by more input, warming by less output, and warming by a new equilibrium. By interrelating students' and scientists' conceptions, we identified the students' learning demand: First, our students were afforded with experiences regarding the interactions of electromagnetic radiation and CO₂. Second, our students reflected about the experience-based schemata they use as source domains for metaphorical understanding of the greenhouse effect. By uncovering the—mostly unconscious—deployed schemata, we gave students access to their source domains. We implemented these teaching guidelines in interventions and evaluated them in teaching experiments to develop evidence-based and theory-guided learning activities on the greenhouse effect.  相似文献   

Examining the discourse on the limit concept in a beginning-level calculus classroom   总被引：1，自引：1，他引：0  

Beste Güçler 《Educational Studies in Mathematics》2013,82(3):439-453

Existing research on limits documents many difficulties students encounter when learning about the concept. There is also some research on teaching of limits but it is not yet as extensive as the research on student learning about limits. This study explores the discourse on limits in a beginning-level undergraduate calculus classroom by focusing on one instructor’s and his students’ discourses through a communicational approach to cognition. The findings indicate that some of the limit-related contexts in which students struggled coincided with those in which the instructor shifted his elements of discourse on limits. The instructor did not attend to the shifts in his discourse, making them implicit for the students. The study highlights that the discrepancies among participants’ discourses signal communicational breakages and suggests that future studies should examine whether teachers’ explicit attention to the elements of their discourse can enhance communication in the classrooms.  相似文献   

Book reviews     

Lorin W. Anderson  Christoph Führ  Martin Lockett  Alan Purves  Hans-Günther Roßbach  Sauli Takala  R. Murray Thomas 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(1):111-121

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Editorial     

Prof. Dr. Meinert A. Meyer  Prof. Dr. Manfred Prenzel  Prof. Dr. Hans-Günther Roßbach 《Zeitschrift für Erziehungswissenschaft》2009,12(4):593-596

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6. Jürgen Lehmann: Befunde empirischer Forschung zu Umweltbildung und Umweltbewußtsein (Ökologie und Erziehungswissenschaft, Bd. 4)     

Bernhard Claußen 《Zeitschrift für Erziehungswissenschaft》2001,4(1):140-141

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Educational self-regulation competence: toward a lifespan-based concept and assessment strategy     

Bittner  Jenny V.  Stamov Roßnagel  Christian  Staudinger  Ursula M. 《International Journal for Educational and Vocational Guidance》2022,22(2):307-325

International Journal for Educational and Vocational Guidance - Self-regulation is crucial for learning and achievement in educational and occupational contexts. Educational self-regulation has...  相似文献   

Mathematics learning with multiple solution methods: effects of types of solutions and learners’ activity     

Cornelia S. Große 《Instructional Science》2014,42(5):715-745

It is commonly suggested to mathematics teachers to present learners different methods in order to solve one problem. This so-called “learning with multiple solution methods” is also recommended from a psychological point of view. However, existing research leaves many questions unanswered, particularly concerning the effects of different types of solution methods and different degrees of learner’s activity. In this context, two experiments were conducted. In Experiment 1, a 2 × 3-factorial design was implemented, with the first factor concerning multiple versus uniform solutions and the second factor addressing different combinations of formal and informal solution methods. No “multiple solutions effect” was found. An integration of informal methods did not affect learning outcomes; however, it significantly reduced the subjective difficulty of the problems. Then, in Experiment 2, the effectiveness of multiple versus uniform solutions and of measures to foster an active processing was examined using a 2 × 3-factorial design (“number of solutions”: multiple versus uniform; “activity”: complete examples versus incomplete examples versus example-problem pairs). The “multiple” conditions significantly outperformed the “uniform” conditions, and complete examples and example-problem pairs significantly outperformed incomplete examples. Based on the results of Experiment 1 and 2, preconditions under which multiple solutions can improve learning outcomes are discussed.  相似文献   

Would you Bribe your Lecturer? A Quasi-experimental Study on Burnout and Bribery in Higher Education     

Weißmüller  Kristina S.  De Waele  Lode 《Research in higher education》2022,63(5):768-796

Research in Higher Education - Bribery is a complex and critical issue in higher education (HE), causing severe economic and societal harm. Traditionally, most scholarship on HE corruption has...  相似文献