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Wie können wir verhindern, dass Unterrichtsstörungen die Gesundheit von Lehrpersonen belasten?
Get PDFNeueste Studien zeigen: Es ist weniger das Schülerverhalten, das Lehrpersonen massgeblich belastet, sondern deren Wahrnehmung und Bewältigungsstrategien. Gelingende soziale Interaktionen, gute LehrerSchüler-Beziehungen, adaptive Klassenführung und Unterstützung im Schulteam mindern die Stressfolgen der Lehrpersonen – auch die der Klasse
An ethological perspective on bullying: answering Tinbergen’s four questions
No full textBullying is a phenomenon affecting millions of adolescents worldwide. It is often defined as a subtype of aggressive behavior characterized by intentionality, repetition, and, importantly, a power imbalance between the perpetrator(s) and the victim (Olweus, 1978, 1993). Other research highlights that bullying is not a dyadic problem but a group phenomenon occurring in a social context (Salmivalli, 1999; Swearer & Hymel, 2015). As such, bystanders can influence the bullying behavior by consciously reinforcing or defending, or simply ignoring it (Salmivalli, 2010)
Quand la langue d’héritage devient langue étrangère à l'école: quels enjeux pour les francophones en ville de Bern?
No full textAbout birds and bees, snails and trees: Children's ideas on animal and plant evolution
Get PDFEvolution is the integrative framework of the life sciences. Even though the topic is often not formally introduced before high school, young children already have various ideas about evolutionary principles (variation, inheritance, and selection) and their underlying key concepts (e.g., differential fitness, reproduction, and speciation). Describing and refining those ideas has increasingly received attention over the last two decades. However, we see two scopes of improvement in the field: (1) There is a need to examine children's ideas about evolutionary concepts holistically rather than focusing at specific aspects. (2) Although research has shown that older students have different ideas about animal and plant evolution, there is little data on children's ideas about plant evolution to compare with their ideas about animal evolution. All of this results in an incomplete record of children's pre‐existing ideas that would help to design assessments or interventions. Consequently, we developed a set of questions,
about the evolutionary principles and interviewed 24 kindergarten children. Most children had basic ideas about individual variation in animals and plants but experienced a lack of knowledge about the origin of variation. Most children seemed to acknowledge plants as living beings and reasoned equally about animals and plants for most concepts. However, many children failed to reason about reproduction and inheritance in plants because they believed plants would not reproduce sexually. Confronted with a selection scenario, most children struggled applying concepts previously shown on an individual level to a population level. Considering our findings, we propose ideas about how to measure and foster children's preexisting ideas about evolution
The internal structure of handwriting proficiency in beginning writers
Get PDFFluent and automatized handwriting frees cognitive resources for more complex elements of writing (i.e., spelling or text generation) or even math tasks (i.e., operating) and is therefore a central objective in primary school years. Most previous research has focused on the development of handwriting automaticity across the school years and characteristics of handwriting difficulties in advanced writers. However, the relative and absolute predictive power of the different kinematic aspects for typically developing beginning handwriting remains unclear. The purpose of the present study was to investigate whether and to what extent different kinematic aspects contribute to handwriting proficiency in typically developing beginning handwriters. Further, we investigated whether gender, socioeconomic background, or interindividual differences in executive functions and visuomotor integration contribute to children’s acquisition of handwriting. Therefore, 853 first-grade children aged seven copied words on a digitized tablet and completed cognitive performance tasks. We used a confirmatory factor analysis to investigate how predefined kinematic aspects of handwriting, specifically the number of inversions in velocity (NIV), pen stops, pen lifts, and pressure on the paper, are linked to an underlying handwriting factor. NIV, pen stops, and pen lifts showed the highest factor loadings and therefore appear to best explain handwriting proficiency in beginning writers. Handwriting proficiency was superior in girls than boys but, surprisingly, did not differ between children from low versus high socioeconomic backgrounds. Handwriting proficiency was related to working memory but unrelated to inhibition, shifting, and visuomotor integration. Overall, these findings highlight the importance of considering different kinematic aspects in children who have not yet automatized pen movements. Results are also important from an applied perspective, as the early detection of handwriting difficulties has not yet received much research attention, although it is the base for tailoring early interventions for children at risk for handwriting difficulties
Wortschatzerwerb – Wortschatzdidaktik – Wortschatzarbeit: Ein Umsetzungsvorschlag von linguistischem und didaktischem Wissen in einem Deutschschweizer Kindergarten-Lehrmittel
No full textWell-developed vocabulary skills are crucial for effective communication. Didactically speaking, it is therefore essential to explicitly foster the development of lexical competence in the classroom. This applies to both learners of German as a first and second language. The design of systematic vocabulary activities should aim to increase both the quality and quantity of learners‘ word knowledge and to ensure long-term retention of acquired words. While various approaches exist for teaching vocabulary in foreign language teaching, systematic and targeted approaches for supporting vocabulary acquisition in teaching German as a first language have yet to be established and, more importantly, effectively implemented in the classroom. Drawing upon findings from language acquisition research and linguistic models, we propose a framework for explicit
vocabulary activities that facilitates the integration of new words into learners‘ mental lexicons (vocabulary breadth) and, in connection with this, promotes the development of semantic, relational, and formal word knowledge (vocabulary depth). The article will demonstrate how this framework was implemented in Deutsch Kindergarten, a new teaching resource developed in Switzerland. It will also highlight broader didactic principles, such as criteria for vocabulary selection and principles for vocabulary teaching, which should be considered in the classroom
Intentional water and tired wood: exploring causes for primary teachers’ reference to intuitive construals in science education
Get PDFResearch reveals that teachers regularly refer to intuitive construals (IC) in formal science education. Only a few studies, however, have investigated why teachers refer to them. Alarmingly, these studies suggest didactic consideration is not the main reason for this. Instead, teachers introduce IC unintentionally or due to a lack of expertise. A possible explanation for an unconsidered reference to IC – a part of lack of expertise – is that teachers spontaneously align their language with the students’ perspective as a form of implicit didactisation. We asked fifty prospective primary teachers to explain a basic scientific phenomenon of inanimate nature to fictitious recipients of varying expertise (a science expert and a student). We reasoned that if lack of knowledge was the reason for using IC, explanations should be equally intuitive for all addressees. If spontaneous language didactisation is the reason, only the explanations for students should contain intuitive elements. Results show that the majority of participants use IC exclusively when addressing students and not when addressing experts. In a substantial minority, however, lack of knowledge is a more likely cause. We conclude that there might be a tendency towards language didactisation even outside didactic professional knowledge. Implications for teacher training are discussed
Mobilität in der schweizerischen Lehrer:innenbildung: Wissenschaftliches Verständnis & didaktische Herausforderungen
No full textCet ouvrage collectif questionne l’articulation entre les conceptions théoriques de la mobilité et les pratiques institutionnelles de celle-ci dans les instituts de formation des enseignant.e.s en Suisse.
Unter anderem werden folgende Fragen diskutiert: Wie werden Mobilitäten in der schweizerischen Lehrer:innenbildung typisiert? Inwiefern finden grundlegende Konzepte, Begriffe und Epistemiologien Eingang in die Curricula? Quelles sont les limites et les perspectives ?
Chaque contribution apporte un éclairage situé institutionnellement aux questionnements communs, wobei Einblicke in bestehende Praktiken, das zugrunde liegende wissenschaftliche Verständnis und damit verbunden didaktische oder institutionelle Herausforderungen aufgedeckt werden.
L’ouvrage réunit des contributions en français, en anglais, en allemand et parfois combinant plusieurs de ces langues, wie diese Synopsis
Digital Literacy im Englischunterricht
No full textDer Artikel berichtet erste Ergebnisse aus dem Projekt "Digital Literacy in the Upper-Secondary EFL-Classroom - Teachers' and Students' Perspectives". Gegenstand der Studie war die Untersuchung der Beliefs von Englischlehrpersonen und deren Schülern bzw. Schülerinnen zur Bedeutung und zu Praktiken von Digital Literacy Education im Englischunterricht. Die Studie nutzte einen Mixed-Methodsansatz, indem Daten aus Interviews mit der Lesson-Study-Methode (Feedbacks von Lernenden), sowie Beobachtungsprotokollen verknüpft wurden.
Die vorliegenden Ergebnisse deuten darauf hin, dass die Belief-Systeme zu Digital Literacy hochkomplex sind, sie zwischen Lehrpersonen und Lernenden stark divergieren und, dass ein gemeinsames Verständnis von den mit Digital Literacy in Verbindung gebrachten Lern- und Lehrziele von grundlegender Bedeutung ist, um Unterrichtssettings an den Bedürfnissen der Lernenden orientieren zu können. Die analysierten Unterrichtspraktiken zeigen auf, dass das Verhältnis zwischen Beliefs zu Digital LIteracy und der Handlungsperformanz im Unterricht durch starke Spannungsfelder seitens Lehrpersonen geprägt ist
Analysis of Process Data to Advance Computer-Based Assessments in Multilingual Contexts
No full textUnlike traditional large-scale assessments, computer-based assessments collect process data that provide information about test-takers actions in the assessment platform while solving test items, for example, response and reaction times, number of clicks, and skipping. In computer-based assessments in multilingual contexts, the comparability of test scores across different assessment languages is essential and challenges assessment design principles regarding fairness. To achieve comparability, test items must be independent of language specificities, test-takers should be homogeneous in their ability to solve the test items, and the test setting must be standardized across test-takers. Using process data in assessments is often limited to identifying cognitive response mechanisms. On the other hand, little is known about how process data can contribute to multilingual assessments’ test development and administration process, hence, quality assurance. Based on the existing literature, we conceptualize a framework with five aspects of how process data can be used for assessment quality improvement. In addition, we set these aspects in the context of computer-based assessments in multilingual contexts. We illustrate three ways in which process data can contribute to the quality assurance of standardized educational computer-based assessments: (a) assisting in identifying suspicious items or blocks across different languages, (b) investigating potential issues of position effects and how they might affect different languages, and (c) clustering test-takers to understand their evolving behavior. This strand of research aims to better understand how process data in computer-based assessments can contribute to quality assurance and inform assessment developers, practitioners, and researchers in large-scale assessments