Zur Erklärung der Teilnahme an hochschuldidaktischer Weiterbildung     

Mareike Beuße 《Zeitschrift für Erziehungswissenschaft》2018,21(6):1283-1312

In recent years, the need for didactic training in the field of higher education has become a focus of education policy. According to empirical evidence, however, only some of the university teaching staff participate in training opportunities. So far, only little empirical research has been undertaken to investigate the determinants of training intention in the area of university didactics. This article applies Ajzen’s theory of planned behavior (TPB), for the first time, to this specific context and highlights the importance of perceived behavioral control and attitude in explaining training intention. For subjective norm, however, no direct effect could be found. In addition to the TPB predictors, direct and indirect effects of previous training participation on intention as well as the effect of training context on perceived behavioral control were assessed. Adding past behavior to the model resulted in a direct effect on intention and an increase of explained variance. With regard to the question of the sufficiency of the TPB, possible explanations are discussed.  相似文献   

A Willingness to Fail: Reflections on the 2018 Religious Education Association Conference     

Tamara R. Henry 《Religious education (Chicago, Ill.)》2019,114(3):362-368

Abstract

The 2018 Religious Education Association (REA) meeting, Beyond White Normativity: Creating Brave Spaces shed light for many on the failure of the REA to effectively confront the reality of white racial bias within its systemic and structural practices. This essay reflects on four specific ways these challenges emerged during the 2018 session and highlights strategies for how the association might continue the effort to address explicit and implicit racism in its midst.  相似文献   

Connecting instructional and cognitive aspects of an LE: A study of the global seminar project     

Tamara Savelyeva 《Learning Environments Research》2012,15(1):65-79

My research problem is based on the lack of unifying conceptual cohesion between the discourses concerning cognitive and instructional aspects of learning environments (LE). I contrast that lack with practical developments of LE studies connected at the level of practical implementation and evaluation. Next, I briefly review the LE boundaries, which are established within cognitive and instructional domains of LE research. This study aims to bring the aforementioned discourses together via reconsidering and clarifying LE conceptual understandings. Using the case of a global seminar project (GSP), my goal is to define an LE as a conceptual phenomenon and a practical model with the two objectives of determining the GSP??s components that establish the course in a context of higher education; and the GSP??s specific contributions to deep learning. Within a qualitative research framework, I used three forms of data collection: 20 open-ended interviews of the GSP instructors; 11 direct observations of the GSP classroom; and the GSP??s written documents and artifacts. Noting the contextual significance of the suggested LE framework that resulted from this study, I propose a definition of an LE as a conceptual phenomenon and educational model. Here, I introduce the key understandings of an LE and outline its significance based on a broader analysis of the results. I conclude with an interpretation of the results and potential limitations of my approach.  相似文献   

Low-stakes performance testing in Germany by the VERA assessment: analysis of the mode effects between computer-based testing and paper-pencil testing     

Wagner  Inga  Loesche  Philipp  Bißantz  Steven 《European Journal of Psychology of Education - EJPE》2022,37(2):531-549

The German school system employs centrally organized performance assessments (some of which are called “VERA”) as a way of promoting lesson development. In recent years, several German federal states introduced a computer-based performance testing system which will replace the paper-pencil testing system in the future. Scores from computer-based testing are required to be equivalent to paper-pencil testing scores so that the new testing medium does not lead to disadvantages for students. Therefore, the current study aimed at investigating the size of the mode effect and the moderating impact of students’ gender, academic achievement and mainly spoken language in everyday life. In addition, the variance of the mode effect across tasks was investigated. The study was conducted in four German federal states in 2019 using a field experimental design. The test scores of 5140 eighth-graders from 165 schools in the subject German were analysed. The results of multi-level modelling revealed that students’ test scores in the computerized version of the VERA test were significantly lower than in the paper-pencil version. Students with a lower academic achievement were more disadvantaged by the VERA computerized test. The results were inconsistent regarding the interactions between testing mode and students’ gender and mainly spoken language in everyday life. The variance of the mode effect across tasks was high. Research into different subjects and in other federal states and countries under different testing conditions might yield further evidence about the generalizability of these results.

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Editorial     

Hans-Günther Roßbach  Hans-Peter Blossfeld 《Zeitschrift für Erziehungswissenschaft》2007,10(3):297-298

Ohne Zusammenfassung  相似文献   

Élaboration d'un environnement logo favorable au développement d'habiletés en manipulation procédurale     

Tamara Lemerise  Claude Dessurealt  Lucille Marcotte 《Educational Studies in Mathematics》1992,23(4):351-382

Résumé Un environnement pédagogique propice à l'acquisition et à l'expression des habiletés procédurales en Logo est mis au point et accueille des enfants de 10–12 ans dans un projet d'une durée de 8 mois. Dans des phases successives de familiarisation et d'évaluation des compétences, on propose aux 10 participants une série de mises en situation requérant la manipulation de procédures en programmation Logo. Une analyse des comportements des enfants en termes de leurs habiletés fines et distinctes permet d'observer leur compétence et intérêt à manipuler des procédures. La discussion met en perspective l'importance des habiletés acquises et retrace les conditions environnementales qui en favorisent et supportent l'expression. Les limites dans les compétences observées sont aussi soulignées, ceci dans une perspective d'identification des étapes encore à parcourir dans la poursuite de l'acquisition et de la maîtrise des habiletés procédurales.

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A learning environment that facilitated the acquisition and expression of procedural skills in LOGO was set up for children in the 10 to 12 year range. In successive phases of familiarization and evaluation of competence over an eight month period, ten participants were placed in a series of situations that required them to manipulate programming procedures in LOGO. A fine-grained analysis of each of the children's behavior revealed their competence and interest in manipulating procedures. The importance of the acquired skills and the environmental conditions that favor and support their expression are discussed. Limits in the competencies observed are highlighted in order to identify the further steps to be taken in the acquisition and mastery of procedural skills.

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Task-dependent construction of mental models as a basis for conceptual change     

Wolfgang Schnotz  Achim Preuß 《European Journal of Psychology of Education - EJPE》1997,12(2):185-211

Learning can be seen as a task-oriented process which often requires the reorganization of existing knowledge, usually referred to as conceptual change. This paper describes a theoretical framework for the analysis of conceptual change that considers conceptual knowledge as a generative cognitive tool for the creation of more specific mental representations — propositional symbolic structures and analog mental models. According to this view, conceptual change is based on a task-oriented interaction between these different kinds of mental representations. The assumption is made that it is possible to foster conceptual change by presenting to students well-defined tasks that stimulate the construction of elaborated mental models as well as an intensive interaction between these models and the corresponding propositional representations. In order to test this assumption an empirical study was conducted, in which subjects had to express their prior knowledge about a complex subject matter from the field of geography (time differences on the earth), which contained various conceptual deficits. The subjects were then randomly assigned to different groups who received the same learning material but had to solve different learning tasks requiring differently structured mental models. Afterwards, the subjects were asked to express their knowledge about the subject matter again and were tested for understanding with a comprehension test. The results support the view that a task-oriented interaction between propositional structures and mental models can help learners to evaluate the consistency of their conceptual knowledge. Accordingly, conceptual deficits result in the formation of mental models with an inadequate structure. Such deficits can be detected if the respective model is used in a sufficiently variable way, whereas they can remain unnoticed if it is used in a limited manner.  相似文献   

The effect of contrasting cases during problem solving prior to and after instruction     

Loibl  Katharina  Tillema  Marcel  Rummel  Nikol  van Gog  Tamara 《Instructional Science》2020,48(2):115-136

Instructional Science - Research on productive failure suggests that attempting to solve a problem prior to instruction facilitates conceptual understanding compared to receiving instruction prior...  相似文献   

The Informational Text Structure Survey (ITS2): An exploration of primary grade teachers’ sensitivity to text structure in young children's informational texts     

D. Ray Reutzel  Cindy D. Jones  Sarah K. Clark  Tamara Kumar 《The Journal of educational research》2016,109(1):81-98

There has been no research reported about if or how well primary grade teachers can identify information text structures in children's authentic informational texts. The ability to do so accurately and reliably is a prerequisite for teachers to be able to teach students how to recognize and use text structures to assist them in comprehending informational texts. The authors report the development of the Informational Text Structure Survey (ITS²). Prior to training, primary grade teachers demonstrated low accuracy and reliability in identifying traditional expository text structures in well-structured children's grade level–appropriate informational texts. Results after training with the ITS² instrument showed significant improvements in the teachers’ accuracy and reliability in identifying traditional informational text structures in well-structured children's grade level–appropriate informational texts after training with the ITS² instrument.  相似文献   

Process-Oriented Worked Examples: Improving Transfer Performance Through Enhanced Understanding     

van Gog  Tamara  Paas  Fred  van Merriënboer  Jeroen J.G. 《Instructional Science》2004,32(1-2):83-98

The research on worked examples has shown thatfor novices, studying worked examples is oftena more effective and efficient way of learningthan solving conventional problems. Thistheoretical paper argues that addingprocess-oriented information to worked examplescan further enhance transfer performance,especially for complex cognitive skills withmultiple possible solution paths.Process-oriented information refers to theprincipled (``why'') and strategic (``how'')information that experts use when solvingproblems. From a cognitive load perspective,studying the expert's ``why'' and ``how''information can be seen as constituting agermane cognitive load, which can fosterstudents' understanding of the principles of adomain and the rationale behind the selectedoperators, and their knowledge about howexperts select a strategy, respectively. Issueswith regard to the design, implementation, andassessment of effects of process-orientedworked examples are discussed, as well as thequestions they raise for future research.  相似文献