Unterrichtswissenschaft最新文献_第7页

Wie, wann und warum nutzen Schüler*innen Lerngelegenheiten im Unterricht? Eine übergreifende Diskussion der Beiträge zum Thementeil 学生如何、何时以及为什么在课堂上利用学习机会？对专题部分贡献的总体讨论

Unterrichtswissenschaft Pub Date : 2022-04-27 DOI: 10.1007/s42010-022-00144-z

Svenja Vieluf

引用次数: 3

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

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

Judith Schellenbach-Zell

引用次数: 1

Rolle des Vorwissens beim Lernen mit externalen Repräsentationen 知识在厚知识代表会议中的作用

Unterrichtswissenschaft Pub Date : 2022-03-18 DOI: 10.1007/s42010-022-00143-0

R. Erlebach, Carolin Frank

引用次数: 0

Netzwerkbasierte Betrachtung von ko-konstruktiven Interaktionsprozessen im Unterricht – Ein Ansatz zur Beschreibung und Analyse von Angebot und Nutzung 在课堂中以网络为基础的共同建设性互动过程审视——一种对供给和使用的描述和分析方法

Unterrichtswissenschaft Pub Date : 2022-02-25 DOI: 10.1007/s42010-022-00142-1

Bianka Troll, Cathleen Heil, M. Pietsch, M. Besser

引用次数: 4

Individuelle Nutzung unterrichtlicher Angebote – Zur Bedeutung von Lernvoraussetzungen und Unterrichtsbeteiligung 利用提供的教育机会——提供学习技能和教学参与的重要性

Unterrichtswissenschaft Pub Date : 2022-01-27 DOI: 10.1007/s42010-021-00141-8

Nina C. Jansen, J. Decristan, B. Fauth

引用次数: 6

[Informed trust in science: lessons from the COVID 19 pandemic for the conceptualization of science literacy]. [对科学的知情信任:COVID - 19大流行对科学素养概念化的教训]。

Unterrichtswissenschaft Pub Date : 2022-01-01 Epub Date: 2022-10-27 DOI: 10.1007/s42010-022-00159-6

Rainer Bromme

引用次数: 1

Fostering cognitive strategies for learning with 360° videos in history education contexts. 在历史教育背景下，通过360°视频培养学习认知策略。

Unterrichtswissenschaft Pub Date : 2022-01-01 Epub Date: 2022-08-04 DOI: 10.1007/s42010-022-00154-x

Valentina Nachtigall, Selina Yek, Elena Lewers, Christian Brunnenberg, Nikol Rummel

{"title":"Fostering cognitive strategies for learning with 360° videos in history education contexts.","authors":"Valentina Nachtigall, Selina Yek, Elena Lewers, Christian Brunnenberg, Nikol Rummel","doi":"10.1007/s42010-022-00154-x","DOIUrl":"https://doi.org/10.1007/s42010-022-00154-x","url":null,"abstract":"Learning settings in and out of school are increasingly relying on the use of virtual reality applications, such as 360° videos, to make learning an exciting and vivid experience for students. This applies especially to history-learning contexts. Learning with immersive representations of history-related contents requires a critical examination and reflective processing of the learning content. Cognitive strategies, such as organizing and elaborating information correspond with competencies which are assumed to be important for students' critical examination and reflective processing of history-related content. Research on self-regulated learning (SRL) suggests that the use of cognitive strategies can be promoted through respective SRL trainings. Thus, in the present quasi-experimental study (N = 164), we investigated the effectiveness of a SRL training, which adds to regular instruction on processing history-related learning materials, for students' use of cognitive strategies when examining immersive history-related 360° videos. Our results show that students who practiced analyzing 360° videos within an explicit SRL training used more cognitive strategies than students who received an implicit SRL training on how to analyze these videos. Further findings suggest that the use of these cognitive strategies probably helped students of the training condition (explicit SRL training) to make less imprecise or trivial analyses and to draw more reflective conclusions than students of the control condition (implicit SRL training). By combining research on SRL and history education, our study may provide a new impulse for empirical research on competence-oriented learning with history-related virtual reality media.","PeriodicalId":35095,"journal":{"name":"Unterrichtswissenschaft","volume":"50 4","pages":"615-638"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9362548/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40627540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

[Holistic school development in the implementation of educational technologies in times of digital transformation-a case study on the self-evaluation tool SELFIE]. [数字化转型时代教育技术实施中的学校整体发展——以自我评价工具SELFIE为例]。

Unterrichtswissenschaft Pub Date : 2022-01-01 Epub Date: 2022-08-09 DOI: 10.1007/s42010-022-00155-w

Olivia Wohlfart, Ingo Wagner

{"title":"[Holistic school development in the implementation of educational technologies in times of digital transformation-a case study on the self-evaluation tool SELFIE].","authors":"Olivia Wohlfart, Ingo Wagner","doi":"10.1007/s42010-022-00155-w","DOIUrl":"https://doi.org/10.1007/s42010-022-00155-w","url":null,"abstract":"The digital transformation is increasingly shaping the education system and school development. In this context, the implementation of educational technologies in schools and classrooms plays a critical role. In systemic terms, this is a school development task that involves sustainable and continuous changes at all levels of school and poses (new) challenges for the groups of school stakeholders. In addition to the development of organizational, teaching and personnel dimensions, this also requires changes in the technology and cooperation mechanisms specific to the needs of individual schools. By means of a case study, this study analyzes the implementation and execution of the self-evaluation tool SELFIE at a school using a multimethodological approach. The results of the self-evaluation (n = 265) as well as findings from multi-episodic interviews (n = 11) with various school actors are presented and interpreted in consideration of the school development dimensions. In the discussion, SELFIE is first critically reflected as an eligible digital tool for self-evaluation in relation to the implementation of educational technologies. Second, its effects on the school development dimensions are discussed. Finally, an outlook on the potentials as well as critical challenges of SELFIE with regard to school development for research and practice is given.","PeriodicalId":35095,"journal":{"name":"Unterrichtswissenschaft","volume":"50 4","pages":"525-559"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9360667/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40627541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

[Educational technologies]. (教育技术)。

Unterrichtswissenschaft Pub Date : 2022-01-01 Epub Date: 2022-11-11 DOI: 10.1007/s42010-022-00160-z

Maren Scheffel, Joachim Wirth

引用次数: 11

Komplexität und der Testungseffekt: Die mögliche Bedeutung der Verständnissicherung für den Nutzen von Abrufübung bei komplexem Lernmaterial 复杂现象和检测效应

Unterrichtswissenschaft Pub Date : 2021-11-10 DOI: 10.1007/s42010-021-00137-4

Ralf Rummer, Judith Schweppe

引用次数: 0