TY - JOUR A1 - Fiedler, Sonja T. A1 - Heyne, Thomas A1 - Bogner, Franz X. T1 - Closing the gap: potentials of ESE distance teaching JF - Sustainability N2 - Environmental and sustainability education (ESE) traditionally relies on green teaching environments and active participation. Thus, during the lockdown phase, a gap between curricular goals and learning outcomes appeared. This study investigates the impact of ESE distance teaching on 288 Bavarian fifth-graders and learning factors that could bridge this gap. The influence of digital preferences on learning progress is examined and compared with the influence of fascination levels. A negative correlation between spending time outside in nature and spending time inside in front of a digital device is expected. A control group completed a learning unit about biological topics such as plant identification and environmental factors, as well as ESE topics such as characteristics of sustainable agriculture, at an out-of-school ESE center. The experimental group completed the same learning unit in distance teaching. Fascination with Biology (FBio) and Digital Nativity Assessment Scale (DNAS) were applied in addition to a customized knowledge test. Both values seem to have a positive impact on learning outcomes. There were no significant differences between the control and experimental group. Surprisingly, Fascination and Digital Nativity show a low, if not negligible, relationship. Implications for digital ESE, especially between outdoor learning centers and schools, are discussed. KW - distance learning KW - sustainability teaching KW - digital nativity KW - fascination with biology Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-281893 SN - 2071-1050 VL - 14 IS - 14 ER - TY - JOUR A1 - Hein, Rebecca M. A1 - Wienrich, Carolin A1 - Latoschik, Marc E. T1 - A systematic review of foreign language learning with immersive technologies (2001-2020) JF - AIMS Electronics and Electrical Engineering N2 - This study provides a systematic literature review of research (2001–2020) in the field of teaching and learning a foreign language and intercultural learning using immersive technologies. Based on 2507 sources, 54 articles were selected according to a predefined selection criteria. The review is aimed at providing information about which immersive interventions are being used for foreign language learning and teaching and where potential research gaps exist. The papers were analyzed and coded according to the following categories: (1) investigation form and education level, (2) degree of immersion, and technology used, (3) predictors, and (4) criterions. The review identified key research findings relating the use of immersive technologies for learning and teaching a foreign language and intercultural learning at cognitive, affective, and conative levels. The findings revealed research gaps in the area of teachers as a target group, and virtual reality (VR) as a fully immersive intervention form. Furthermore, the studies reviewed rarely examined behavior, and implicit measurements related to inter- and trans-cultural learning and teaching. Inter- and transcultural learning and teaching especially is an underrepresented investigation subject. Finally, concrete suggestions for future research are given. The systematic review contributes to the challenge of interdisciplinary cooperation between pedagogy, foreign language didactics, and Human-Computer Interaction to achieve innovative teaching-learning formats and a successful digital transformation. KW - foreign language learning and teaching KW - intercultural learning and teaching KW - immersive technologies KW - education KW - human-computer interaction KW - systematic literature review Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-268811 VL - 5 IS - 2 ER - TY - JOUR A1 - Ebenbeck, Nikola A1 - Rieser, Jakob A1 - Jungjohann, Jana A1 - Gebhardt, Markus T1 - How the existence of special schools affects the placement of students with special needs in inclusive primary schools JF - Journal of Research in Special Educational Needs N2 - Although inclusion is the declared goal, the transition from a system based on special schools to an inclusive school system has only been progressing very slowly in individual countries. In an evolving school system, the existing special schools keep struggling to justify their existence. This study investigates the regional distribution effects based on official school data and shows the influence of a pull effect on special schools as a distance effect of special schools affecting the placement of students. For this purpose, official school statistics including all students at special and regular schools in the years 2010, 2015 and 2020 (N = 11 280 040) are evaluated in a spatiotemporal comparison using Educational Data Mining. In a hierarchical regression model on school placement in inclusive schools, the distance between primary and special schools has the highest influence (β = 0.48) on the inclusion rate (i.e., the proportion of students with special needs who are educated in regular schools in relation to all students with disabilities), along with the size (β = −0.14) and the density of special schools in a district (β = −0.12). The effects differ according to the population density of the region and are stronger in large cities. When the proportion of students with and without SEN in regular schools is considered (support rate), the density of special schools has the greatest impact on school placement (ß = 43.44). Self‐preservation of schools, traditional funding systems and regional differences between urban and rural areas are discussed as possible reasons. KW - Inclusion Rate KW - placement KW - pull effect KW - school statistics KW - special schools KW - systemic effects Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-287308 VL - 22 IS - 3 SP - 274 EP - 287 ER - TY - JOUR A1 - Pohlmann-Rother, Sanna A1 - Kürzinger, Anja A1 - Lipowsky, Frank T1 - Feedback im Anfangsunterricht der Grundschule – Eine Videostudie zum Feedbackverhalten von Lehrpersonen in der Domäne Schreiben JF - Zeitschrift für Erziehungswissenschaft N2 - Im Beitrag wird das Feedbackverhalten von Grundschullehrkräften als Merkmal der Tiefenstruktur des Unterrichts in der ersten Jahrgangsstufe analysiert. Es wird der Frage nachgegangen, wie häufig und in welcher Form Lehrkräfte während einer Schülerarbeitsphase beim Schreiben (Texte verfassen) Rückmeldungen geben und wie sie diese auf die Schülerinnen und Schüler verteilen. Im Anschluss werden Zusammenhänge zwischen einzelnen Feedbackformen und der Qualität der Schülertexte analysiert. Die vorliegenden Analysen stammen aus dem DFG-Projekt NaSch1 („Narrative Schreibkompetenz in Klasse 1“) und stützen sich auf 47 ca. 90-minütige videografierte Unterrichtseinheiten mit 540 Lernenden aus der PERLE-Videostudie. Die Ergebnisse zeigen deutliche Unterschiede im Rückmeldeverhalten der Lehrpersonen. Elaborierte Feedbackformen (z. B. tutorielles Feedback) treten seltener auf als einfache Formen. Tendenziell erhalten Jungen häufiger ein Feedback, wobei die Initiative zur Erteilung eines Feedbacks eher von den Lernenden als von den Lehrkräften ausgeht. In den Mehrebenenanalysen lassen sich keine signifikanten Zusammenhänge zwischen einfachen bzw. elaborierten Rückmeldeformen und der Textqualität nachweisen. Dagegen zeigt sich ein negativer Zusammenhang zwischen inhaltsbezogenem Feedback und der sprachsystematischen Dimension der Textqualität. N2 - The following article examines the feedback-behavior of elementary school teachers as a component of deep-structure in first grade lessons. The paper investigates the frequency and forms of teacher-given feedback to pupils during a class work period. The focus lies on a period while pupils were engaged in fulfilling a writing task (producing texts). Furthermore, the distribution of feedback on the pupils is considered. The impact of specific forms of feedback towards the quality of the texts produced by pupils is a subject of interest, too. The present analyses emerge from the DFG-project NaSch1 (“Narrative Schreibkompetenz in Klasse 1”) and are based on video data captured in the PERLE study. All in all, the video corpus comprises 47 recorded lesson-units with an approximate length of 90 min. each and a total sample of 540 first-grade pupils. The overall results indicate significant differences in teachers’ feedback-behavior. Elaborated feedback (such as “tutorial support”) occurs less frequently than basic forms of feedback. Also, there is a tendency for boys to receive more feedback overall. Another finding is that the initiative to provide feedback originates more frequently from pupils than from teachers. Multilevel analysis on the impact of feedback towards text-quality reveal no significant effects for elaborated feedback. A negative correlation between the feedback on the writing content and the linguistic dimension of the text quality are recognized. T2 - Feedback in initial writing lessons — A video-based study on feedback-behavior of teachers in elementary schools KW - Feedback KW - Unterricht KW - Videoanalyse KW - Grundschule KW - Textqualität KW - elementary school KW - feedback KW - teaching KW - text-quality KW - video-based analyses Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-231828 SN - 1434-663X VL - 23 ER - TY - JOUR A1 - Pieger, Elisabeth A1 - Mengelkamp, Christoph A1 - Bannert, Maria T1 - Disfluency as a Desirable Difficulty — The Effects of Letter Deletion on Monitoring and Performance JF - Frontiers in Education N2 - Desirable difficulties initiate learning processes that foster performance. Such a desirable difficulty is generation, e.g., filling in deleted letters in a deleted letter text. Likewise, letter deletion is a manipulation of processing fluency: A deleted letter text is more difficult to process than an intact text. Disfluency theory also supposes that disfluency initiates analytic processes and thus, improves performance. However, performance is often not affected but, rather, monitoring is affected. The aim of this study is to propose a specification of the effects of disfluency as a desirable difficulty: We suppose that mentally filling in deleted letters activates analytic monitoring but not necessarily analytic cognitive processing and improved performance. Moreover, once activated, analytic monitoring should remain for succeeding fluent text. To test our assumptions, half of the students (n = 32) first learned with a disfluent (deleted letter) text and then with a fluent (intact) text. Results show no differences in monitoring between the disfluent and the fluent text. This supports our assumption that disfluency activates analytic monitoring that remains for succeeding fluent text. When the other half of the students (n = 33) first learned with a fluent and then with a disfluent text, differences in monitoring between the disfluent and the fluent text were found. Performance was significantly affected by fluency but in favor of the fluent texts, and hence, disfluency did not activate analytic cognitive processing. Thus, difficulties can foster analytic monitoring that remains for succeeding fluent text, but they do not necessarily improve performance. Further research is required to investigate how analytic monitoring can lead to improved cognitive processing and performance. KW - metacomprehension KW - disfluency KW - metacognitive monitoring KW - metacognitive control KW - metacognitive judgments KW - desirable difficulties Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-197179 SN - 2504-284X VL - 3 IS - 101 ER - TY - JOUR A1 - Lange, Sarah Désirée A1 - Pohlmann-Rother, Sanna T1 - Überzeugungen von Grundschullehrkräften zum Umgang mit nicht-deutschen Erstsprachen im Unterricht T1 - Beliefs of primary school teachers on dealing with non-German first languages in teaching JF - Zeitschrift für Bildungsforschung N2 - Mit der vorliegenden Studie werden die Überzeugungen von berufstätigen Grundschullehrkräfte zum Umgang mit nicht-deutschen Erstsprachen im Unterricht untersucht und die Bedeutung formaler und informeller bzw. non-formaler Lerngelegenheiten für diese Überzeugungen analysiert. Die Ergebnisse der Fragebogenstudie (N = 123) zeigen, dass die Mehrheit der befragten Lehrkräfte davon überzeugt ist, dass Erstsprachen zumindest zeitweise einen Platz in ihrem Unterricht haben sollten. So stimmen beispielsweise 75 % der befragten Lehrkräfte der Aussage mindestens teilweise zu, dass die Schülerinnen und Schüler von Zeit zu Zeit Lerninhalte in ihren Erstsprachen besprechen dürfen. Dem Einsatz von nicht-deutschen Lernmaterialien im Unterricht stehen knapp 60 % der Lehrkräfte mindestens positiv gegenüber. Die multiplen Regressionsanalysen zeigen, dass sich die erstsprachenintegrierenden Überzeugungen anhand der Nutzung von formalen und informellen bzw. non-formalen Lerngelegenheiten teilweise erklären lassen. Eine formale Aus- und Weiterbildung im Themenbereich des Deutschen als Zweitsprache hat einen positiven Einfluss auf die Überzeugungen von Grundschullehrkräften zum Einbezug von Erstsprachen in ihren Unterricht. Zudem sind es auch informelle bzw. non-formale Sprachkontakte (wie etwa Alltagskommunikation oder Mediennutzung in einer Fremdsprache), deren Nutzung die Überzeugungen der Grundschullehrkräfte hinsichtlich des Umgangs mit Erstsprachen im Unterricht beeinflussen. Unterricht beeinflussen N2 - This study examines the beliefs of in-service primary school teachers regarding the use of non-German first languages in teaching. In addition, the study focuses what relevance formal and informal resp. non-formal learning opportunities have for these beliefs. The results of the questionnaire survey (N = 123) show that the majority of teachers interviewed believe that first languages should have a place in their lessons, at least temporarily. 75% of the teachers, for example, agree at least in part with the statement that students from time to time are allowed to discuss learning content in their first language. Almost 60% of the teachers have a positive attitude towards the use of non-German learning material in class. The multiple regression analyses show that beliefs in favour of including first languages in teaching can be partially explained by the use of formal and informal or non-formal learning opportunities. Formal education and training in the subject area of German as a second language has a positive influence on the beliefs of primary school teachers to include first languages in teaching. Also, the use of informal or non-formal language contacts (such as everyday communication or media use in a foreign language) influence the beliefs of primary school teachers regarding the use of first languages in class. KW - Grundschule KW - Mehrsprachigkeit KW - Lehrkräfte KW - Überzeugungen KW - Familiensprachen KW - Primary School KW - Multilingualism KW - Teachers KW - Beliefs KW - Family languages Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-232705 SN - 2190-6890 VL - 10 ER - TY - JOUR A1 - Hennighausen, Christine A1 - Hudders, Liselot A1 - Lange, Benjamin P. A1 - Fink, Hanna T1 - What If the Rival Drives a Porsche? Luxury Car Spending as a Costly Signal in Male Intrasexual Competition JF - Evolutionary Psychology N2 - Previous research found that men conspicuously consume luxury products to attract a mate and to signal their mate value. However, these studies have yet neglected to investigate the function of male conspicuous consumption in same-sex competition. Given that intersexual selection and intrasexual selection are closely related processes, it stands to reason that a further function of male conspicuous consumption could be to impress and deter same-sex rivals. An 2 (intrasexual competition context vs. control) × 2 (conspicuous luxury vs. inconspicuous nonluxury) between-subjects experimental study conducted with an Amazon Mechanical Turk sample (N = 160) revealed that men reported both higher liking of and an intent to purchase a conspicuous luxury car compared to an inconspicuous nonluxury car due to increased feelings of social status. This effect was stronger in the intrasexual competition than in the control context. An additional perception study using a single-factor between-subjects design (conspicuous luxury vs. inconspicuous nonluxury car) among German men (N = 405) indicated that male participants rated a man who displayed a conspicuous luxury car more as a rival and mate poacher and less as a friend. They further perceived him to be superior on various mate value characteristics (i.e., attractiveness, intelligence, ambition, and status) and rated him as more oriented toward short-term mating. In sum, our findings add to previous research in the field of evolutionary consumer psychology by suggesting that male conspicuous consumption of luxuries may also serve a function in male–male competition. KW - costly KW - dual function KW - intrasexual competition KW - men KW - luxury brands KW - conspicuous consumption KW - signaling KW - evolutionary consumer psychology Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-163481 VL - 14 IS - 4 ER - TY - RPRT A1 - Nord, Ilona A1 - Petzke, Judith T1 - Religious Education in the digital change. Concepts and reflections from a German context N2 - The article presents results from the project Religious Education Laboratory digital (RELab digital): At a time when exclusive access to religion in the classroom seems less and less plausible, the concept of digital religion education we propose leads back to the existential needs for religion. It can refer to the thematic fields of digital religions, which in turn are not new for religious education, but remix its traditions and themes in the mirror of transforming communication cultures: authority, community, truth, communication, autonomy, religion, identity, and ritual. Chapter 1 contains a description of the project structure. Chapter 2 is dedicated to the pedagogical challenge of teaching Religious Education (RE) in the digital change. Chapter 3 reflects from a pedagogical standpoint on empirical findings of the project, which were developed in the context of classroom observations and interviews. Chapter 4 focuses on topics related to the profession of teachers: What self-concepts are pursued by teachers of Religious Education and/or can be reconstructed through the way they act in the classroom? How can the often critical perceptions of teachers who use digital media in religious education be put to good use in the future? The conclusion bundles the most important insights and highlights examples of further research. KW - Digitalisierung KW - Lehrerbildung KW - Mediendidaktik KW - Religionsunterricht KW - Religiöse Bildung KW - Digital Religions KW - Digital Religions Education KW - digital change KW - media literacy KW - Religious Education Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-328582 N1 - German version available at https://doi.org/10.25972/OPUS-31978. Revised version of https://doi.org/10.25972/OPUS-32280 ET - revised version ER - TY - THES A1 - Rief, Tabea T1 - Schulbegleitung als Maßnahme zur Umsetzung schulischer Inklusion - Eine fallrekonstruktive Analyse zu einer professionalisierungsbedürftigen Praxis T1 - Teaching assistance as a measure for implementation of school inclusion in Germany. A reconstructive analysis of a practice in need of professionalisation N2 - 2009 ratifizierte Deutschland die UN-Behindertenrechtskonvention (UN-BRK) und verpflichtete sich damit gesetzlich zur Umsetzung von Inklusion in allen Lebensbereichen. In der aktuellen gesellschaftspolitischen Debatte liegt ein besonderer Fokus auf dem Bereich der Bildung, wobei die Maßnahme Schulbegleitung maßgeblich zur Teilhabe von Kindern und Jugendlichen mit sogenanntem sonderpädagogischem Förderbedarf an Bildung beiträgt. Ziel der vorliegen-den Arbeit ist es, die aktuelle Umsetzung schulischer Inklusion in Deutschland kritisch einzuordnen, die Maßnahme Schulbegleitung differenziert darzustellen sowie Strukturen und Dynamiken der professionalisierungsbedürftigen Praxis von Schulbegleitung sowohl theoretisch als auch empirisch zu untersuchen. Ausgehend von einer rekonstruktiven Sozialforschung (Videographische Aufzeichnung | Sequenzanalytische Auswertung) sollen die vorliegenden Forschungsergebnisse den aktuellen wissenschaftlichen sowie bildungspolitischen Diskurs hinsichtlich schulischer Inklusion im Allgemeinen und der Maßnahme Schulbegleitung im Besonderen erweitern. N2 - In 2009, the german government ratified the Convention of the United Nations on the Rights of Persons with Disabilities and thus legally committed itself to implementing inclusion in all areas of life. In the current german socio-political debate, there is a particular focus on the area of education, with paraprofessionals/teaching assistants making a significant contribution to the participation of children and young people with so-called special educational needs. The aim of this thesis is to critically classify the current implementation of school inclusion in Germany, to present the practice of paraprofessionals/teaching assistants in a differentiated manner and to examine structures and dynamics of the professionalization practice of paraprofessionals/teaching assistants, both theoretically and empirically. Based on reconstructive social research (videographic recording | sequence analytical evaluation), the established and portrayed research results are intended to expand the current scientific and educational policy discourse with regard to school inclusion in general and the paraprofessionals/teaching assistants in particular. KW - Schulbegleiter KW - Schulbegleitung KW - Schulische Inklusion KW - Integrationshilfe KW - Schulassistenz KW - Integrationskräfte KW - Schulische Integration Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-322302 SN - 978-3-95826-222-5 SN - 978-3-95826-223-2 N1 - Parallel erschienen als Druckausgabe bei Würzburg University Press, ISBN 978-3-95826-222-5, 29,80 Euro. PB - Würzburg University Press CY - Würzburg ER - TY - BOOK A1 - Reuter, Oliver M. T1 - Erfahrungsverankerte Rezeption : Eine Methode zur Verzahnung von Produktion und Rezeption N2 - Eine Rezeption auf den von Kindern und Jugendlichen selbst gemachten Erfahrungen aufzubauen, ist das zentrale Anliegen der ausgeführten Methode zur Verschränkung von produktiven und rezeptiven Anteilen im Kunstunterricht. Indem vor der Rezeption eine bildnerische Praxis stattfindet, können Ideen und Vorstellungen selbständig und individuell entwickelt und in Bilder übersetzt werden. Bei der erfahrungsverankerten Vermittlung basiert die Rezeption auf einer Schnittmenge zwischen eigenen Handlungen im bildnerischen oder darstellenden Prozess und zentralen Aspekten des Werks. Solche Referenzpunkte zwischen der Produktion und der Rezeption können im Material, im Thema, in der Gattung, im bildnerischen Verfahren oder in einer künstlerischen Strategie ausfindig gemacht werden. Sie dienen dazu, Einsichten, Einstellungen, Kenntnisse und Wissen aus der Produktion in die Rezeption mitzunehmen. Somit ist die Methode der erfahrungsverankerten Rezeption gleichermaßen geeignet für die Vermittlung historischer wie für zeitgenössischer Kunst. Nach der Darlegung und Konturierung der Konzeption zeigt die Publikation Wege auf, die erfahrungsverankerte Rezeption in Unterricht zu überführen. Exemplarische Unterrichtsskizzen illustrieren die Umsetzung im Kunstunterricht. KW - Erfahrung KW - Kunsterziehung KW - Rezeption KW - Unterrichtsmethode KW - Kunstvermittlung KW - Unterrichtsvorbereitung KW - Bildnerisches Gestalten KW - Erfahrungsverankerte Rezeption KW - Ästhetische Praxis KW - Ästhetische Bildung Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-345281 UR - https://www.kopaed.de/kopaedshop/?pg=2_15&pid=1263 SN - 978-3-86736-580-2 N1 - Eine inhaltlich unveränderte, technisch korrigierte Version ist unter https://doi.org/10.25972/OPUS-34528 verfügbar. PB - kopaed ET - 1. Auflage ER -