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Zusammenfassung Der Frage nach den Steigerungsm?glichkeiten der (informellen) „Grundbildung“ und der F?rderung von Basiskompetenzen wird aus
bildungsbiographischer Perspektive nachgegangen, indem die familiale Bildungswirklichkeit in ihrem Wechselverh?ltnis zur schulischen
Bildungswirklichkeit anhand eines Fallbeispiels dargestellt wird. Am Beispiel der Vermittlung und Aneignung von information literacy wird gezeigt, dass es unumg?nglich ist, in der schulischen Bildungswirklichkeit von einer Kulturrelativit?t und Kulturgebundenheit
von information literacy als wichtigem Element von informeller Bildung auszugehen, die an unterschiedlichen Bildungsorten erworben wird und eine entsprechende
Vernetzung der Bildungsorte voraussetzt.
Um Bildungsarmut zu verhindern und m?glichst für alle Menschen die Voraussetzungen für die Gestaltung eines eigenen Lebenslaufs
und die Entwicklung einer verst?ndigen kulturellen Teilhabe- und sozialen Anschlussf?higkeit zu schaffen, muss sich, so die
These, die Institution Schule mehr für informelle Bildung und die p?dagogische Bearbeitung von kultureller Differenz sowie den Umgang mit Heterogenit?t ?ffnen, damit der oft
diskriminierende Umgang mit kultureller und sozialer Differenz in der Schule nicht in eine fürsorgliche (p?dagogische) Belagerung
und Entmündigung der Schüler durch die Schule umschl?gt. Dabei ist es wichtig, die informellen Bildungsleistungen der Familie
anzuerkennen und weiter zu entwickeln und in Verbindung mit der verst?rkten F?rderung von Erziehungspartnerschaften zwischen
Eltern und p?dagogischen Fachkr?ften darauf hinzuarbeiten, die Grundbildung und den Erwerb von notwendigen Basiskompetenzen
zu st?rken und das schulische Abwertungsdilemma von au?erschulisch erworbenen informellen Bildungsgehalten „f?rderdidaktisch“
zu bearbeiten.
相似文献
32.
Petra Pinger Katrin Rakoczy Michael Besser Eckhard Klieme 《Assessment in Education: Principles, Policy & Practice》2018,25(2):160-182
The aim of this study was to contribute to the understanding of the effectiveness of formative assessment interventions by analysing how the quality of programme delivery affects students’ mathematics achievement and interest. Teachers (n = 17) implemented formative assessment in their ninth-grade mathematics classes and provided their students (n = 426) with written process-oriented feedback. Four feedback characteristics (number of feedback comments, specificity, feedback at self level, social reference norm) and two types of embedment of feedback in the instructional context (focus on feedback utilisation, focus on performance evaluation) were evaluated. Multilevel regression analyses revealed no significant effects of feedback characteristics on interest but negative effects of number of feedback comments and specificity on achievement in mathematics. Positive effects on mathematics achievement and interest were found when feedback was embedded in instruction and had emphasis on feedback utilisation. Students’ interest also was affected positively when performance evaluation was stressed. 相似文献
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Krüger Johanna T. Höffler Tim N. Wahl Martin Knickmeier Katrin Parchmann Ilka 《Instructional Science》2022,50(2):169-197
Instructional Science - Interactive computer simulations and hands-on experiments are important teaching methods in modern science education. Especially for the communication of complex current... 相似文献
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Katrin Kello 《Teachers and Teaching》2016,22(1):35-53
Teaching sensitive and controversial issues (SCIs) is of growing interest in contemporary, increasingly heterogeneous societies. In democracies, different groups and institutions expect their values and worldviews to be conveyed at school. On one hand, there is the expectation that SCIs should be treated neutrally. On the other hand, there are disputes over what exactly should be seen as controversial in the first place. Research on SCIs in social studies and civics has distinguished many pressures that teachers face from the very local – the community and the parents of their pupils – to curriculum policies and issues in broader social and political fields. Research on history teaching has studied ways of dealing with divergences between collective memories, and academic and lay ways of dealing with the past. The present study combines insights from both research strands. Based on interviews with Estonian and Latvian history teachers, I discern teacher positions on, and strategies for, teaching SCIs: hiding or avoiding; finding common ground or smoothing edges; just doing the job; enhancing heterogeneity and leaving the truth open. This study illustrates the complexity and multilayered nature of the challenges that shape teachers’ choices and ways of coping with the various demands they perceive. Dealing with SCIs is shaped by tensions between sociopolitical, academic and educational factors and identities. 相似文献
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Procrastination, putting off until tomorrow what should have been done today, is a self-regulation failure that is widespread among students. Although plenty of research has emerged regarding academic procrastination, hardly any research endeavor regarding procrastination in distance university settings exists. This lack of research is even more astonishing when considering that the demands on self-regulation are higher in distance education settings than in traditional university settings. The present (questionnaire) study was intended to shed light on procrastination in an actual distance university setting by exploring its relationship to grades, learning strategies (e.g., cognitive, meta-cognitive strategies), and life satisfaction in students from a distance university in comparison to students from a traditional university. 相似文献
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Recent highly publicized cases of scientific misconduct have raised concerns about its consequences for academic careers. Previous and anecdotal evidence suggests that these reach far beyond the fraudulent scientist and (his or) her career, affecting coauthors and institutions. Here we show that the negative effects of scientific misconduct spill over to uninvolved prior collaborators: compared to a control group, prior collaborators of misconducting scientists, who have no connection to the misconduct case, are cited 8–9% less often afterwards. We suggest that the mechanism underlying this phenomenon is stigmatization by mere association. The result suggests that scientific misconduct generates large indirect costs in the form of mistrust towards a wider range of research findings than was previously assumed. The far-reaching fallout of misconduct implies that potential whistleblowers might be disinclined to make their concerns public in order to protect their own reputation and career. 相似文献
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Corporate venture investments are an established means for incumbent firms to access radical innovation. Drawing from a behavioural agency framework, we distinguish two mechanisms that govern the relationship between corporate venture investment and radical innovation, the safety net that corporate sponsors provide and control incentives. While the safety net induces a gap between the radical innovation success of corporate ventures (CVs) and ventures without a corporate sponsor, the superior radical innovation success of CVs decreases with the corporate sponsor’s incentives to control the venture. The impact of the safety net and control incentives further depends on the corporate sponsor’s position vis-à-vis her aspiration level. 相似文献