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Governance im Bildungssystem: Schulische Governance im Spiegel von Theorie, Bildungspolitik und Steuerungspraxis
No full textDer Beitrag skizziert die Forschungslinie der Educational Governance hinsichtlich ihrer theoretischen sowie konzeptuellen Fundierung, fasst die wichtigsten Forschungsanliegen zusammen und greift wesentliche aktuelle sowie historische Entwicklungen auch mit Bezug auf steuerungspraktische Implikationen auf. Im Fazit wird die stärkere Integration einer individualpsychologisch begründeten Governanceperspektive angeregt
Soziale Interaktionen als Grundbaustein der Beziehung zwischen Lehrperson und Schüler*innen
No full textDie LS-Beziehung ist eine wichtige Grundlage für Lehr-Lern-Prozesse. Sie entsteht durch die täglichen Interaktionen und Erfahrungen im Unterricht. Bisher kaum erforscht ist, wie globale Einschätzungen der LS-Beziehung (z. B. „Ich mag meine Lehrperson“; Makroebene) mit den unterrichtlichen Interaktionen (Mikroebene) zusammenhängen. Im Beitrag wird eine Studie vorgestellt, welche diesen Zusammenhang anhand von Beobachtungs- und Fragebogendaten näher untersucht. Dazu wurden videografierte Lektionen von 16 Lehrpersonen (5. und 6. Primarschulklasse) mit State Space Grids analysiert. Mit dieser Methode können die Interaktionen während einer Lektion grafisch dargestellt und ausgewertet werden. Der Zusammenhang zwischen den mikrogenetischen Ergebnissen und den Fragebogeneinschätzungen wurde mittels Korrelationsanalysen überprüft. Die Ergebnisse zeigen, dass die globale Beziehungseinschätzung der Schüler*innen stärker mit den im Unterricht ablaufenden LS-Interaktionen korreliert als die der Lehrpersonen. Eine negative Beziehungseinschätzung hängt mit gegenseitig unfreundlichem Verhalten im Unterricht zusammen. Wichtig für Lehrpersonen ist, sich in kritischen Interaktionen nicht reziprok negativ zu verhalten
Alpenpflanzen einfach bestimmen: Schritt für Schritt Pflanzenarten der Alpen kennenlernen
No full textSexual Minority Orientation Is Associated With Greater Psychological Impact Due to the COVID-19 Crisis — Evidence From a Longitudinal Cohort Study of Young Swiss Men
Get PDFBackground: The COVID-19 pandemic and its countermeasures may have had a significant impact on the psychological well-being of specific population subgroups. The present study investigated whether sexual minority men (defined here as attracted partly or exclusively to men) from an ongoing cohort study of young Swiss men experienced different psychological impacts, levels of substance use and addictive behaviors, and to which degree pre-existing vulnerabilities and participants experiences during the crisis might explain these differences.
Methods: An ongoing cohort sample based on the general population of young Swiss men (mean age = 29.07 years; SD = 1.27) was assessed before and during the COVID-19 crisis for depression, stress, sleep quality, substance use and addictive behaviors. Additionally, during the crisis, we assessed its impact in form of fear, isolation and traumatic experiences. Potential associations between these outcomes and sexual orientation (sexual minority vs. heterosexual) were tested using linear regression models. It was additionally estimated to which degree these associations were attenuated if adjusted for differences in mental health, personality and socioeconomic status before the crisis, as well as the experience of the COVID-19 crisis (infection with the virus and changes to work situation).
Results: Compared to heterosexual men, sexual minority men showed higher levels of psychological trauma (b = 0.37 [0.25, 0.49]), fear (b = 0.18 [0.06, 0.30]) and isolation (b = 0.32 [0.20, 0.44]) due to the COVID-19 pandemic as well as higher levels of depression (b = 0.31 [0.20, 0.41]) and lower sleep quality (b = −0.13 [−0.24, −0.02]) during the crisis. These differences were to a large degree explained by higher pre-crisis levels of mental health problems and the personality dimension of neuroticism-anxiety. Sexual minority men showed higher overall levels of substance use and addictive behaviors, but these differences were already present before the crisis.
Conclusion: The COVID-19 crisis may have worsened pre-existing vulnerabilities in sexual minority men, leading to its greater psychological impact on them than on heterosexual men. Reducing minority stress due to sexual orientation may help not only to improve mental health among important proportions of the population but also to reduce their vulnerability to crises. Services offering psychological support to sexual minorities may need to be reinforced during crises
Perceived educational usefulness of a virtual-reality work situation depends on the spatial human-environment relation
Get PDFVirtual reality (VR) may be useful for situating school-based vocational education in work-life by simulating a work situation such that learners viewing this VR work situation are located inside it. The reason for this assumption is that VR can fully spatially include its viewer. Research on the utility of viewer-including VR work situations for learners has, therefore, already started. However, no study has yet investigated their utility for teachers. This is particularly relevant for work situations involving environmental planning, as VR is expected to facilitate such a task. We, therefore, asked horticultural teachers to assess the educational usefulness of a VR work situation when they were located outside and inside it. For this purpose, we enabled them to plan a basic garden in the VR work situation when its environment was spatially excluding them and when it was including them. We found the teachers to perceive the viewer-including VR work situation as more useful for their teaching than its viewer-excluding version. This suggests that the perceived educational usefulness of a VR work situation depends on the spatial relation of its viewer and environment, that is, the spatial human-environment relation it involves
Jahrgangsübergreifendes Lehren und Lernen im 2. Zyklus: Exemplarische Unterrichtsanalysen und fachdidaktische Herausforderungen
Get PDFPathways in Vocational Education and Training and Lifelong Learning. Proceedings of the 4th Crossing Boundaries Conference in Vocational Education and Training, Muttenz and Bern online, 8.-9. April
No full textThe special focus of the 4th International VET Conference Crossing Boundaries held 8 to 9 April 2021, online, Muttenz and Bern, Switzerland is on 'pathways in vocational education and training and lifelong learning'. Keynote speeches: How Roche leverages the momentum of apprenticeship training as a major opportunity to develop a flexible workforce with an agile mindset: future-oriented critical skills and a natural understanding of the importance of lifelong learning and reskilling / Serge Corpataux; Personal curriculum: worklife learning pathways and VET / Stephen Billett.
Papers were presented with respect to three reference levels, around boundaries defining and shaping the field of VET. The three levels are interlinked and influenced by conceptual ideas, terms, and constructs. How are these concepts and theories shaped, what are their boundaries, in which context are they valid, what are the underlying assumptions, what developments are evident, and how do they reflect the requirements of the present time? Both formal and informal learning occurs at the level of skills formation systems, for example, the concept of 'collective and school-based VET systems', at the level of the institutions, for example, the concepts 'competence-based education' and 'school-to-work transition', and on the level of practices, for example, 'problem-based learning' and 'technology-enhanced learning'. Reference Level 1 - Systems: socio-culturally different VET systems have evolved along often nationally imposed conceptual lines. The comparison of different VET and LLL systems and their governance are of theoretical and practical importance in the context of economic development and international co-operation. Cross-national comparisons allow identifying strengths and needs of improvement and the recognition of gaps. In comparing the current state and the necessary, respectively possible developments, questions arise, on how VET systems control and regulate access to initial and higher vocational education and lifelong learning, how they contribute to sustainable and meaningful work careers, or how they foster social inclusion. Reference Level 2 - Institution and agency: the different VET systems are defined by the interactions of the involved institutions, stakeholders and participating individuals. These are not only an expression of professionalisation; they also indicate the systems' boundaries and interfaces. These inter-institutional spaces of open or closed discourses depend on the regional and national culture and the political mission statements of the collaborating partners. Questions linked to institutions and agency refer to institutional rules that have been established, patterns of interaction and co-operation between educational and labour institutions, and measures that are needed to increase participation in VET, VET pathways, and lifelong learning. Reference Level 3 - Practice and actors: in the institutions or systems of rules, practices have been established to cope with the central questions of teaching, training, learning, and competence development. Practices can help tackle boundaries of qualification, learning pathways, and work careers. Questions arising are for example on how to improve teacher training and students' learning and collaboration; to ensure the aim of 'Bildung' in VET didactics and the culture of interaction; to interrelate different formal and informal practices; and to empower the learner, teacher or trainer to cross institutional boundaries and actively shape her or his career
Blauregen – Ein ästhetisches Experiment zum Einfluss der Lösemittelpolarität auf die Farbreaktion im thermochromen Dreikomponentensystem
No full textThermochrome Gemische sind so konzipiert, dass unter Wärmeeinfluss ein Farbbildner durch geeignete chemische Reaktion mit einem Entwickler reversibel oder irreversibel von einem farblosen in einen farbigen Zustand überführt wird. In einem einfachen Experiment wird hier der Einfluss der Umgebungspolarität auf das Farbverhalten von thermochromen Gemischen gezeigt. Im unpolaren Lösemittel liegt der Farbbildner phasengetrennt von einer festen Phase des Entwicklers vor. Durch Zugabe eines polaren Lösemittels lösen sich Teile des Entwicklers darin auf und überführen diesen in die flüssige Phase des Farbbildners, wodurch die farbige Entwickler-Farbstoff-Komplexverbindung entsteht, die in der polaren Phase stabilisiert wird. Eine weitere Zugabe des polaren Lösemittels führt aber zur Auflösung des metastabilen Entwickler-Farbstoff-Komplexes, da der Entwickler im Lösemittelgemisch deutlich besser löslich ist, womit erneut der farblose Farbbildner vorliegt. Dieses ästhetische Experiment liefert einen motivierenden Einstieg in die Thematik der thermochromen Gemische.Thermochromicmixturesare designed in awaythat acolor former is reversibly or irreversibly convertedfrom acolorless to acolored statewhencombinedwithadeveloper underthe influenceofheat. In asimpleexperi-ment,the influenceofsolvent polarity on thecolor beha-vior of thermochromicmixtures is shown. In anon-polarsolvent, thecolor former is separatedfromasolidphase ofthedeveloper.Whenapolarsolvent is added, thedevel-oper dissolvesand is transferredtothe liquid phaseofthecolorformer, creating thecolored compound that is stabili-zedinthe polarphase.Further addition of polarsolventleadstodiscolorationsincethe developerismoresolubleinthesolvent mixture. Therefore, themetastabledye-devel-oper complexdissociates,and themixture gets colorlessagain. This aestheticexperimentprovides amotivatingin-troduction to thesubject of thermochromicmixtures