---
_id: '34200'
abstract:
- lang: eng
text: Praxeologische Kompetenzansätze verstehen Kompetenz als sozial erlernt
und folglich als relativ zum sozialen Kontext. Damit einher geht die Frage, wie
solche praxeologisch gerahmten Kompetenzen eigentlich unabhängig von der sie hervorbringenden
Praxis evaluiert werden können – und eben dadurch erst für einen breiteren Kompetenzdiskurs
fruchtbar sind. Die Dokumentarische Evaluationsforschung bietet hierzu erste Anhaltspunkte,
offenbart aber auch Grenzen, die mit dem Evaluationsverständnis zusammenhängen,
sich jedoch in der Forschungspraxis so nicht finden lassen. Aus der Differenz
zwischen Methode und Praxis dokumentarischer Evaluation lässt sich formulieren,
wie eine praxeologische Evaluation gestaltet werden könnte. Dabei spielt die Formulierung
von Referenzrahmen eine zentrale Rolle, welche einerseits der zu evaluierenden
Praktik external sein, andererseits praktisch formuliert werden müssen, damit
sie soziale Praktiken jenseits ihrer eigenen Sinnhaftigkeit evaluativ (er-)fassen
können.
author:
- first_name: Thiemo
full_name: Bloh, Thiemo
last_name: Bloh
citation:
ama: Bloh T. Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse.
Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung.
Zeitschrift für Evaluation. 2022;2022(02):193-215. doi:10.31244/zfe.2022.02.02
apa: Bloh, T. (2022). Rekonstruktive Evaluationsforschung im Kontext praxeologischer
Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen
Evaluationsforschung. Zeitschrift für Evaluation, 2022(02), 193–215.
https://doi.org/10.31244/zfe.2022.02.02
bibtex: '@article{Bloh_2022, title={Rekonstruktive Evaluationsforschung im Kontext
praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen
zur Dokumentarischen Evaluationsforschung}, volume={2022}, DOI={10.31244/zfe.2022.02.02},
number={02}, journal={Zeitschrift für Evaluation}, publisher={Waxmann}, author={Bloh,
Thiemo}, year={2022}, pages={193–215} }'
chicago: 'Bloh, Thiemo. “Rekonstruktive Evaluationsforschung im Kontext praxeologischer
Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen
Evaluationsforschung.” Zeitschrift für Evaluation 2022, no. 02 (2022):
193–215. https://doi.org/10.31244/zfe.2022.02.02.'
ieee: 'T. Bloh, “Rekonstruktive Evaluationsforschung im Kontext praxeologischer
Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen
Evaluationsforschung,” Zeitschrift für Evaluation, vol. 2022, no. 02, pp.
193–215, 2022, doi: 10.31244/zfe.2022.02.02.'
mla: Bloh, Thiemo. “Rekonstruktive Evaluationsforschung im Kontext praxeologischer
Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen
Evaluationsforschung.” Zeitschrift für Evaluation, vol. 2022, no. 02, Waxmann,
2022, pp. 193–215, doi:10.31244/zfe.2022.02.02.
short: T. Bloh, Zeitschrift für Evaluation 2022 (2022) 193–215.
date_created: 2022-12-05T13:25:58Z
date_updated: 2022-12-05T13:26:35Z
department:
- _id: '4'
doi: 10.31244/zfe.2022.02.02
intvolume: ' 2022'
issue: '02'
keyword:
- Strategy and Management
- Applied Psychology
- Social Sciences (miscellaneous)
- Education
- Communication
- Statistics and Probability
language:
- iso: ger
page: 193-215
publication: Zeitschrift für Evaluation
publication_identifier:
issn:
- 1619-5515
- 2699-5506
publication_status: published
publisher: Waxmann
quality_controlled: '1'
status: public
title: Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse.
Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung
type: journal_article
user_id: '69383'
volume: 2022
year: '2022'
...
---
_id: '35323'
abstract:
- lang: ger
text: Der Begriff der „Zwangsdigitalisierung“ beschreibt, dass als eine Folge der
Corona-Pandemie Präsenzformate durch digital gestützte Settings ersetzt werden
sowie Alter- nativen zur Kommunikation und für das gemeinsame Arbeiten und Lernen
in Präsenz gefunden werden mussten. Digital gestützte Lehr-Lernsettings scheinen
seit dem ersten Lockdown sowohl an Schulen als auch an Hochschulen eine Möglichkeit
dafür darzustellen, die Lern- und Entwicklungsprozesse (z. B. von Schülerinnen
und Schülern, angehenden Lehrkräften) trotz physischer Distanz weiterzuführen.
In diesem Beitrag werden die mit der Zwangsdigitalisierung an den Hochschulen
verbundenen Chancen und Grenzen für die Entwicklung digitalisierungsbezogener
Kompetenzen angehender Lehrkräfte herausgearbeitet. Dabei richtet sich der Blick
auf den Wert von Erfahrungen für Lernen und Entwicklung. Zudem wird, gemäß der
den Angebots-Nutzungs-Modellen inhärenten Logik einer „Wirkkette“, Bezug genommen
auf Perspektiven von Studierenden, deren prospektiven Schülerinnen und Schülern
sowie von Dozierenden.
- lang: eng
text: "The term forced digitization describes the fact that, as a consequence of
the corona pandemic, face-to-face formats had to be replaced by digitally supported
settings within a very short period of time, and alternatives had to be found
for communication and for working and learning together in the classroom. Digitally
supported instructional settings seem to be an important way to continue learning
and development processes (e.g., of students, prospective teachers) despite physical
distance in both schools and universities since the first lockdown. This paper
elaborates on the opportunities and limitations of forced digitization in university
teaching on the development of digitizationrelated competencies in prospective
teachers. The article focuses on two theoretical conceptions: firstly, the value
of experience for learning and development, secondly, the logic of supply-use
models and their assumptions about learning and development. The article addresses
the perspectives of students, their future pupils, and lecturers.\r\n"
alternative_title:
- Zwangsdigitalisierung durch die Corona-Pandemie als Impulsgeberin für die Gestaltung
digital gestützter Hochschullehre in den Lehramtsstudiengängen
author:
- first_name: Carina
full_name: Caruso, Carina
id: '23123'
last_name: Caruso
- first_name: Marike
full_name: Bruns, Marike
last_name: Bruns
- first_name: Christian
full_name: Harteis, Christian
id: '27503'
last_name: Harteis
orcid: https://orcid.org/0000-0002-3570-7626
citation:
ama: 'Caruso C, Bruns M, Harteis C. Von der Not zur Tugend!? In: Heisler D, Meier
J, eds. Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für
die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und
bei Bildungsträgern. Vol 65. Berufsbildung, Arbeit und Innovation. wbv; 2022:137–157.
doi:10.3278/9783763972579'
apa: Caruso, C., Bruns, M., & Harteis, C. (2022). Von der Not zur Tugend!? In
D. Heisler & J. Meier (Eds.), Berufsausbildung zwischen Hygienemaßnahmen
und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung
in Schule, im Betrieb und bei Bildungsträgern (Vol. 65, pp. 137–157). wbv.
https://doi.org/10.3278/9783763972579
bibtex: '@inbook{Caruso_Bruns_Harteis_2022, place={Bielefeld}, series={Berufsbildung,
Arbeit und Innovation}, title={Von der Not zur Tugend!?}, volume={65}, DOI={10.3278/9783763972579}, booktitle={Berufsausbildung
zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische
Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern}, publisher={wbv},
author={Caruso, Carina and Bruns, Marike and Harteis, Christian}, editor={Heisler,
Dietmar and Meier, Jörg}, year={2022}, pages={137–157}, collection={Berufsbildung,
Arbeit und Innovation} }'
chicago: 'Caruso, Carina, Marike Bruns, and Christian Harteis. “Von der Not zur
Tugend!?” In Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen
für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb
und bei Bildungsträgern, edited by Dietmar Heisler and Jörg Meier, 65:137–157.
Berufsbildung, Arbeit und Innovation. Bielefeld: wbv, 2022. https://doi.org/10.3278/9783763972579.'
ieee: 'C. Caruso, M. Bruns, and C. Harteis, “Von der Not zur Tugend!?,” in Berufsausbildung
zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische
Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern, vol. 65, D.
Heisler and J. Meier, Eds. Bielefeld: wbv, 2022, pp. 137–157.'
mla: Caruso, Carina, et al. “Von der Not zur Tugend!?” Berufsausbildung zwischen
Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische
Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern, edited by
Dietmar Heisler and Jörg Meier, vol. 65, wbv, 2022, pp. 137–157, doi:10.3278/9783763972579.
short: 'C. Caruso, M. Bruns, C. Harteis, in: D. Heisler, J. Meier (Eds.), Berufsausbildung
zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische
Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern, wbv, Bielefeld,
2022, pp. 137–157.'
date_created: 2023-01-06T11:22:04Z
date_updated: 2023-01-06T12:15:31Z
doi: 10.3278/9783763972579
editor:
- first_name: Dietmar
full_name: Heisler, Dietmar
last_name: Heisler
- first_name: Jörg
full_name: Meier, Jörg
last_name: Meier
intvolume: ' 65'
keyword:
- Hochschullehre
- Lehrer:innenausbildung
- Medienkompetenz / teacher education
- teaching at university
- media literacy
language:
- iso: ger
page: 137–157
place: Bielefeld
publication: Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für
die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei
Bildungsträgern
publication_identifier:
eisbn:
- 978-3-7639-7257-9
isbn:
- 978-3-7639-7146-6
publication_status: published
publisher: wbv
series_title: Berufsbildung, Arbeit und Innovation
status: public
title: Von der Not zur Tugend!?
type: book_chapter
user_id: '86519'
volume: 65
year: '2022'
...
---
_id: '35325'
abstract:
- lang: eng
text: Q is an exploratory method used to elicit discrete patterns of subjectivity
(e.g., subjective theories, beliefs). To be more concrete, Q method aims to identify
homogeneous latent clusters of viewpoints towards a certain topic from a larger
more heterogeneous set of (a priori unknown) different viewpoints held by respondents
in the population. For this purpose, study participants are asked to sort qualitative
statements concerning a certain topic (e.g., their beliefs toward something) into
a grid roughly following a normal distribution indicating whether they agree or
disagree with the given propositions. This results in a so-called Q-sort for each
participant that then can be fed into a factor analysis that compares the different
Q-sorts and groups them by similarity. In the first part of the chapter, Q method
is introduced. The second part of the chapter describes a small study focusing
on student teachers and their perspectives concerning upcoming long-term school
internships.
author:
- first_name: Susann
full_name: Leidig, Susann
last_name: Leidig
- first_name: Hanna
full_name: Köhler, Hanna
last_name: Köhler
- first_name: Carina
full_name: Caruso, Carina
id: '23123'
last_name: Caruso
- first_name: Michael
full_name: Goller, Michael
id: '30984'
last_name: Goller
orcid: 0000-0002-2820-9178
citation:
ama: 'Leidig S, Köhler H, Caruso C, Goller M. Q Method: Assessing Subjectivity Through
Structured Ranking of Items. In: Goller M, Kyndt E, Paloniemi S, Damşa C, eds.
Methods for Researching Professional Learning and Development: Challenges,
Applications and Empirical Illustrations. Vol 33. Professional and Practice-based
Learning. Springer ; 2022:441–466. doi:10.1007/978-3-031-08518-5_20'
apa: 'Leidig, S., Köhler, H., Caruso, C., & Goller, M. (2022). Q Method: Assessing
Subjectivity Through Structured Ranking of Items. In M. Goller, E. Kyndt, S. Paloniemi,
& C. Damşa (Eds.), Methods for researching professional learning and
development: Challenges, applications and empirical illustrations (Vol. 33,
pp. 441–466). Springer . https://doi.org/10.1007/978-3-031-08518-5_20'
bibtex: '@inbook{Leidig_Köhler_Caruso_Goller_2022, place={Cham}, series={Professional
and Practice-based Learning}, title={Q Method: Assessing Subjectivity Through
Structured Ranking of Items}, volume={33}, DOI={10.1007/978-3-031-08518-5_20},
booktitle={ Methods for researching professional learning and development: Challenges,
applications and empirical illustrations}, publisher={Springer }, author={Leidig,
Susann and Köhler, Hanna and Caruso, Carina and Goller, Michael}, editor={Goller,
Michael and Kyndt, Eva and Paloniemi, Susanna and Damşa , Crina}, year={2022},
pages={441–466}, collection={Professional and Practice-based Learning} }'
chicago: 'Leidig, Susann, Hanna Köhler, Carina Caruso, and Michael Goller. “Q Method:
Assessing Subjectivity Through Structured Ranking of Items.” In Methods for
Researching Professional Learning and Development: Challenges, Applications and
Empirical Illustrations, edited by Michael Goller, Eva Kyndt, Susanna Paloniemi,
and Crina Damşa , 33:441–466. Professional and Practice-Based Learning. Cham:
Springer , 2022. https://doi.org/10.1007/978-3-031-08518-5_20.'
ieee: 'S. Leidig, H. Köhler, C. Caruso, and M. Goller, “Q Method: Assessing Subjectivity
Through Structured Ranking of Items,” in Methods for researching professional
learning and development: Challenges, applications and empirical illustrations,
vol. 33, M. Goller, E. Kyndt, S. Paloniemi, and C. Damşa , Eds. Cham: Springer
, 2022, pp. 441–466.'
mla: 'Leidig, Susann, et al. “Q Method: Assessing Subjectivity Through Structured
Ranking of Items.” Methods for Researching Professional Learning and Development:
Challenges, Applications and Empirical Illustrations, edited by Michael Goller
et al., vol. 33, Springer , 2022, pp. 441–466, doi:10.1007/978-3-031-08518-5_20.'
short: 'S. Leidig, H. Köhler, C. Caruso, M. Goller, in: M. Goller, E. Kyndt, S.
Paloniemi, C. Damşa (Eds.), Methods for Researching Professional Learning and
Development: Challenges, Applications and Empirical Illustrations, Springer ,
Cham, 2022, pp. 441–466.'
date_created: 2023-01-06T11:47:17Z
date_updated: 2023-01-06T12:16:56Z
doi: 10.1007/978-3-031-08518-5_20
editor:
- first_name: Michael
full_name: Goller, Michael
last_name: Goller
- first_name: Eva
full_name: Kyndt, Eva
last_name: Kyndt
- first_name: Susanna
full_name: Paloniemi, Susanna
last_name: Paloniemi
- first_name: Crina
full_name: Damşa , Crina
last_name: 'Damşa '
intvolume: ' 33'
keyword:
- Q method
- Subjectivity
- Internships
- Teacher education
- Q sort
language:
- iso: eng
page: 441–466
place: Cham
publication: ' Methods for researching professional learning and development: Challenges,
applications and empirical illustrations'
publication_identifier:
eisbn:
- 978-3-031-08518-5
eissn:
- 2210-5557
isbn:
- 978-3-031-08517-8
issn:
- 2210-5549
publication_status: published
publisher: 'Springer '
series_title: Professional and Practice-based Learning
status: public
title: 'Q Method: Assessing Subjectivity Through Structured Ranking of Items'
type: book_chapter
user_id: '86519'
volume: 33
year: '2022'
...
---
_id: '34639'
author:
- first_name: Christoph
full_name: Vogelsang, Christoph
id: '4245'
last_name: Vogelsang
- first_name: Christoph
full_name: Wiethoff, Christoph
id: '585'
last_name: Wiethoff
citation:
ama: Vogelsang C, Wiethoff C. Effects of school closures during the COVID-19 pandemic
in early 2020 on prospective teachers in a one-semester school internship. European
Journal of Teacher Education. Published online 2022:1-19. doi:10.1080/02619768.2022.2158808
apa: Vogelsang, C., & Wiethoff, C. (2022). Effects of school closures during
the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester
school internship. European Journal of Teacher Education, 1–19. https://doi.org/10.1080/02619768.2022.2158808
bibtex: '@article{Vogelsang_Wiethoff_2022, title={Effects of school closures during
the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester
school internship}, DOI={10.1080/02619768.2022.2158808},
journal={European Journal of Teacher Education}, publisher={Informa UK Limited},
author={Vogelsang, Christoph and Wiethoff, Christoph}, year={2022}, pages={1–19}
}'
chicago: Vogelsang, Christoph, and Christoph Wiethoff. “Effects of School Closures
during the COVID-19 Pandemic in Early 2020 on Prospective Teachers in a One-Semester
School Internship.” European Journal of Teacher Education, 2022, 1–19.
https://doi.org/10.1080/02619768.2022.2158808.
ieee: 'C. Vogelsang and C. Wiethoff, “Effects of school closures during the COVID-19
pandemic in early 2020 on prospective teachers in a one-semester school internship,”
European Journal of Teacher Education, pp. 1–19, 2022, doi: 10.1080/02619768.2022.2158808.'
mla: Vogelsang, Christoph, and Christoph Wiethoff. “Effects of School Closures during
the COVID-19 Pandemic in Early 2020 on Prospective Teachers in a One-Semester
School Internship.” European Journal of Teacher Education, Informa UK Limited,
2022, pp. 1–19, doi:10.1080/02619768.2022.2158808.
short: C. Vogelsang, C. Wiethoff, European Journal of Teacher Education (2022) 1–19.
date_created: 2022-12-20T20:44:14Z
date_updated: 2023-01-09T15:10:53Z
department:
- _id: '33'
doi: 10.1080/02619768.2022.2158808
keyword:
- Education
language:
- iso: eng
page: 1-19
publication: European Journal of Teacher Education
publication_identifier:
issn:
- 0261-9768
- 1469-5928
publication_status: published
publisher: Informa UK Limited
status: public
title: Effects of school closures during the COVID-19 pandemic in early 2020 on prospective
teachers in a one-semester school internship
type: journal_article
user_id: '4245'
year: '2022'
...
---
_id: '35522'
abstract:
- lang: eng
text: Following concepts describing lesson planning as a form of anticipatory
reflection, preservice physics teachers’ reflection skills are assumed to be positively
connected with their planning skills. However, empirical evidence on this is scarce.
To explore how relations between these specific skills change over the course
of a field experience controlling for influences of professional knowledge, we
conduct a pre-post field study with N = 95 preservice physics teachers in a one-semester
field experience. Content knowledge (CK) and pedagogical content knowledge (PCK)
(paper-and-pencil tests), and reflection and planning skills (standardized performance
assessments) were assessed before and after the field experience. Path analyses
revealed almost no influence of reflection skills on planning skills. Reflections
skills did not contribute to preservice teachers planning skills beyond knowledge,
indicating both constructs might represent rather independent abilities. The results
show the need for further development of models describing the development of
teachers’ professional knowledge and skills in academic teacher education and
for the development of concepts for a better integration of reflection and lesson
planning in field experiences.
article_number: '479'
author:
- first_name: Christoph
full_name: Vogelsang, Christoph
id: '4245'
last_name: Vogelsang
- first_name: Christoph
full_name: Kulgemeyer, Christoph
last_name: Kulgemeyer
- first_name: Josef
full_name: Riese, Josef
last_name: Riese
citation:
ama: Vogelsang C, Kulgemeyer C, Riese J. Learning to Plan by Learning to Reflect?—Exploring
Relations between Professional Knowledge, Reflection Skills, and Planning Skills
of Preservice Physics Teachers in a One-Semester Field Experience. Education
Sciences. 2022;12(7). doi:10.3390/educsci12070479
apa: Vogelsang, C., Kulgemeyer, C., & Riese, J. (2022). Learning to Plan by
Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection
Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field
Experience. Education Sciences, 12(7), Article 479. https://doi.org/10.3390/educsci12070479
bibtex: '@article{Vogelsang_Kulgemeyer_Riese_2022, title={Learning to Plan by Learning
to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills,
and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience},
volume={12}, DOI={10.3390/educsci12070479},
number={7479}, journal={Education Sciences}, publisher={MDPI AG}, author={Vogelsang,
Christoph and Kulgemeyer, Christoph and Riese, Josef}, year={2022} }'
chicago: Vogelsang, Christoph, Christoph Kulgemeyer, and Josef Riese. “Learning
to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge,
Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester
Field Experience.” Education Sciences 12, no. 7 (2022). https://doi.org/10.3390/educsci12070479.
ieee: 'C. Vogelsang, C. Kulgemeyer, and J. Riese, “Learning to Plan by Learning
to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills,
and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience,”
Education Sciences, vol. 12, no. 7, Art. no. 479, 2022, doi: 10.3390/educsci12070479.'
mla: Vogelsang, Christoph, et al. “Learning to Plan by Learning to Reflect?—Exploring
Relations between Professional Knowledge, Reflection Skills, and Planning Skills
of Preservice Physics Teachers in a One-Semester Field Experience.” Education
Sciences, vol. 12, no. 7, 479, MDPI AG, 2022, doi:10.3390/educsci12070479.
short: C. Vogelsang, C. Kulgemeyer, J. Riese, Education Sciences 12 (2022).
date_created: 2023-01-09T15:25:28Z
date_updated: 2023-01-09T15:27:20Z
department:
- _id: '299'
- _id: '33'
doi: 10.3390/educsci12070479
intvolume: ' 12'
issue: '7'
keyword:
- Public Administration
- Developmental and Educational Psychology
- Education
- Computer Science Applications
- Computer Science (miscellaneous)
- Physical Therapy
- Sports Therapy and Rehabilitation
language:
- iso: eng
publication: Education Sciences
publication_identifier:
issn:
- 2227-7102
publication_status: published
publisher: MDPI AG
status: public
title: Learning to Plan by Learning to Reflect?—Exploring Relations between Professional
Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers
in a One-Semester Field Experience
type: journal_article
user_id: '4245'
volume: 12
year: '2022'
...
---
_id: '35418'
article_number: '102117'
author:
- first_name: Markus
full_name: Koppenborg, Markus
last_name: Koppenborg
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: Koppenborg M, Klingsieck KB. Group work and student procrastination. Learning
and Individual Differences. 2022;94. doi:10.1016/j.lindif.2022.102117
apa: Koppenborg, M., & Klingsieck, K. B. (2022). Group work and student procrastination.
Learning and Individual Differences, 94, Article 102117. https://doi.org/10.1016/j.lindif.2022.102117
bibtex: '@article{Koppenborg_Klingsieck_2022, title={Group work and student procrastination},
volume={94}, DOI={10.1016/j.lindif.2022.102117},
number={102117}, journal={Learning and Individual Differences}, publisher={Elsevier
BV}, author={Koppenborg, Markus and Klingsieck, Katrin B.}, year={2022} }'
chicago: Koppenborg, Markus, and Katrin B. Klingsieck. “Group Work and Student Procrastination.”
Learning and Individual Differences 94 (2022). https://doi.org/10.1016/j.lindif.2022.102117.
ieee: 'M. Koppenborg and K. B. Klingsieck, “Group work and student procrastination,”
Learning and Individual Differences, vol. 94, Art. no. 102117, 2022, doi:
10.1016/j.lindif.2022.102117.'
mla: Koppenborg, Markus, and Katrin B. Klingsieck. “Group Work and Student Procrastination.”
Learning and Individual Differences, vol. 94, 102117, Elsevier BV, 2022,
doi:10.1016/j.lindif.2022.102117.
short: M. Koppenborg, K.B. Klingsieck, Learning and Individual Differences 94 (2022).
date_created: 2023-01-08T16:14:36Z
date_updated: 2023-11-08T08:30:24Z
department:
- _id: '426'
doi: 10.1016/j.lindif.2022.102117
intvolume: ' 94'
keyword:
- Developmental and Educational Psychology
- Education
- Social Psychology
language:
- iso: eng
publication: Learning and Individual Differences
publication_identifier:
issn:
- 1041-6080
publication_status: published
publisher: Elsevier BV
status: public
title: Group work and student procrastination
type: journal_article
user_id: '14931'
volume: 94
year: '2022'
...
---
_id: '48108'
abstract:
- lang: eng
text: Aspects of data science surround us in many contexts, for example
regarding climate change, air pollution, and other environmental issues. To open
the “data-science-black-box” for lower secondary school students we developed
a data science project focussing on the analysis of self-collected environmental
data. We embed this project in computer science education, which enables us to
use a new knowledge-based programming approach for the data analysis within Jupyter
Notebooks and the programming language Python. In this paper, we evaluate the
second cycle of this project which took place in a ninth-grade computer science
class. In particular, we present how the students coped with the professional
tool of Jupyter Notebooks for doing statistical investigations and which insights
they gained.
article_number: '6'
author:
- first_name: SUSANNE
full_name: PODWORNY, SUSANNE
last_name: PODWORNY
- first_name: SVEN
full_name: HÜSING, SVEN
last_name: HÜSING
- first_name: CARSTEN
full_name: SCHULTE, CARSTEN
last_name: SCHULTE
citation:
ama: 'PODWORNY S, HÜSING S, SCHULTE C. A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL:
BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING. STATISTICS EDUCATION RESEARCH
JOURNAL. 2022;21(2). doi:10.52041/serj.v21i2.46'
apa: 'PODWORNY, S., HÜSING, S., & SCHULTE, C. (2022). A PLACE FOR A DATA SCIENCE
PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING. STATISTICS
EDUCATION RESEARCH JOURNAL, 21(2), Article 6. https://doi.org/10.52041/serj.v21i2.46'
bibtex: '@article{PODWORNY_HÜSING_SCHULTE_2022, title={A PLACE FOR A DATA SCIENCE
PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING}, volume={21},
DOI={10.52041/serj.v21i2.46},
number={26}, journal={STATISTICS EDUCATION RESEARCH JOURNAL}, publisher={International
Association for Statistical Education}, author={PODWORNY, SUSANNE and HÜSING,
SVEN and SCHULTE, CARSTEN}, year={2022} }'
chicago: 'PODWORNY, SUSANNE, SVEN HÜSING, and CARSTEN SCHULTE. “A PLACE FOR A DATA
SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING.” STATISTICS
EDUCATION RESEARCH JOURNAL 21, no. 2 (2022). https://doi.org/10.52041/serj.v21i2.46.'
ieee: 'S. PODWORNY, S. HÜSING, and C. SCHULTE, “A PLACE FOR A DATA SCIENCE PROJECT
IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING,” STATISTICS EDUCATION
RESEARCH JOURNAL, vol. 21, no. 2, Art. no. 6, 2022, doi: 10.52041/serj.v21i2.46.'
mla: 'PODWORNY, SUSANNE, et al. “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN
STATISTICS AND EPISTEMIC PROGRAMMING.” STATISTICS EDUCATION RESEARCH JOURNAL,
vol. 21, no. 2, 6, International Association for Statistical Education, 2022,
doi:10.52041/serj.v21i2.46.'
short: S. PODWORNY, S. HÜSING, C. SCHULTE, STATISTICS EDUCATION RESEARCH JOURNAL
21 (2022).
date_created: 2023-10-17T05:59:38Z
date_updated: 2023-10-17T06:01:58Z
doi: 10.52041/serj.v21i2.46
intvolume: ' 21'
issue: '2'
keyword:
- Education
- Statistics and Probability
publication: STATISTICS EDUCATION RESEARCH JOURNAL
publication_identifier:
issn:
- 1570-1824
publication_status: published
publisher: International Association for Statistical Education
status: public
title: 'A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC
PROGRAMMING'
type: journal_article
user_id: '30619'
volume: 21
year: '2022'
...
---
_id: '47923'
abstract:
- lang: eng
text: Integrated reporting has widely been promoted as the next evolutionary
step in corporate disclosure, which would soon replace traditional reporting practices.
Embedded in a zeitgeist that favors sustainability, this outlook would suggest
high integrated reporting adoption rates among reporting organizations. Our analysis
of integrated reporting in Germany from 2008 to 2019 shows, however, that organizations
approached integrated reporting with a wait-and-see mentality. This approach cannot
be described adequately by the existing conceptualizations of (partial) practice
adoption. We therefore develop the notion of wait-and-see-ism, defined as the
deliberate and potentially long-lasting postponement of a decision to adopt a
practice while its further development is monitored silently. We see limited,
though continuous, efforts to prepare for the prospect of adopting the practice
of integrated reporting quickly at a later stage. Wait-and-see-ism expands on
prior work on partial adoption by emphasizing its temporal dimension. This adds
an important yet undertheorized option that organizations can employ to respond
to ambiguous institutional demands, thus explaining the stalling of promising
management practices.
author:
- first_name: Christoph
full_name: Endenich, Christoph
last_name: Endenich
- first_name: Rüdiger
full_name: Hahn, Rüdiger
last_name: Hahn
- first_name: Daniel
full_name: Reimsbach, Daniel
id: '100169'
last_name: Reimsbach
- first_name: Christopher
full_name: Wickert, Christopher
last_name: Wickert
citation:
ama: 'Endenich C, Hahn R, Reimsbach D, Wickert C. Wait-and-see-ism as partial adoption
of management practices: The rise and stall of integrated reporting. Strategic
Organization. 2022;21(3):566-595. doi:10.1177/14761270221078605'
apa: 'Endenich, C., Hahn, R., Reimsbach, D., & Wickert, C. (2022). Wait-and-see-ism
as partial adoption of management practices: The rise and stall of integrated
reporting. Strategic Organization, 21(3), 566–595. https://doi.org/10.1177/14761270221078605'
bibtex: '@article{Endenich_Hahn_Reimsbach_Wickert_2022, title={Wait-and-see-ism
as partial adoption of management practices: The rise and stall of integrated
reporting}, volume={21}, DOI={10.1177/14761270221078605},
number={3}, journal={Strategic Organization}, publisher={SAGE Publications}, author={Endenich,
Christoph and Hahn, Rüdiger and Reimsbach, Daniel and Wickert, Christopher}, year={2022},
pages={566–595} }'
chicago: 'Endenich, Christoph, Rüdiger Hahn, Daniel Reimsbach, and Christopher Wickert.
“Wait-and-See-Ism as Partial Adoption of Management Practices: The Rise and Stall
of Integrated Reporting.” Strategic Organization 21, no. 3 (2022): 566–95.
https://doi.org/10.1177/14761270221078605.'
ieee: 'C. Endenich, R. Hahn, D. Reimsbach, and C. Wickert, “Wait-and-see-ism as
partial adoption of management practices: The rise and stall of integrated reporting,”
Strategic Organization, vol. 21, no. 3, pp. 566–595, 2022, doi: 10.1177/14761270221078605.'
mla: 'Endenich, Christoph, et al. “Wait-and-See-Ism as Partial Adoption of Management
Practices: The Rise and Stall of Integrated Reporting.” Strategic Organization,
vol. 21, no. 3, SAGE Publications, 2022, pp. 566–95, doi:10.1177/14761270221078605.'
short: C. Endenich, R. Hahn, D. Reimsbach, C. Wickert, Strategic Organization 21
(2022) 566–595.
date_created: 2023-10-10T10:04:38Z
date_updated: 2023-10-30T11:36:10Z
department:
- _id: '186'
- _id: '815'
doi: 10.1177/14761270221078605
intvolume: ' 21'
issue: '3'
keyword:
- Strategy and Management
- Industrial relations
- Education
- Business and International Management
language:
- iso: eng
page: 566-595
publication: Strategic Organization
publication_identifier:
issn:
- 1476-1270
- 1741-315X
publication_status: published
publisher: SAGE Publications
status: public
title: 'Wait-and-see-ism as partial adoption of management practices: The rise and
stall of integrated reporting'
type: journal_article
user_id: '21810'
volume: 21
year: '2022'
...
---
_id: '35111'
abstract:
- lang: ger
text: Forschendes Lernen in der Lehrer:innenbildung ist seit der Ausweitung schulpraktischer
Anteile bzw. der Einführung des sogenannten Praxissemesters eng verwoben mit der
Lehrer:innenausbildung. Gleichzeitig wird bisher weitestgehend different beantwortet,
was Forschendes Lernen ist und sein kann sowie warum es wie hochschuldidaktisch
gerahmt wird und werden sollte. Der Beitrag widmet sich dieser Frage. Dabei zeigt
sich einerseits, dass hochschuldidaktische Zugänge zur Realisierung Forschenden
Lernens in der Lehrer:innenbildung erst vor dem Hintergrund theoretischer Annahmen
zur Entwicklung von Lehrpersonen und deren Professionalität sowie zur Gestalt
- gemeint ist hier der Beitrag zu dieser Entwicklung sowie der Anteil an Professionalität
- Forschenden Lernens entwickelt werden können, eine solche Fundierung aber oftmals
ausbleibt. Andererseits wird herausgearbeitet, inwiefern eine Differenz zwischen
wissenschaftlicher Forschung und Forschung im Forschenden Lernen besteht. Daran
anschließend wird eine habitustheoretische Fundierung Forschenden Lernens vorgestellt
und es werden exemplarisch deren Implikationen für die Gestaltung Forschenden
Lernens benannt. Abschließend wird anhand empirischer Rekonstruktionen beispielhaft
eine praktische Umsetzung diskutiert.
- lang: eng
text: "Research-based learning in teacher education has been closely interwoven
with teacher education since the introduction of the so-called Praxissemester.
Nonetheless research has so far largely an- swered differently what research-based
learning is and how it should be framed in university learn- ing opportunities.
This article addresses the question. On the one hand, it shows that university
learning opportunities which would realize research-based learning in teacher
education can only be developed against the background of theoretical assumptions
about teacher professionalism and its development as well as the form of research-based
learning. On the other hand, it is worked out to what extent there is a difference
between scientific research and research in research-based learning. Subsequently,
a habitus-theoretical foundation of research-based learning will be pre-\r\n300
Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung
sented and their implications for the design of research-based learning will be
named as examples,\r\nand empirical reconstructions will be used to discuss a
practical implementation as an example."
alternative_title:
- ' Fragen, Erwägungen und Rekonstruktionen'
author:
- first_name: Thiemo
full_name: Bloh, Thiemo
id: '69383'
last_name: Bloh
orcid: 0000-0002-2215-2924
- first_name: Carina
full_name: Caruso, Carina
id: '23123'
last_name: Caruso
citation:
ama: Bloh T, Caruso C. Ein kritisch-multiperspektivischer Blick auf Forschendes
Lernen in der Lehrkräftebildung. die hochschullehre. 2022;8(21):299–312.
doi:10.3278/HSL2221W
apa: Bloh, T., & Caruso, C. (2022). Ein kritisch-multiperspektivischer Blick
auf Forschendes Lernen in der Lehrkräftebildung. die hochschullehre, 8(21),
299–312. https://doi.org/10.3278/HSL2221W
bibtex: '@article{Bloh_Caruso_2022, title={Ein kritisch-multiperspektivischer Blick
auf Forschendes Lernen in der Lehrkräftebildung}, volume={8}, DOI={10.3278/HSL2221W},
number={21}, journal={die hochschullehre}, publisher={wbv }, author={Bloh, Thiemo
and Caruso, Carina}, year={2022}, pages={299–312} }'
chicago: 'Bloh, Thiemo, and Carina Caruso. “Ein kritisch-multiperspektivischer Blick
auf Forschendes Lernen in der Lehrkräftebildung.” die hochschullehre 8,
no. 21 (2022): 299–312. https://doi.org/10.3278/HSL2221W.'
ieee: 'T. Bloh and C. Caruso, “Ein kritisch-multiperspektivischer Blick auf Forschendes
Lernen in der Lehrkräftebildung,” die hochschullehre, vol. 8, no. 21, pp.
299–312, 2022, doi: 10.3278/HSL2221W.'
mla: Bloh, Thiemo, and Carina Caruso. “Ein kritisch-multiperspektivischer Blick
auf Forschendes Lernen in der Lehrkräftebildung.” die hochschullehre, vol.
8, no. 21, wbv , 2022, pp. 299–312, doi:10.3278/HSL2221W.
short: T. Bloh, C. Caruso, die hochschullehre 8 (2022) 299–312.
date_created: 2023-01-02T13:38:50Z
date_updated: 2024-03-27T20:02:14Z
doi: 10.3278/HSL2221W
intvolume: ' 8'
issue: '21'
keyword:
- Forschendes Lernen
- Lehrer:innenausbildung
- Praxissemester
- Professionalisierung / Research-based learning
- teacher education
- internships
- professionalization
language:
- iso: ger
page: 299–312
publication: die hochschullehre
publication_identifier:
issn:
- 2199-8825
publication_status: published
publisher: 'wbv '
status: public
title: Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung
type: journal_article
user_id: '86519'
volume: 8
year: '2022'
...
---
_id: '44689'
abstract:
- lang: eng
text: AbstractEven in the digital age, learning
mathematics at an academic level still requires much reading of mathematical text.
Research has shown that reading mathematical text requires readers to engage with
all the structures of the book and with its pedagogical voice, making connections,
and plausible reasoning. Specific practices and strategies that support the close
reading of mathematical text have been suggested; however, descriptions and empirical
evaluations of materials designed to support these activities are rare. We present
the design and first evaluation cycle of materials developed in a design research
project that aims to scaffold close reading of mathematical text. The materials
were designed and evaluated in a German university course on elementary geometry
for first-year teacher education students who study mathematics to become primary
teachers. The reading strategies were explained and modeled for students in reading-strategy
videos. Additionally, close reading of mathematical text was scaffolded by close-reading
tasks and homework tasks and problems that build on the reading strategies and
were specifically designed to foster understanding of the mathematical text. Survey
data were collected from 296 students to evaluate their use of and attitude toward
the different materials. The quantitative results indicate that students used
the materials and were generally able to learn the course content by themselves.
From all provided materials, they found the close-reading tasks most helpful.
A qualitative analysis of answers to open questions revealed issues with different
materials, particularly with the script, and requests for additional materials.
The issues with the script were categorized inductively. The categories are presented
as a qualitative result of the study and discussed.
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
- first_name: Sara Naseem
full_name: Malik, Sara Naseem
id: '38640'
last_name: Malik
- first_name: Markus
full_name: Leifeld, Markus
last_name: Leifeld
citation:
ama: 'Rezat S, Malik SN, Leifeld M. Scaffolding Close Reading of Mathematical Text
in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation.
International Journal of Science and Mathematics Education. 2022;20(S1):215-236.
doi:10.1007/s10763-022-10309-y'
apa: 'Rezat, S., Malik, S. N., & Leifeld, M. (2022). Scaffolding Close Reading
of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary
Level: Design and Evaluation. International Journal of Science and Mathematics
Education, 20(S1), 215–236. https://doi.org/10.1007/s10763-022-10309-y'
bibtex: '@article{Rezat_Malik_Leifeld_2022, title={Scaffolding Close Reading of
Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level:
Design and Evaluation}, volume={20}, DOI={10.1007/s10763-022-10309-y},
number={S1}, journal={International Journal of Science and Mathematics Education},
publisher={Springer}, author={Rezat, Sebastian and Malik, Sara Naseem and Leifeld,
Markus}, year={2022}, pages={215–236} }'
chicago: 'Rezat, Sebastian, Sara Naseem Malik, and Markus Leifeld. “Scaffolding
Close Reading of Mathematical Text in Pre-Service Primary Teacher Education at
the Tertiary Level: Design and Evaluation.” International Journal of Science
and Mathematics Education 20, no. S1 (2022): 215–36. https://doi.org/10.1007/s10763-022-10309-y.'
ieee: 'S. Rezat, S. N. Malik, and M. Leifeld, “Scaffolding Close Reading of Mathematical
Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and
Evaluation,” International Journal of Science and Mathematics Education,
vol. 20, no. S1, pp. 215–236, 2022, doi: 10.1007/s10763-022-10309-y.'
mla: 'Rezat, Sebastian, et al. “Scaffolding Close Reading of Mathematical Text in
Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.”
International Journal of Science and Mathematics Education, vol. 20, no.
S1, Springer, 2022, pp. 215–36, doi:10.1007/s10763-022-10309-y.'
short: S. Rezat, S.N. Malik, M. Leifeld, International Journal of Science and Mathematics
Education 20 (2022) 215–236.
date_created: 2023-05-09T14:03:15Z
date_updated: 2024-04-18T08:22:47Z
department:
- _id: '360'
doi: 10.1007/s10763-022-10309-y
intvolume: ' 20'
issue: S1
keyword:
- General Mathematics
- Education
language:
- iso: eng
page: 215-236
publication: International Journal of Science and Mathematics Education
publication_identifier:
issn:
- 1571-0068
- 1573-1774
publication_status: published
publisher: Springer
quality_controlled: '1'
status: public
title: 'Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher
Education at the Tertiary Level: Design and Evaluation'
type: journal_article
user_id: '31132'
volume: 20
year: '2022'
...
---
_id: '34920'
abstract:
- lang: eng
text: A very warm welcome to this Special Issue of the Statistics Education
Research Journal (SERJ) on data science education. Our hope is to give an overview
of selected theoretical thoughts and empirical studies on data science education
from a statistics education research perspective. Data science education is rapidly
developing but research into data science education is still in its infancy. The
current issue presents a snapshot of this developing field.
article_number: '1'
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Richard
full_name: De Veaux, Richard
last_name: De Veaux
- first_name: Joachim
full_name: Engel, Joachim
last_name: Engel
- first_name: Sibel
full_name: Kazak, Sibel
last_name: Kazak
- first_name: Daniel
full_name: Frischemeier, Daniel
last_name: Frischemeier
citation:
ama: 'Biehler R, De Veaux R, Engel J, Kazak S, Frischemeier D. Editorial: Research
on Data Science Education. Statistics Education Research Journal. 2022;21(2).
doi:10.52041/serj.v21i2.606'
apa: 'Biehler, R., De Veaux, R., Engel, J., Kazak, S., & Frischemeier, D. (2022).
Editorial: Research on Data Science Education. Statistics Education Research
Journal, 21(2), Article 1. https://doi.org/10.52041/serj.v21i2.606'
bibtex: '@article{Biehler_De Veaux_Engel_Kazak_Frischemeier_2022, title={Editorial:
Research on Data Science Education}, volume={21}, DOI={10.52041/serj.v21i2.606},
number={21}, journal={Statistics Education Research Journal}, publisher={International
Association for Statistical Education}, author={Biehler, Rolf and De Veaux, Richard
and Engel, Joachim and Kazak, Sibel and Frischemeier, Daniel}, year={2022} }'
chicago: 'Biehler, Rolf, Richard De Veaux, Joachim Engel, Sibel Kazak, and Daniel
Frischemeier. “Editorial: Research on Data Science Education.” Statistics Education
Research Journal 21, no. 2 (2022). https://doi.org/10.52041/serj.v21i2.606.'
ieee: 'R. Biehler, R. De Veaux, J. Engel, S. Kazak, and D. Frischemeier, “Editorial:
Research on Data Science Education,” Statistics Education Research Journal,
vol. 21, no. 2, Art. no. 1, 2022, doi: 10.52041/serj.v21i2.606.'
mla: 'Biehler, Rolf, et al. “Editorial: Research on Data Science Education.” Statistics
Education Research Journal, vol. 21, no. 2, 1, International Association for
Statistical Education, 2022, doi:10.52041/serj.v21i2.606.'
short: R. Biehler, R. De Veaux, J. Engel, S. Kazak, D. Frischemeier, Statistics
Education Research Journal 21 (2022).
date_created: 2022-12-23T11:20:39Z
date_updated: 2024-04-18T09:45:53Z
department:
- _id: '363'
doi: 10.52041/serj.v21i2.606
intvolume: ' 21'
issue: '2'
keyword:
- Education
- Statistics and Probability
language:
- iso: eng
publication: Statistics Education Research Journal
publication_identifier:
issn:
- 1570-1824
publication_status: published
publisher: International Association for Statistical Education
status: public
title: 'Editorial: Research on Data Science Education'
type: journal_article
user_id: '37888'
volume: 21
year: '2022'
...
---
_id: '35685'
author:
- first_name: Michael
full_name: Liebendörfer, Michael
id: '30933'
last_name: Liebendörfer
orcid: 0000-0001-9887-2074
- first_name: Robin
full_name: Göller, Robin
last_name: Göller
- first_name: Lara
full_name: Gildehaus, Lara
last_name: Gildehaus
- first_name: Jörg
full_name: Kortemeyer, Jörg
last_name: Kortemeyer
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Reinhard
full_name: Hochmuth, Reinhard
last_name: Hochmuth
- first_name: Laura
full_name: Ostsieker, Laura
last_name: Ostsieker
- first_name: Jana
full_name: Rode, Jana
last_name: Rode
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
citation:
ama: Liebendörfer M, Göller R, Gildehaus L, et al. The role of learning strategies
for performance in mathematics courses for engineers. International Journal
of Mathematical Education in Science and Technology. 2022;53(5):1133-1152.
doi:10.1080/0020739x.2021.2023772
apa: Liebendörfer, M., Göller, R., Gildehaus, L., Kortemeyer, J., Biehler, R., Hochmuth,
R., Ostsieker, L., Rode, J., & Schaper, N. (2022). The role of learning strategies
for performance in mathematics courses for engineers. International Journal
of Mathematical Education in Science and Technology, 53(5), 1133–1152.
https://doi.org/10.1080/0020739x.2021.2023772
bibtex: '@article{Liebendörfer_Göller_Gildehaus_Kortemeyer_Biehler_Hochmuth_Ostsieker_Rode_Schaper_2022,
title={The role of learning strategies for performance in mathematics courses
for engineers}, volume={53}, DOI={10.1080/0020739x.2021.2023772},
number={5}, journal={International Journal of Mathematical Education in Science
and Technology}, publisher={Informa UK Limited}, 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}, year={2022},
pages={1133–1152} }'
chicago: 'Liebendörfer, Michael, Robin Göller, Lara Gildehaus, Jörg Kortemeyer,
Rolf Biehler, Reinhard Hochmuth, Laura Ostsieker, Jana Rode, and Niclas Schaper.
“The Role of Learning Strategies for Performance in Mathematics Courses for Engineers.”
International Journal of Mathematical Education in Science and Technology
53, no. 5 (2022): 1133–52. https://doi.org/10.1080/0020739x.2021.2023772.'
ieee: 'M. Liebendörfer et al., “The role of learning strategies for performance
in mathematics courses for engineers,” International Journal of Mathematical
Education in Science and Technology, vol. 53, no. 5, pp. 1133–1152, 2022,
doi: 10.1080/0020739x.2021.2023772.'
mla: Liebendörfer, Michael, et al. “The Role of Learning Strategies for Performance
in Mathematics Courses for Engineers.” International Journal of Mathematical
Education in Science and Technology, vol. 53, no. 5, Informa UK Limited, 2022,
pp. 1133–52, doi:10.1080/0020739x.2021.2023772.
short: M. Liebendörfer, R. Göller, L. Gildehaus, J. Kortemeyer, R. Biehler, R. Hochmuth,
L. Ostsieker, J. Rode, N. Schaper, International Journal of Mathematical Education
in Science and Technology 53 (2022) 1133–1152.
date_created: 2023-01-10T08:56:30Z
date_updated: 2024-04-18T10:08:30Z
department:
- _id: '363'
- _id: '625'
doi: 10.1080/0020739x.2021.2023772
intvolume: ' 53'
issue: '5'
keyword:
- Applied Mathematics
- Education
- Mathematics (miscellaneous)
language:
- iso: eng
page: 1133-1152
publication: International Journal of Mathematical Education in Science and Technology
publication_identifier:
issn:
- 0020-739X
- 1464-5211
publication_status: published
publisher: Informa UK Limited
status: public
title: The role of learning strategies for performance in mathematics courses for
engineers
type: journal_article
user_id: '37888'
volume: 53
year: '2022'
...
---
_id: '35672'
abstract:
- lang: eng
text: 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.
article_number: '7'
author:
- first_name: Franz Yannik
full_name: Fleischer, Franz Yannik
id: '42660'
last_name: Fleischer
orcid: https://orcid.org/0000-0003-0318-0329
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
citation:
ama: Fleischer FY, Biehler R, Schulte C. Teaching and Learning Data-Driven Machine
Learning with Educationally Designed Jupyter Notebooks. Statistics Education
Research Journal. 2022;21(2). doi:10.52041/serj.v21i2.61
apa: Fleischer, F. Y., Biehler, R., & Schulte, C. (2022). Teaching and Learning
Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks. Statistics
Education Research Journal, 21(2), Article 7. https://doi.org/10.52041/serj.v21i2.61
bibtex: '@article{Fleischer_Biehler_Schulte_2022, title={Teaching and Learning Data-Driven
Machine Learning with Educationally Designed Jupyter Notebooks}, volume={21},
DOI={10.52041/serj.v21i2.61},
number={27}, journal={Statistics Education Research Journal}, publisher={International
Association for Statistical Education}, author={Fleischer, Franz Yannik and Biehler,
Rolf and Schulte, Carsten}, year={2022} }'
chicago: Fleischer, Franz Yannik, Rolf Biehler, and Carsten Schulte. “Teaching and
Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks.”
Statistics Education Research Journal 21, no. 2 (2022). https://doi.org/10.52041/serj.v21i2.61.
ieee: 'F. Y. Fleischer, R. Biehler, and C. Schulte, “Teaching and Learning Data-Driven
Machine Learning with Educationally Designed Jupyter Notebooks,” Statistics
Education Research Journal, vol. 21, no. 2, Art. no. 7, 2022, doi: 10.52041/serj.v21i2.61.'
mla: Fleischer, Franz Yannik, et al. “Teaching and Learning Data-Driven Machine
Learning with Educationally Designed Jupyter Notebooks.” Statistics Education
Research Journal, vol. 21, no. 2, 7, International Association for Statistical
Education, 2022, doi:10.52041/serj.v21i2.61.
short: F.Y. Fleischer, R. Biehler, C. Schulte, Statistics Education Research Journal
21 (2022).
date_created: 2023-01-10T08:48:23Z
date_updated: 2024-08-21T10:04:41Z
department:
- _id: '363'
- _id: '67'
doi: 10.52041/serj.v21i2.61
intvolume: ' 21'
issue: '2'
keyword:
- Education
- Statistics and Probability
language:
- iso: eng
publication: Statistics Education Research Journal
publication_identifier:
issn:
- 1570-1824
publication_status: published
publisher: International Association for Statistical Education
status: public
title: Teaching and Learning Data-Driven Machine Learning with Educationally Designed
Jupyter Notebooks
type: journal_article
user_id: '37888'
volume: 21
year: '2022'
...
---
_id: '33839'
abstract:
- lang: eng
text: 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”.
article_number: '15'
article_type: original
author:
- first_name: Chantal
full_name: Soyka, Chantal
id: '83964'
last_name: Soyka
orcid: https://orcid.org/0000-0002-4881-5378
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
- first_name: Elena
full_name: Bender, Elena
last_name: Bender
- first_name: Michael
full_name: Striewe, Michael
last_name: Striewe
- first_name: Meike
full_name: Ullrich, Meike
last_name: Ullrich
citation:
ama: Soyka C, Schaper N, Bender E, Striewe M, Ullrich M. Toward a Competence Model
for Graphical Modeling. ACM Transactions on Computing Education. 2022;23(1).
doi:10.1145/3567598
apa: Soyka, C., Schaper, N., Bender, E., Striewe, M., & Ullrich, M. (2022).
Toward a Competence Model for Graphical Modeling. ACM Transactions on Computing
Education, 23(1), Article 15. https://doi.org/10.1145/3567598
bibtex: '@article{Soyka_Schaper_Bender_Striewe_Ullrich_2022, title={Toward a Competence
Model for Graphical Modeling}, volume={23}, DOI={10.1145/3567598},
number={115}, journal={ACM Transactions on Computing Education}, publisher={Association
for Computing Machinery}, author={Soyka, Chantal and Schaper, Niclas and Bender,
Elena and Striewe, Michael and Ullrich, Meike}, year={2022} }'
chicago: Soyka, Chantal, Niclas Schaper, Elena Bender, Michael Striewe, and Meike
Ullrich. “Toward a Competence Model for Graphical Modeling.” ACM Transactions
on Computing Education 23, no. 1 (2022). https://doi.org/10.1145/3567598.
ieee: 'C. Soyka, N. Schaper, E. Bender, M. Striewe, and M. Ullrich, “Toward a Competence
Model for Graphical Modeling,” ACM Transactions on Computing Education,
vol. 23, no. 1, Art. no. 15, 2022, doi: 10.1145/3567598.'
mla: Soyka, Chantal, et al. “Toward a Competence Model for Graphical Modeling.”
ACM Transactions on Computing Education, vol. 23, no. 1, 15, Association
for Computing Machinery, 2022, doi:10.1145/3567598.
short: C. Soyka, N. Schaper, E. Bender, M. Striewe, M. Ullrich, ACM Transactions
on Computing Education 23 (2022).
date_created: 2022-10-20T12:58:12Z
date_updated: 2023-01-18T10:08:08Z
department:
- _id: '423'
doi: 10.1145/3567598
intvolume: ' 23'
issue: '1'
keyword:
- graphical modeling
- conceptual modeling
- computer science
- competence model
- higher education
language:
- iso: eng
publication: ACM Transactions on Computing Education
publication_status: published
publisher: Association for Computing Machinery
quality_controlled: '1'
status: public
title: Toward a Competence Model for Graphical Modeling
type: journal_article
user_id: '83964'
volume: 23
year: '2022'
...
---
_id: '37446'
article_number: '101948'
author:
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Lisa
full_name: Paleczek, Lisa
last_name: Paleczek
citation:
ama: 'Seifert S, Paleczek L. Comparing tablet and print mode of a german reading
comprehension test in grade 3: Influence of test order, gender and language. International
Journal of Educational Research. 2022;113. doi:10.1016/j.ijer.2022.101948'
apa: 'Seifert, S., & Paleczek, L. (2022). Comparing tablet and print mode of
a german reading comprehension test in grade 3: Influence of test order, gender
and language. International Journal of Educational Research, 113,
Article 101948. https://doi.org/10.1016/j.ijer.2022.101948'
bibtex: '@article{Seifert_Paleczek_2022, title={Comparing tablet and print mode
of a german reading comprehension test in grade 3: Influence of test order, gender
and language}, volume={113}, DOI={10.1016/j.ijer.2022.101948},
number={101948}, journal={International Journal of Educational Research}, publisher={Elsevier
BV}, author={Seifert, Susanne and Paleczek, Lisa}, year={2022} }'
chicago: 'Seifert, Susanne, and Lisa Paleczek. “Comparing Tablet and Print Mode
of a German Reading Comprehension Test in Grade 3: Influence of Test Order, Gender
and Language.” International Journal of Educational Research 113 (2022).
https://doi.org/10.1016/j.ijer.2022.101948.'
ieee: 'S. Seifert and L. Paleczek, “Comparing tablet and print mode of a german
reading comprehension test in grade 3: Influence of test order, gender and language,”
International Journal of Educational Research, vol. 113, Art. no. 101948,
2022, doi: 10.1016/j.ijer.2022.101948.'
mla: 'Seifert, Susanne, and Lisa Paleczek. “Comparing Tablet and Print Mode of a
German Reading Comprehension Test in Grade 3: Influence of Test Order, Gender
and Language.” International Journal of Educational Research, vol. 113,
101948, Elsevier BV, 2022, doi:10.1016/j.ijer.2022.101948.'
short: S. Seifert, L. Paleczek, International Journal of Educational Research 113
(2022).
date_created: 2023-01-18T16:12:10Z
date_updated: 2023-01-18T16:41:47Z
department:
- _id: '645'
doi: 10.1016/j.ijer.2022.101948
intvolume: ' 113'
keyword:
- Education
language:
- iso: eng
publication: International Journal of Educational Research
publication_identifier:
issn:
- 0883-0355
publication_status: published
publisher: Elsevier BV
status: public
title: 'Comparing tablet and print mode of a german reading comprehension test in
grade 3: Influence of test order, gender and language'
type: journal_article
user_id: '97270'
volume: 113
year: '2022'
...
---
_id: '37438'
abstract:
- lang: eng
text: 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.
article_number: '002205742211126'
author:
- first_name: Andrea
full_name: Kulmhofer-Bommer, Andrea
last_name: Kulmhofer-Bommer
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Lisa
full_name: Paleczek, Lisa
last_name: Paleczek
- first_name: Barbara
full_name: Gasteiger-Klicpera, Barbara
last_name: Gasteiger-Klicpera
citation:
ama: 'Kulmhofer-Bommer A, Seifert S, Paleczek L, Gasteiger-Klicpera B. Bending and
Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students
Needs. Journal of Education. Published online 2022. doi:10.1177/00220574221112627'
apa: 'Kulmhofer-Bommer, A., Seifert, S., Paleczek, L., & Gasteiger-Klicpera,
B. (2022). Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program
to Their Students Needs. Journal of Education, Article 002205742211126.
https://doi.org/10.1177/00220574221112627'
bibtex: '@article{Kulmhofer-Bommer_Seifert_Paleczek_Gasteiger-Klicpera_2022, title={Bending
and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students
Needs}, DOI={10.1177/00220574221112627},
number={002205742211126}, journal={Journal of Education}, publisher={SAGE Publications},
author={Kulmhofer-Bommer, Andrea and Seifert, Susanne and Paleczek, Lisa and Gasteiger-Klicpera,
Barbara}, year={2022} }'
chicago: 'Kulmhofer-Bommer, Andrea, Susanne Seifert, Lisa Paleczek, and Barbara
Gasteiger-Klicpera. “Bending and Bowing: How Teachers Adapt a Vocabulary-Based
Reading Program to Their Students Needs.” Journal of Education, 2022. https://doi.org/10.1177/00220574221112627.'
ieee: 'A. Kulmhofer-Bommer, S. Seifert, L. Paleczek, and B. Gasteiger-Klicpera,
“Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to
Their Students Needs,” Journal of Education, Art. no. 002205742211126,
2022, doi: 10.1177/00220574221112627.'
mla: 'Kulmhofer-Bommer, Andrea, et al. “Bending and Bowing: How Teachers Adapt a
Vocabulary-Based Reading Program to Their Students Needs.” Journal of Education,
002205742211126, SAGE Publications, 2022, doi:10.1177/00220574221112627.'
short: A. Kulmhofer-Bommer, S. Seifert, L. Paleczek, B. Gasteiger-Klicpera, Journal
of Education (2022).
date_created: 2023-01-18T16:07:57Z
date_updated: 2023-01-18T16:44:07Z
department:
- _id: '645'
doi: 10.1177/00220574221112627
keyword:
- Education
language:
- iso: eng
publication: Journal of Education
publication_identifier:
issn:
- 0022-0574
- 2515-5741
publication_status: published
publisher: SAGE Publications
status: public
title: 'Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program
to Their Students Needs'
type: journal_article
user_id: '97270'
year: '2022'
...
---
_id: '37440'
article_number: '101938'
author:
- first_name: Lisa
full_name: Paleczek, Lisa
last_name: Paleczek
- first_name: Daniela
full_name: Ender, Daniela
last_name: Ender
- first_name: Jessica
full_name: Berger, Jessica
last_name: Berger
- first_name: Katharina
full_name: Prinz, Katharina
last_name: Prinz
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
citation:
ama: Paleczek L, Ender D, Berger J, Prinz K, Seifert S. A feasibility study of digital
content use in inclusive, Austrian primary school practice. International Journal
of Educational Research. 2022;112. doi:10.1016/j.ijer.2022.101938
apa: Paleczek, L., Ender, D., Berger, J., Prinz, K., & Seifert, S. (2022). A
feasibility study of digital content use in inclusive, Austrian primary school
practice. International Journal of Educational Research, 112, Article
101938. https://doi.org/10.1016/j.ijer.2022.101938
bibtex: '@article{Paleczek_Ender_Berger_Prinz_Seifert_2022, title={A feasibility
study of digital content use in inclusive, Austrian primary school practice},
volume={112}, DOI={10.1016/j.ijer.2022.101938},
number={101938}, journal={International Journal of Educational Research}, publisher={Elsevier
BV}, author={Paleczek, Lisa and Ender, Daniela and Berger, Jessica and Prinz,
Katharina and Seifert, Susanne}, year={2022} }'
chicago: Paleczek, Lisa, Daniela Ender, Jessica Berger, Katharina Prinz, and Susanne
Seifert. “A Feasibility Study of Digital Content Use in Inclusive, Austrian Primary
School Practice.” International Journal of Educational Research 112 (2022).
https://doi.org/10.1016/j.ijer.2022.101938.
ieee: 'L. Paleczek, D. Ender, J. Berger, K. Prinz, and S. Seifert, “A feasibility
study of digital content use in inclusive, Austrian primary school practice,”
International Journal of Educational Research, vol. 112, Art. no. 101938,
2022, doi: 10.1016/j.ijer.2022.101938.'
mla: Paleczek, Lisa, et al. “A Feasibility Study of Digital Content Use in Inclusive,
Austrian Primary School Practice.” International Journal of Educational Research,
vol. 112, 101938, Elsevier BV, 2022, doi:10.1016/j.ijer.2022.101938.
short: L. Paleczek, D. Ender, J. Berger, K. Prinz, S. Seifert, International Journal
of Educational Research 112 (2022).
date_created: 2023-01-18T16:08:52Z
date_updated: 2023-01-18T16:43:26Z
department:
- _id: '645'
doi: 10.1016/j.ijer.2022.101938
intvolume: ' 112'
keyword:
- Education
language:
- iso: eng
publication: International Journal of Educational Research
publication_identifier:
issn:
- 0883-0355
publication_status: published
publisher: Elsevier BV
status: public
title: A feasibility study of digital content use in inclusive, Austrian primary school
practice
type: journal_article
user_id: '97270'
volume: 112
year: '2022'
...
---
_id: '37470'
abstract:
- lang: eng
text: '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:
- first_name: Michael
full_name: Liebendörfer, Michael
last_name: Liebendörfer
- first_name: Leander
full_name: Kempen, Leander
last_name: Kempen
- first_name: Stanislaw
full_name: Schukajlow, Stanislaw
last_name: Schukajlow
citation:
ama: 'Liebendörfer M, Kempen L, Schukajlow S. First-year university students’ self-regulated
learning during the COVID-19 pandemic: a qualitative longitudinal study. ZDM
– Mathematics Education. Published online 2022. doi:10.1007/s11858-022-01444-5'
apa: 'Liebendörfer, M., Kempen, L., & Schukajlow, S. (2022). First-year university
students’ self-regulated learning during the COVID-19 pandemic: a qualitative
longitudinal study. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-022-01444-5'
bibtex: '@article{Liebendörfer_Kempen_Schukajlow_2022, title={First-year university
students’ self-regulated learning during the COVID-19 pandemic: a qualitative
longitudinal study}, DOI={10.1007/s11858-022-01444-5},
journal={ZDM – Mathematics Education}, publisher={Springer Science and Business
Media LLC}, author={Liebendörfer, Michael and Kempen, Leander and Schukajlow,
Stanislaw}, year={2022} }'
chicago: 'Liebendörfer, Michael, Leander Kempen, and Stanislaw Schukajlow. “First-Year
University Students’ Self-Regulated Learning during the COVID-19 Pandemic: A Qualitative
Longitudinal Study.” ZDM – Mathematics Education, 2022. https://doi.org/10.1007/s11858-022-01444-5.'
ieee: 'M. Liebendörfer, L. Kempen, and S. Schukajlow, “First-year university students’
self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal
study,” ZDM – Mathematics Education, 2022, doi: 10.1007/s11858-022-01444-5.'
mla: 'Liebendörfer, Michael, et al. “First-Year University Students’ Self-Regulated
Learning during the COVID-19 Pandemic: A Qualitative Longitudinal Study.” ZDM
– Mathematics Education, Springer Science and Business Media LLC, 2022, doi:10.1007/s11858-022-01444-5.'
short: M. Liebendörfer, L. Kempen, S. Schukajlow, ZDM – Mathematics Education (2022).
date_created: 2023-01-18T22:22:25Z
date_updated: 2023-01-18T22:44:06Z
department:
- _id: '10'
doi: 10.1007/s11858-022-01444-5
keyword:
- General Mathematics
- Education
language:
- iso: eng
publication: ZDM – Mathematics Education
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'First-year university students'' self-regulated learning during the COVID-19
pandemic: a qualitative longitudinal study'
type: journal_article
user_id: '30933'
year: '2022'
...
---
_id: '37472'
abstract:
- lang: eng
text: 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:
- first_name: Christiane
full_name: Büdenbender-Kuklinski, Christiane
last_name: Büdenbender-Kuklinski
- first_name: Reinhard
full_name: Hochmuth, Reinhard
last_name: Hochmuth
- first_name: Michael
full_name: Liebendörfer, Michael
last_name: Liebendörfer
citation:
ama: Büdenbender-Kuklinski C, Hochmuth R, Liebendörfer M. Exploring the Perceived
Relevance of University Mathematics Studies by First-Semester Teaching Students.
International Journal of Research in Undergraduate Mathematics Education.
Published online 2022. doi:10.1007/s40753-022-00188-7
apa: Büdenbender-Kuklinski, C., Hochmuth, R., & Liebendörfer, M. (2022). Exploring
the Perceived Relevance of University Mathematics Studies by First-Semester Teaching
Students. International Journal of Research in Undergraduate Mathematics Education.
https://doi.org/10.1007/s40753-022-00188-7
bibtex: '@article{Büdenbender-Kuklinski_Hochmuth_Liebendörfer_2022, title={Exploring
the Perceived Relevance of University Mathematics Studies by First-Semester Teaching
Students}, DOI={10.1007/s40753-022-00188-7},
journal={International Journal of Research in Undergraduate Mathematics Education},
publisher={Springer Science and Business Media LLC}, author={Büdenbender-Kuklinski,
Christiane and Hochmuth, Reinhard and Liebendörfer, Michael}, year={2022} }'
chicago: Büdenbender-Kuklinski, Christiane, Reinhard Hochmuth, and Michael Liebendörfer.
“Exploring the Perceived Relevance of University Mathematics Studies by First-Semester
Teaching Students.” International Journal of Research in Undergraduate Mathematics
Education, 2022. https://doi.org/10.1007/s40753-022-00188-7.
ieee: 'C. Büdenbender-Kuklinski, R. Hochmuth, and M. Liebendörfer, “Exploring the
Perceived Relevance of University Mathematics Studies by First-Semester Teaching
Students,” International Journal of Research in Undergraduate Mathematics Education,
2022, doi: 10.1007/s40753-022-00188-7.'
mla: Büdenbender-Kuklinski, Christiane, et al. “Exploring the Perceived Relevance
of University Mathematics Studies by First-Semester Teaching Students.” International
Journal of Research in Undergraduate Mathematics Education, Springer Science
and Business Media LLC, 2022, doi:10.1007/s40753-022-00188-7.
short: C. Büdenbender-Kuklinski, R. Hochmuth, M. Liebendörfer, International Journal
of Research in Undergraduate Mathematics Education (2022).
date_created: 2023-01-18T22:22:49Z
date_updated: 2023-01-18T22:43:43Z
department:
- _id: '10'
doi: 10.1007/s40753-022-00188-7
keyword:
- Education
- Mathematics (miscellaneous)
language:
- iso: eng
publication: International Journal of Research in Undergraduate Mathematics Education
publication_identifier:
issn:
- 2198-9745
- 2198-9753
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Exploring the Perceived Relevance of University Mathematics Studies by First-Semester
Teaching Students
type: journal_article
user_id: '30933'
year: '2022'
...
---
_id: '36569'
abstract:
- lang: eng
text: 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.
article_type: original
author:
- first_name: Alexander
full_name: Kirsch, Alexander
id: '59797'
last_name: Kirsch
orcid: 0000-0003-1650-0440
citation:
ama: 'Kirsch A. Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht:
Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf
Grundlage einer mehrdimensionalen Kompetenzstruktur. Zeitschrift für Erziehungswissenschaft.
2022;25(4):815-842. doi:10.1007/s11618-022-01116-w'
apa: 'Kirsch, A. (2022). Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht:
Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf
Grundlage einer mehrdimensionalen Kompetenzstruktur. Zeitschrift für Erziehungswissenschaft,
25(4), 815–842. https://doi.org/10.1007/s11618-022-01116-w'
bibtex: '@article{Kirsch_2022, title={Messung von Unterrichtsplanungskompetenz im
Fach Sachunterricht: Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte
auf Grundlage einer mehrdimensionalen Kompetenzstruktur}, volume={25}, DOI={10.1007/s11618-022-01116-w},
number={4}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer
Science and Business Media LLC}, author={Kirsch, Alexander}, year={2022}, pages={815–842}
}'
chicago: 'Kirsch, Alexander. “Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht:
Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf
Grundlage einer mehrdimensionalen Kompetenzstruktur.” Zeitschrift für Erziehungswissenschaft
25, no. 4 (2022): 815–42. https://doi.org/10.1007/s11618-022-01116-w.'
ieee: 'A. Kirsch, “Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht:
Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf
Grundlage einer mehrdimensionalen Kompetenzstruktur,” Zeitschrift für Erziehungswissenschaft,
vol. 25, no. 4, pp. 815–842, 2022, doi: 10.1007/s11618-022-01116-w.'
mla: 'Kirsch, Alexander. “Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht:
Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf
Grundlage einer mehrdimensionalen Kompetenzstruktur.” Zeitschrift für Erziehungswissenschaft,
vol. 25, no. 4, Springer Science and Business Media LLC, 2022, pp. 815–42, doi:10.1007/s11618-022-01116-w.'
short: A. Kirsch, Zeitschrift für Erziehungswissenschaft 25 (2022) 815–842.
date_created: 2023-01-13T10:24:53Z
date_updated: 2023-01-19T13:56:58Z
department:
- _id: '43'
- _id: '298'
doi: 10.1007/s11618-022-01116-w
intvolume: ' 25'
issue: '4'
keyword:
- Education
language:
- iso: ger
page: 815-842
publication: Zeitschrift für Erziehungswissenschaft
publication_identifier:
issn:
- 1434-663X
- 1862-5215
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: 'Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht: Empirische
Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf Grundlage einer
mehrdimensionalen Kompetenzstruktur'
type: journal_article
user_id: '59797'
volume: 25
year: '2022'
...