@article{35685,
author = {{Liebendörfer, Michael and Göller, Robin and Gildehaus, Lara and Kortemeyer, Jörg and Biehler, Rolf and Hochmuth, Reinhard and Ostsieker, Laura and Rode, Jana and Schaper, Niclas}},
issn = {{0020-739X}},
journal = {{International Journal of Mathematical Education in Science and Technology}},
keywords = {{Applied Mathematics, Education, Mathematics (miscellaneous)}},
number = {{5}},
pages = {{1133--1152}},
publisher = {{Informa UK Limited}},
title = {{{The role of learning strategies for performance in mathematics courses for engineers}}},
doi = {{10.1080/0020739x.2021.2023772}},
volume = {{53}},
year = {{2022}},
}
@article{35672,
abstract = {{This study examines modelling with machine learning. In the context of a yearlong data science course, the study explores how upper secondary students apply machine learning with Jupyter Notebooks and document the modelling process as a computational essay incorporating the different steps of the CRISP-DM cycle. The students’ work is based on a teaching module about decision trees in machine learning and a worked example of such a modelling process. The study outlines the students’ performance in carrying out the machine learning technically and reasoning about bias in the data, different data preparation steps, the application context, and the resulting decision model. Furthermore, the context of the study and the theoretical backgrounds are presented.}},
author = {{Fleischer, Franz Yannik and Biehler, Rolf and Schulte, Carsten}},
issn = {{1570-1824}},
journal = {{Statistics Education Research Journal}},
keywords = {{Education, Statistics and Probability}},
number = {{2}},
publisher = {{International Association for Statistical Education}},
title = {{{Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks}}},
doi = {{10.52041/serj.v21i2.61}},
volume = {{21}},
year = {{2022}},
}
@article{33839,
abstract = {{Modeling is an integral part of many computing-related disciplines and thus also represents a curricular core component in computing education in tertiary education. Competence models in which modeling is integrated at least to some extent already exist in some of these disciplines. However, for the core component of graphical modeling, a competence model that illuminates the relevant competences in detail is still lacking. Therefore, we develop a competence model for graphical modeling with the aim to make teaching and especially assessments in the field more competence-oriented. This paper reports on the first two studies conducted to develop and validate the competence model for graphical modeling. In the first study, the structure of the competence model was developed based on theories and approaches of educational science. Competences relevant for graphical modeling were deductively derived from literature and existing university course descriptions using techniques of qualitative content analysis. The result of the first study is a preliminary competence model. In the second study, the preliminary competence model was reviewed by means of an expert rating in the modeling community. The competence model was revised and refined based on these findings and subsequent expert discussions. The main result of the investigation represents the competence model for graphical modeling (CMGM), which includes a total of 74 competence facets at different cognitive process levels in the five content areas of ”model understanding and interpreting”, ”model building and modifying”, ”values, attitudes, and beliefs”, ”metacognitive knowledge and skills”, and ”social-communicative skills”.}},
author = {{Soyka, Chantal and Schaper, Niclas and Bender, Elena and Striewe, Michael and Ullrich, Meike}},
journal = {{ACM Transactions on Computing Education}},
keywords = {{graphical modeling, conceptual modeling, computer science, competence model, higher education}},
number = {{1}},
publisher = {{Association for Computing Machinery}},
title = {{{Toward a Competence Model for Graphical Modeling}}},
doi = {{10.1145/3567598}},
volume = {{23}},
year = {{2022}},
}
@article{37446,
author = {{Seifert, Susanne and Paleczek, Lisa}},
issn = {{0883-0355}},
journal = {{International Journal of Educational Research}},
keywords = {{Education}},
publisher = {{Elsevier BV}},
title = {{{Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language}}},
doi = {{10.1016/j.ijer.2022.101948}},
volume = {{113}},
year = {{2022}},
}
@article{37438,
abstract = {{ This paper investigates the implementation of a reading program designed for third grade elementary school classrooms in Austria. Using a mixed-methods approach, lesson types were identified, respective class compositions analyzed, and the effects on students’ reading gains examined. The results show that the lesson types seem to reflect learner group needs as students in the different lesson types profited similarly from the reading program. This supports the hypothesis that reading is a highly individualized process and leads to the conclusion that the instructional approach of the reading program investigated supports teachers in conducting reading lessons tailored to their students’ needs. }},
author = {{Kulmhofer-Bommer, Andrea and Seifert, Susanne and Paleczek, Lisa and Gasteiger-Klicpera, Barbara}},
issn = {{0022-0574}},
journal = {{Journal of Education}},
keywords = {{Education}},
publisher = {{SAGE Publications}},
title = {{{Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs}}},
doi = {{10.1177/00220574221112627}},
year = {{2022}},
}
@article{37440,
author = {{Paleczek, Lisa and Ender, Daniela and Berger, Jessica and Prinz, Katharina and Seifert, Susanne}},
issn = {{0883-0355}},
journal = {{International Journal of Educational Research}},
keywords = {{Education}},
publisher = {{Elsevier BV}},
title = {{{A feasibility study of digital content use in inclusive, Austrian primary school practice}}},
doi = {{10.1016/j.ijer.2022.101938}},
volume = {{112}},
year = {{2022}},
}
@article{37470,
abstract = {{AbstractWhen the COVID-19 pandemic began, many universities switched to fully online teaching. This unexpected switching to online teaching was challenging for both teachers and students, and restrictions that were put in place because of pandemic made this challenge even greater. However, new ways of teaching might also open new opportunities for students’ learning. The research question driving our study was as follows: how do students regulate their learning and specifically their choice of resources and peer learning in university mathematics classes that are fully taught online as offered during the COVID-19 pandemic? We report on a longitudinal, qualitative study in which students recorded a brief audio diary twice a week over one whole semester (14 weeks). We focused on three students who completed 70 interviews in total and finished the semester with varying degrees of success. The results show how the students structured their studying (e.g., the roles that deadlines or synchronous teaching events played). They illustrate the strengths and limitations of digital materials provided by the lecturer and the use of complementary media. Further, the pandemic uncovered the double-edged role of simple, often anonymous exchanges (e.g., via Discord servers), with few binding forces for either side, and the significance of stable learning partnerships for students’ success. Our research highlights aspects that should be focal points when comparing traditional instruction and online instruction during the pandemic from a self-regulatory perspective. Practical implications refer to how these aspects can be combined sensibly in fully online courses, but also in blended learning contexts.}},
author = {{Liebendörfer, Michael and Kempen, Leander and Schukajlow, Stanislaw}},
issn = {{1863-9690}},
journal = {{ZDM – Mathematics Education}},
keywords = {{General Mathematics, Education}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{First-year university students' self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study}}},
doi = {{10.1007/s11858-022-01444-5}},
year = {{2022}},
}
@article{37472,
abstract = {{AbstractAs earlier research results suggest that many mathematics teaching students criticize a missing relevance in their studies, we explore explanations and interrelationships of their relevance assessments. We aim at finding out how one could support the students in attributing relevance to their study programs. A two-fold model for relevance assessments in mathematics teacher education is proposed, consisting of relevance content and relevance reasons. We investigate students' relevance perceptions of mathematical topics and of topics’ complexities, as well as their rating of individual and societal/ vocational relevance reasons, all in relation to their perception of the relevance of their overall program of study. Contrary to earlier research findings, our results suggest that mathematics teaching students already do attribute relevance to many content areas and that a preparation for the teaching profession is not the only reason for them to assign relevance. There also seem to be many students who would attribute relevance if they could develop as individuals and pursue their interests. We suggest that giving students opportunities to set individual priorities in their studies could hence support their relevance assessments. As low relevance assessments seem to be connected to students’ motivational problems, students might profit from motivational support, as well.}},
author = {{Büdenbender-Kuklinski, Christiane and Hochmuth, Reinhard and Liebendörfer, Michael}},
issn = {{2198-9745}},
journal = {{International Journal of Research in Undergraduate Mathematics Education}},
keywords = {{Education, Mathematics (miscellaneous)}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students}}},
doi = {{10.1007/s40753-022-00188-7}},
year = {{2022}},
}
@article{36569,
abstract = {{ZusammenfassungIm vorliegenden Beitrag werden nach ausführlicher theoretischer Diskussion des Kompetenzbegriffs und der Definition von Kompetenz als Können ein Modell sachunterrichtlicher Planungskompetenz sowie ein daran anschließendes Messinstrument vorgestellt. Im Hinblick auf den Einsatz dieses Instrumentes im Rahmen einer Evaluation des nordrhein-westfälischen Praxissemesters stellen sich Fragen nach der psychometrischen Struktur der Testauswertung. Da das Instrument sowohl zur Testung von Sachunterrichtsstudierenden mit dem Lehramtsprofil ‚Grundschule‘ als auch von Sachunterrichtsstudierenden mit sonderpädagogischem Schwerpunkt eingesetzt werden soll, ist zu zeigen, dass die Testergebnisse nicht durch den gewählten Studiengang beeinflusst werden. Im Beitrag werden Rohdaten aus einer Studie an der Universität Paderborn (n = 121) genutzt, um eine fünfdimensionale Modellstruktur gegen eine eindimensionale zu testen und empirisch gestützte Argumente für eine mehrdimensionale Skalierung zu generieren. Durch Differential-Item-Functioning-Analysen wird geprüft, ob die Itemschwierigkeiten mit dem Merkmal ‚Studiengang‘ interagieren, sodass sie sich trotz gleicher Kompetenzausprägung für Untersuchungsteilnehmende beider Studierendengruppen signifikant unterscheiden und zu einer diagnostischen Verzerrung führen würden. Abschließend wird der beispielhafte Einsatz des Instrumentes im Rahmen einer Wirksamkeitsanalyse in Bezug die Effektivität des nordrhein-westfälischen Praxissemesters an der Universität Paderborn (n = 26) dargelegt. Aus den differenzierten Ergebnissen werden unter anderem erste Hinweise auf Defizite in der Lehrerinnen- und Lehrerausbildung abgeleitet.}},
author = {{Kirsch, Alexander}},
issn = {{1434-663X}},
journal = {{Zeitschrift für Erziehungswissenschaft}},
keywords = {{Education}},
number = {{4}},
pages = {{815--842}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht: Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf Grundlage einer mehrdimensionalen Kompetenzstruktur}}},
doi = {{10.1007/s11618-022-01116-w}},
volume = {{25}},
year = {{2022}},
}
@inbook{37902,
author = {{Janicki, Nicole}},
booktitle = {{Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. }},
editor = {{Binder, Martin and Wiesmüller, Christian and Finkbeiner, Timo}},
keywords = {{technology education, teacher professionalisation, Computational Thinking, digitalization, learning robots}},
location = {{Mannheim}},
pages = {{266--286}},
title = {{{Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern}}},
year = {{2022}},
}
@article{42951,
abstract = {{PurposeInformation and communication technologies (ICT) has an increasing impact on schools. School leaders play a key role in this context as drivers of innovation including those related to ICT. Against this background, the study presented in this article focuses on school leadership and management activities with ICT and related challenges. It sought to analyze how frequently German school principals use ICT compared to principals in other countries, what distinct clusters of German principals could be identified in terms of ICT usage and how principals viewed ICT in schools and related challenges.Design/methodology/approachA mixed-methods approach was chosen, using quantitative data from both the international comparative large-scale assessment study ICILS 2018 and the explorative qualitative data from Germany. For the international comparison, the school principal data sets of the 12 international participants of the International Computer and Information Literacy Study (ICILS) 2018 were taken into account: Chile, Denmark, Finland, France, Germany, Italy, Kazakhstan, Republic of Korea, Luxembourg, Portugal, Uruguay and the United States. To look beyond averaged frequencies, a latent class analysis (LCA) was conducted to identify possible clusters of school leaders with distinct usage patterns of ICT for leadership and management activities.FindingsThe results indicate that, in general, German principals use ICT for leadership and management activities on a similar level as their international colleagues. However, they seem to communicate with education authorities significantly more often than their international colleagues, whereas representative activities (presentations, home page) are rather infrequent. The qualitative data point to significant barriers to fully harnessing the potential of using ICT for leadership, management and school improvement such as lack of competencies and lack of adequate support.Originality/valueTo the best of the authors’ knowledge, this is the first study that focuses on school leadership and management activities using ICT with such a data set. The results provide insights into how German principals use ICT to lead and manage their schools compared to their international counterparts. The qualitative data offers additional insights into possible reasons hindering a more effective use of ICT.}},
author = {{Tulowitzki, Pierre and Gerick, Julia and Eickelmann, Birgit}},
issn = {{0951-354X}},
journal = {{International Journal of Educational Management}},
keywords = {{Organizational Behavior and Human Resource Management, Education, Organizational Behavior and Human Resource Management, Education}},
number = {{2}},
pages = {{133--151}},
publisher = {{Emerald}},
title = {{{The role of ICT for school leadership and management activities: an international comparison}}},
doi = {{10.1108/ijem-06-2021-0251}},
volume = {{36}},
year = {{2022}},
}
@article{34820,
abstract = {{The construct of noticing is considered to be of crucial importance for professional action of (prospective) physical education (PE) teachers in the context of (inclusive) PE. In order to implement the demands of inclusive PE teaching, noticingwith regard to processes of recognition proves to be particularly significant. Due to the relevance of physicality, the design of recognition relationships that encourage pupils' development results in specific requirements for the selective attention and the theory-based interpretation of processes of recognition and disregard in complex teaching situations. This facet of competence has hardly been studied so far, partly due to the lack of instruments for standardised assessment of this construct. In the context of this paper, the development and validation of a standardised, video vignette-based test instrument for the measurement of noticingwith regard to processes of recognition of prospective PE teachers is presented. The validation focuses on the content of the test and the internal structure of the instrument as well as on correlations with related constructs in terms of content. The results from three consecutive validation studies provide indications of the reliability and validity of the test score interpretation of the instrument ViProQiS_A. The findings so far indicate that the standardised measurement of noticingwith regard to processes of recognitionin inclusive PE could be realized on the basis of the test instrument developed here.}},
author = {{Langer, Wiebke and Bruns, Julia and Erhorn, Jan}},
issn = {{2509-3150}},
journal = {{German Journal of Exercise and Sport Research}},
keywords = {{Physical education teacher education, Competence modelling and, measurement, Inclusive physical education, Video-based items, Noticing}},
number = {{3}},
pages = {{386--397}},
publisher = {{Springer}},
title = {{{Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education}}},
doi = {{10.1007/s12662-022-00807-0}},
volume = {{52}},
year = {{2022}},
}
@article{34819,
abstract = {{Teachers expect facilitators to have own teaching experience as a teacher in order to be able to carry out effective teacher professional development programs. As part of the project EmMa(M), it is investigated, to which extent the teaching experience of facilitators influences the development of early childhood teachers' (n = 83) mathematical pedagogical content knowledge (MPCK) and early childhood teachers' enjoyment of mathematics in the context of a teacher professional development program. It turns out that the teaching experience of the facilitators has no influence on the development of early childhood teachers' MPCK, but favors the development of early childhood teachers' enjoyment of mathematics. Controlling for this increased enjoyment an influence of teaching experience on the development of early childhood teachers' MPCK emerges, but in favor of the participating facilitators who have no teaching experience but have a university degree.}},
author = {{Hagena, Maike and Bruns, Julia and Gasteiger, Hedwig}},
issn = {{1862-5215}},
journal = {{Zeitschrift für Erziehungswissenschaft}},
keywords = {{Facilitator professional development, Early childhood teachers, Teaching, experience, Early mathematics education}},
number = {{6}},
pages = {{1455–1480}},
publisher = {{Springer Vieweg-springer Fachmedien Wiesbaden Gmbh}},
title = {{{Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft}}},
doi = {{10.1007/s11618-022-01122-y}},
volume = {{25}},
year = {{2022}},
}
@techreport{46531,
abstract = {{Compulsory schooling reforms are often used to estimate monetary returns to education. Such reforms are unrelated to individual characteristics and preferences and thus arguably able to eliminate selection bias. However, as these reforms affect a large number of individuals in the relevant age groups, they might have spillover effects on individuals not directly affected by the reform. Such spillover effects constitute a problem for identification and estimation of returns to schooling. As they are difficult to address, they are mostly ignored in the empirical literature. I show that the introduction of the compulsory ninth grade in Germany led to a labor supply shock that might have increased wages and employment of individuals who were not directly subject to the reform and were assumed not to be affected in previous research. To investigate in this kinds of spillover effects, I exploit the staggered introduction of the compulsory ninth grade across German federal states in a difference-in-differences approach. Based on large scale register and survey data, I find no evidence for persistent spillover effects for men. For women, however, my results suggest that the labor supply shock resulting from the reform may have led to a persistent increase in employment and wages.}},
author = {{Schiele, Valentin}},
keywords = {{Compulsory schooling, Education, Spillover effects, Cohort size, Wages, Employment}},
title = {{{Labor market spillover effects of a compulsory schooling reform in Germany}}},
year = {{2022}},
}
@inbook{34704,
abstract = {{One of the most powerful events in the still young 21st century is certainly the outbreak of the coronavirus and the following COVID-19 pandemic. Massive economic as well as social distress caused worldwide devastation. In Germany, not only stores, factories, cultural facilities were closed, but also – for the first time in history – schools were closed nationwide. Closed working sites and vocational schools, as well as working sites, which remained open due to their systemic relevance, led to so far unknown challenges in Germany’s vocational education system. A very good example are the dual apprenticeships, such as trained retail salesman, which were only partially affected by closures. The main goal of education policy was to compensate personal communication and interaction via digital media. This article’s main aim is to reveal the strategies vocational schools have developed to overcome the challenges they had to face because of the pandemic.}},
author = {{Sommer, Christian and Szczesny, Daniela}},
booktitle = {{Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern.}},
editor = {{Heisler, Dietmar and Meier, Jörg A.}},
keywords = {{COVID-19, Digitalization, Vocational education and training, Retail}},
pages = {{329--348}},
title = {{{Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie.}}},
doi = {{10.3278/9783763972579}},
year = {{2022}},
}
@article{35760,
author = {{Kulgemeyer, Christoph and Hörnlein, Madeleine and Sterzing, Fabian Gabriel}},
issn = {{0950-0693}},
journal = {{International Journal of Science Education}},
keywords = {{Education}},
number = {{11}},
pages = {{1855--1875}},
publisher = {{Informa UK Limited}},
title = {{{Exploring the effects of physics explainer videos and written explanations on declarative knowledge and the illusion of understanding}}},
doi = {{10.1080/09500693.2022.2100507}},
volume = {{44}},
year = {{2022}},
}
@article{45172,
abstract = {{ZusammenfassungIm Lehramtsstudium sollen Studierende grundlegende Fähigkeiten zur theoriegeleiteten Unterrichtsplanung erwerben. In Übereinstimmung mit Modellen zur professionellen Handlungskompetenz von Lehrkräften wird hierbei meist angenommen, dass das im Studienverlauf erworbene Professionswissen eine wesentliche Grundlage für den Aufbau von Fähigkeiten zur Unterrichtsplanung bildet. Lerngelegenheiten zur Anwendung dieses Professionswissens bieten vor allem schulpraktische Phasen im fortgeschrittenen Studienverlauf. Es wird aber ebenso angenommen, dass gerade Erfahrungen mit der Unterrichtsplanung den Aufbau von Professionswissen unterstützen. Der Zusammenhang zwischen dem Ausmaß des Professionswissens und der Entwicklung von Planungsfähigkeit ist bisher unzureichend empirisch geklärt. Eine besondere methodische Herausforderung besteht darin, Planungsfähigkeiten sowohl möglichst authentisch als auch auf standardisierte Weise zu erfassen. Zur Untersuchung des genannten Zusammenhangs wurde eine längsschnittliche Studie im Prä-Post-Design bei angehenden Physiklehrkräften (N = 68 im Längsschnitt) an vier Universitäten durchgeführt. Die Unterrichtsplanungsfähigkeit wurde mit Hilfe eines standardisierten Performanztests vor und nach dem Absolvieren eines Praxissemesters erfasst, indem als Standardsituation der Entwurf einer Unterrichtsstunde zum 3. Newton’schen Axiom unter definierten Zeitvorgaben im Praxissemester simuliert wurde. Zusätzlich wurden das fachliche, fachdidaktische und pädagogische Wissen der Studierenden mit Hilfe standardisierter Instrumente zu beiden Zeitpunkten erhoben, sowie die einschlägigen Lerngelegenheiten im Praxissemester über einen Fragebogen erfasst. Sowohl für Unterrichtsplanungsfähigkeit als auch für alle Wissensvariablen können Zuwächse im Praxissemester beobachtet werden. Cross-Lagged-Panel-Analysen zeigen, dass insbesondere die Ausprägung des fachdidaktischen und pädagogischen Wissens der Studierenden am Beginn des Praxissemesters die Entwicklung von Unterrichtsplanungsfähigkeit begünstigt.}},
author = {{Riese, Josef and Vogelsang, Christoph and Schröder, Jan and Borowski, Andreas and Kulgemeyer, Christoph and Reinhold, Peter and Schecker, Horst}},
issn = {{1434-663X}},
journal = {{Zeitschrift für Erziehungswissenschaft}},
keywords = {{Education}},
number = {{4}},
pages = {{843--867}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?}}},
doi = {{10.1007/s11618-022-01112-0}},
volume = {{25}},
year = {{2022}},
}
@article{44766,
abstract = {{ZusammenfassungIm Lehramtsstudium sollen Studierende grundlegende Fähigkeiten zur theoriegeleiteten Unterrichtsplanung erwerben. In Übereinstimmung mit Modellen zur professionellen Handlungskompetenz von Lehrkräften wird hierbei meist angenommen, dass das im Studienverlauf erworbene Professionswissen eine wesentliche Grundlage für den Aufbau von Fähigkeiten zur Unterrichtsplanung bildet. Lerngelegenheiten zur Anwendung dieses Professionswissens bieten vor allem schulpraktische Phasen im fortgeschrittenen Studienverlauf. Es wird aber ebenso angenommen, dass gerade Erfahrungen mit der Unterrichtsplanung den Aufbau von Professionswissen unterstützen. Der Zusammenhang zwischen dem Ausmaß des Professionswissens und der Entwicklung von Planungsfähigkeit ist bisher unzureichend empirisch geklärt. Eine besondere methodische Herausforderung besteht darin, Planungsfähigkeiten sowohl möglichst authentisch als auch auf standardisierte Weise zu erfassen. Zur Untersuchung des genannten Zusammenhangs wurde eine längsschnittliche Studie im Prä-Post-Design bei angehenden Physiklehrkräften (N = 68 im Längsschnitt) an vier Universitäten durchgeführt. Die Unterrichtsplanungsfähigkeit wurde mit Hilfe eines standardisierten Performanztests vor und nach dem Absolvieren eines Praxissemesters erfasst, indem als Standardsituation der Entwurf einer Unterrichtsstunde zum 3. Newton’schen Axiom unter definierten Zeitvorgaben im Praxissemester simuliert wurde. Zusätzlich wurden das fachliche, fachdidaktische und pädagogische Wissen der Studierenden mit Hilfe standardisierter Instrumente zu beiden Zeitpunkten erhoben, sowie die einschlägigen Lerngelegenheiten im Praxissemester über einen Fragebogen erfasst. Sowohl für Unterrichtsplanungsfähigkeit als auch für alle Wissensvariablen können Zuwächse im Praxissemester beobachtet werden. Cross-Lagged-Panel-Analysen zeigen, dass insbesondere die Ausprägung des fachdidaktischen und pädagogischen Wissens der Studierenden am Beginn des Praxissemesters die Entwicklung von Unterrichtsplanungsfähigkeit begünstigt.}},
author = {{Riese, Josef and Vogelsang, Christoph and Schröder, Jan and Borowski, Andreas and Kulgemeyer, Christoph and Reinhold, Peter and Schecker, Horst}},
issn = {{1434-663X}},
journal = {{Zeitschrift für Erziehungswissenschaft}},
keywords = {{Education}},
number = {{4}},
pages = {{843--867}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?}}},
doi = {{10.1007/s11618-022-01112-0}},
volume = {{25}},
year = {{2022}},
}
@article{35524,
abstract = {{ZusammenfassungIm Lehramtsstudium sollen Studierende grundlegende Fähigkeiten zur theoriegeleiteten Unterrichtsplanung erwerben. In Übereinstimmung mit Modellen zur professionellen Handlungskompetenz von Lehrkräften wird hierbei meist angenommen, dass das im Studienverlauf erworbene Professionswissen eine wesentliche Grundlage für den Aufbau von Fähigkeiten zur Unterrichtsplanung bildet. Lerngelegenheiten zur Anwendung dieses Professionswissens bieten vor allem schulpraktische Phasen im fortgeschrittenen Studienverlauf. Es wird aber ebenso angenommen, dass gerade Erfahrungen mit der Unterrichtsplanung den Aufbau von Professionswissen unterstützen. Der Zusammenhang zwischen dem Ausmaß des Professionswissens und der Entwicklung von Planungsfähigkeit ist bisher unzureichend empirisch geklärt. Eine besondere methodische Herausforderung besteht darin, Planungsfähigkeiten sowohl möglichst authentisch als auch auf standardisierte Weise zu erfassen. Zur Untersuchung des genannten Zusammenhangs wurde eine längsschnittliche Studie im Prä-Post-Design bei angehenden Physiklehrkräften (N = 68 im Längsschnitt) an vier Universitäten durchgeführt. Die Unterrichtsplanungsfähigkeit wurde mit Hilfe eines standardisierten Performanztests vor und nach dem Absolvieren eines Praxissemesters erfasst, indem als Standardsituation der Entwurf einer Unterrichtsstunde zum 3. Newton’schen Axiom unter definierten Zeitvorgaben im Praxissemester simuliert wurde. Zusätzlich wurden das fachliche, fachdidaktische und pädagogische Wissen der Studierenden mit Hilfe standardisierter Instrumente zu beiden Zeitpunkten erhoben, sowie die einschlägigen Lerngelegenheiten im Praxissemester über einen Fragebogen erfasst. Sowohl für Unterrichtsplanungsfähigkeit als auch für alle Wissensvariablen können Zuwächse im Praxissemester beobachtet werden. Cross-Lagged-Panel-Analysen zeigen, dass insbesondere die Ausprägung des fachdidaktischen und pädagogischen Wissens der Studierenden am Beginn des Praxissemesters die Entwicklung von Unterrichtsplanungsfähigkeit begünstigt.}},
author = {{Riese, Josef and Vogelsang, Christoph and Schröder, Jan and Borowski, Andreas and Kulgemeyer, Christoph and Reinhold, Peter and Schecker, Horst}},
issn = {{1434-663X}},
journal = {{Zeitschrift für Erziehungswissenschaft}},
keywords = {{Education}},
number = {{4}},
pages = {{843--867}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?}}},
doi = {{10.1007/s11618-022-01112-0}},
volume = {{25}},
year = {{2022}},
}
@inbook{29720,
author = {{Passey, Don and Brinda, Torsten and Cornu, Bernard and Holvikivi, Jaana and Lewin, Cathy and Magenheim, Johannes and Morel, Raymond and Osorio, Javier and Tatnall, Arthur and Thompson, Barrie and Webb, Mary}},
booktitle = {{Advancing Research in Information and Communication Technology}},
editor = {{Goedicke, Michael and Neuhold, Erich and Rannenberg, Kai}},
isbn = {{978-3-030-81700-8}},
issn = {{1868-422X}},
keywords = {{Educational technologies, Education and technologies, Digital technologies and education, Information technologies, Communication technologies, Educational technologies and research, Educational technologies and pedagogical practices, Educational technologies and policy, Educational management and technologies, Professional development and educational technologies}},
pages = {{129--152}},
publisher = {{Springer, Cham}},
title = {{{Computers and Education – Recognising Opportunities and Managing Challenges}}},
doi = {{10.1007/978-3-030-81701-5_5}},
volume = {{AICT-600}},
year = {{2021}},
}