TY - BOOK A1 - Ott, Christine T1 - Bibliographie Schulbuchforschung zum Aspekt Geschlecht N2 - Die Bibliographie dokumentiert die Entwicklung des deutschsprachigen Forschungsfelds Schulbuchanalysen zum Aspekt Geschlecht von seinen Anfängen in den späten 1960er Jahren bis in die Gegenwart. N2 - This bibliography gives an overview of german-speaking textbook research on gender comprising research activities in this field from its beginning in the late 1960s until today. T2 - A Bibliography of Textbook Research on Gender KW - Schulbuchanalyse KW - Geschlechterforschung KW - Schulbuchforschung KW - Schulbuch KW - Bibliografie KW - Frauenbild KW - Männerbild KW - gender KW - textbook research KW - gender representation Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-207715 ET - 3., überarb. Auflage ER - TY - JOUR A1 - Sonnenberg, Christoph A1 - Bannert, Maria T1 - Evaluating the Impact of Instructional Support Using Data Mining and Process Mining: A Micro-Level Analysis of the Effectiveness of Metacognitive Prompts JF - Journal of Educational Data Mining N2 - In computer-supported learning environments, the deployment of self-regulatory skills represents an essential prerequisite for successful learning. Metacognitive prompts are a promising type of instructional support to activate students’ strategic learning activities. However, despite positive effects in previous studies, there are still a large number of students who do not benefit from provided support. Therefore, it may be necessary to consider explicitly the conditions under which a prompt is beneficial for a student, i.e., so-called adaptive scaffolding. The current study aims to (i) classify the effectiveness of prompts on regulatory behavior, (ii) investigate the correspondence of the classification with learning outcome, and (iii) discover the conditions under which prompts induce regulatory activities (i.e., the proper temporal positioning of prompts). The think-aloud data of an experiment in which metacognitive prompts supported the experimental group (n = 35) was used to distinguish between effective and non-effective prompts. Students’ activities preceding the prompt presentation were analyzed using data mining and process mining techniques. The results indicate that approximately half of the presented prompts induced metacognitive learning activities as expected. Moreover, the number of induced monitoring activities correlates positively with transfer performance. Finally, the occurrence of orientation and monitoring activities, which are not well-embedded in the course of learning, increases the effectiveness of a presented prompt. In general, our findings demonstrate the benefits of investigating metacognitive support using process data, which can provide implications for the design of effective instructional support. KW - process mining KW - think-aloud data KW - metacognitive prompting KW - micro-level analysis KW - instructional support KW - self-regulated learning Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-152375 UR - http://www.educationaldatamining.org/JEDM/index.php/JEDM/article/view/JEDM2016-8-2-3 N1 - Dieser Artikel ist auch Bestandteil der Dissertation: Sonnenberg, Christoph: Analyzing Technology-Enhanced Learning Processes: What Can Process Mining Techniques Contribute to the Evaluation of Instructional Support?. - Würzburg, Univ., Diss., 2017. - [online]. URN: urn:nbn:de:bvb:20-opus-152354 VL - 8 IS - 2 ER - 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 - THES A1 - Djakowski, Paul T1 - Schulische politische Bildung in Deutschland und Polen. Eine kompetenzbasierte komparative Analyse der Leitfächer für politische Bildung anhand von Stundentafeln und Curricula allgemeinbildender staatlicher Schulformen der Primarstufe sowie der Sekundarstufen I und II im Schuljahr 2019/20 T1 - Scholastic political education in Germany and Poland. A competence-based comparative analysis of the key subjects for political education by means of the timetables and curricula of general state school types at primary, lower secondary and upper secondary level in the 2019/20 school year T1 - Szkolna edukacja obywatelska w Niemczech i w Polsce. Analiza porównawcza oparta na kompetencjach kluczowych przedmiotów edukacji obywatelskiej na bazie ramowych planów nauczania oraz podstaw programowych dla szkół państwowych podstawowych i ponadpodstawowych ogólnokształcących w roku szkolnym 2019/20 N2 - Politische Bildung übt nicht nur einen großen Einfluss auf die zukünftige Konstellation des politischen Systems aus, sondern beeinflusst ebenfalls das soziale Miteinander prägend. Damit werden entscheidende Weichen für die Entwicklung der Gesellschaft, der Nation und des Staates gestellt. Im Zuge dieses Prozesses durchläuft jeder junge Bürger einen politischen Bildungsweg an Schulen. Die Vorgaben darüber, wie schulische politische Bildung auszusehen hat und welche Kompetenzen Schüler in diesem Zusammenhang erwerben sollen, geben die Kultus- bzw. Bildungsministerien in Curricula vor, verbindlich für alle Lehrer. Durch eine komparative Analyse der Curricula kann damit eindeutig die staatlich vorgegebene politische, gesellschaftliche und soziale Richtung festgestellt werden, die junge Menschen einschlagen sollen. Welche edukativen Ziele der politischen Bildung werden verfolgt? Was sollen Schüler lernen, um mit diesen Kompetenzen die Zukunft ihres Kollektivs zu gestalten? Wo liegen die Gemeinsamkeiten und Unterschiede zweier Staaten, in unserem Fall Deutschlands und Polens, im Hinblick auf die schulische politische Bildung? Beantwortet werden diese Fragestellungen durch das Anwenden zweier Methoden der qualitativen Sozialforschung, der komparativen Inhaltsanalyse, zum einen der strukturierenden zum anderen der induktiven. Davor erfolgt eine komparativ quantitative Untersuchung, die den Umfang der Unterrichtszeit in den Leitfächern für politische Bildung in allen Bundesländern und in Polen vergleicht, was einer empirischen Totalerhebung der komplex umfangreichen Daten entspricht. Die quantitativen Forschungsergebnisse zeigen deutliche Differenzen zwischen Deutschland und Polen, in einem der beiden Staaten wird signifikant mehr Zeit für politische Bildung im Leitfach dieser Disziplin investiert als im anderen. Anhand der qualitativen Daten ist zu erkennen, dass einerseits eine gemeinsame Grundbasis von Kompetenzen der politischen Bildung zwischen Deutschland und Polen besteht. Anderseits stechen in beiden Ländern eindeutige Unterschiede hervor, deren Ursprung zum einen historische Erfahrungen der Nationen und Staaten abbildet, zum anderen aktuell gegensätzliche politische Interessen untermauert. N2 - Political education not only exerts a major influence on the future constellation of the political system, but also has a formative influence on social interaction. It sets the course for the development of society, the nation and the state. In the course of this process, every young citizen undergoes political education at school. The curricula set out by the ministry of education and cultural affairs are binding for all teachers and specify what political education at school should look like and what skills pupils should acquire in this context. Through a comparative analysis of the curricula, the political, societal and social direction that young people should take can be clearly determined by the state. What are the goals of political education? What should pupils learn in order to use these skills to shape the future of their collective? What are the similarities and differences between two countries, in our case Germany and Poland, with regard to political education in schools? These questions are answered by applying two methods of qualitative social research, comparative content analysis, one structuring and the other inductive. This is preceded by a comparative quantitative study that compares the amount of teaching time in the key subjects for political education in all German federal states and in Poland, which corresponds to a complete empirical survey of the complex and extensive data. The quantitative research results show clear differences between Germany and Poland; in one of the two countries, significantly more time is invested in political education in the key subject of this discipline than in the other state. The qualitative data shows that, on the one hand, there is a common basis of competencies in political education between Germany and Poland. On the other hand, clear differences stand out in both countries, the origin of which reflects the historical experiences of the nations and states and underpins opposing political interests. N2 - Edukacja obywatelska nie tylko wywiera znaczący wpływ na przyszłą konstelację systemu politycznego, ale także ma formacyjne oddziaływanie na interakcje społeczne. Wyznacza ona kierunek rozwoju społeczeństwa, narodu i państwa. W trakcie tego procesu każdy młody obywatel odbywa edukację obywatelską w szkole. Wydane przez ministerstwo edukacji podstawy programowe, które są wiążące dla wszystkich nauczycieli, określają, jak powinna być realizowana edukacja obywatelska w szkole i jakie umiejętności uczniowie powinni nabyć w tym zakresie. Na podstawie analizy porównawczej szkolnych podstaw programowych można jasno określić kierunek oraz postawę polityczną i społeczną, jaką wobec państwa powinni obrać młodzi ludzie. Jakie są cele edukacji obywatelskiej? Czego uczniowie powinni się nauczyć, aby wykorzystać zdobyte kompetencje do kształtowania swojego środowiska? Jakie są podobieństwa i różnice między Niemcami a Polską w odniesieniu do szkolnej edukacji obywatelskiej? Odpowiedzi na te pytania udzielono stosując dwie metody jakościowe w obszarze badań społecznych, to znaczy porównawczą analizę treści strukturyzującej i indukcyjnej. Poprzedza je porównawcze badanie ilościowe, którego celem jest porównanie czasu przeznaczonego na nauczanie przedmiotów istotnych dla edukacji obywatelskiej we wszystkich krajach związkowych w Niemczech oraz w Polsce, co pozwala ostatecznie ukazać model działania edukacji obywatelskiej stworzony na podstawie badań empirycznych i analizy danych zastanych. Badania ilościowe wskazują na istotne różnice między Niemcami a Polską. W Niemczech więcej czasu poświęca się na edukację obywatelską w ramach głównego przedmiotu tej dyscypliny niż w Polsce. Z badań jakościowych wynika, że z jednej strony istnieje wspólna podstawa katalogu kompetencji w edukacji obywatelskiej w Niemczech i Polsce, z drugiej zaś strony w obu krajach uwidaczniają się wyraźne różnice, które odzwierciedlają historyczne doświadczenia narodów i państw oraz leżą u podstaw przeciwstawnych interesów politycznych. KW - Politische Bildung KW - Curriculum KW - Lehrplan KW - Deutschland KW - Polen KW - Schule KW - Wirtschaft KW - Schulanalyse KW - Bildung KW - Bildungsministerium KW - Gymnasium KW - Primarstufe KW - Sekundarstufe I KW - Sekundarstufe II KW - Unterricht KW - Sozialkunde KW - Gesellschaftslehre KW - Politik Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-326799 SN - 978-3-95826-230-0 SN - 978-3-95826-231-7 N1 - Parallel erschienen als Druckausgabe bei Würzburg University Press, ISBN 978-3-95826-230-0, 40,90 Euro. PB - Würzburg University Press CY - Würzburg ER -