Wie können Lehramtsstudierende bei der wissenschaftsbasierten Reflexion selbsterlebter schulischer Situationen unterstützt werden? Eine quasi-experimentelle Studie zur Lernwirksamkeit von Prompts und Feedback im Praxissemester

Q2 Social Sciences

Unterrichtswissenschaft Pub Date : 2022-04-20 DOI:10.1007/s42010-022-00146-x

Judith Schellenbach-Zell

引用次数: 1

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对于师范学生来说，怎样利用以科学为基础的思考，在学校里?一个对激励和反馈工作的准实验研究

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Unterrichtswissenschaft Social Sciences-Education

CiteScore

2.10

自引率

0.00%

发文量

期刊介绍： Unterrichtswissenschaft – Zeitschrift für Lernforschung ("Journal for Teaching and Learning") publishes research on learning and instruction in pre-school, school, higher education, occupational settings and various informal learning environments. The journal presents theoretical approaches and empirical research findings to facilitate the advancement of further research and evidence-based practice in education. Unterrichtswissenschaft is therefore indispensable for researchers and students in the fields of transfer research, teaching quality and didactics. Unterrichtswissenschaft publishes original empirical studies, reviews, and theoretical articles in German and English. All articles are subject to double-blind peer review in order to meet the highest quality standards. Every issue contains a topical focus as well as unsolicited submissions, which are complemented by hot topic contributions. The journal has an international audience with a special focus on German-speaking countries. It is one of the three most-cited German journals in educational research as identified by a Cited Reference Search in Web of Science, PsychInfo, and Harzing''s Publish or Perish (1999-2010). About 50 % of the references in Web of Science can be found in English-language publications.