#Proforis PHSG
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Förderung von Deepfake-Literacy mit einem Educational Chatbot
No full textDie Befunde weisen darauf hin, dass ein reflexionsorientierter, multimodaler Chatbot Deepfake-Literacy effektiv unterstützen kann, sofern er: • in pädagogische Lernsettings integriert, • kritisches Denken und demokratische Resilienz stärkt, • und den ethischen Rahmen von Datenschutz und Transparenz berücksichtigt.BeLEARNPublishe
Influence of children’s engagement and book format on emergent literacy skills
No full textAs many studies have shown, engaging children in dialogic reading helps them to develop emergent literacy skills (e.g. Flack, Field & Horst, 2018). It is particularly beneficial if the child is actively involved in reading picture books and telling stories (Bus, van Ijzendoorn & Pellegrini, 1995; Whitehurst, Arnold, et al., 1994). Dialogic reading can be implemented using any book or picture - as well as digital applications (picture book apps). The intensity of the engagement during the observation is emphasised as relevant. Children who show active and enthusiastic engagement in learning tasks demonstrate better school readiness skills (Turnbull et al., 2024).
Studies on the relationship between book format and child engagement reported mixed results. While some studies describe higher engagement when reading picture book apps (e.g. Lauricella, Barr and Calvert, 2014; Moody, Justice and Cabell, 2010), Clinton-Lisell et al. (2024) were unable to find a connection between the book format and children's engagement in a meta-analysis. However, if the digital picture books are enriched with technical enhancements such as interactive elements, they appear to elicit stronger behavioural engagement or more frequent emotional reactions from children (Clinton-Lisell et al., 2024).
The effects of apps with embedded interactive elements on children's learning outcomes are mixed. While some studies found that digital picture books can enhance vocabulary acquisition (Strouse & Ganea, 2017; Takacs et al., 2014, 2015), others reported no significant differences in learning outcomes when apps or print books were used (Lauricella, Barr & Calvert, 2014; Cubelic, 2013; Richter & Courage, 2017), or even poorer results for books with interactive elements (Krcmar and Cingel, 2014; Parish-Morris et al., 2013). Strouse and Ganea (2017) showed, that children's participation and attention moderated learning success, suggesting that apps could support children's learning through attention and participation.
However, some research indicated poorer comprehension for interactive e-books compared to print versions (Krcmar & Cingel, 2014; Parish-Morris et al., 2013), with Krcmar and Cingel (2014) suggesting that lower interaction quality may contribute to this outcome. Although increased attention and engagement were observed among children using apps (Lauricella et al., 2014), these factors did not lead to improved story comprehension.
Based on the so far inconclusive findings described above, this presentation aims at shedding light on the relationship between picture book formats (print books vs. Apps), children’s engagement during a picture book sessions and emergent literacy skills (vocabulary learning and story comprehension). In the overarching research project, other factors are also examined such as interaction quality or adults’ language fostering skills.
For the full project,159 preservice teachers are reading either a print book or an app with two different types of embedded elements (hotspots; hotspots + games) with a child aged four to five. These dialogic reading interactions are video graphed. Video recordings are analysed in regards of interaction quality as well as child’s engagement. At child level, story comprehension is recorded and the learning gain in terms of vocabulary is measured with a pre- and a post-test. In addition, students' knowledge of language promotion and children’s characteristics (linguistic prerequisites, executive functions, experience with digital media) are assessed.
This presentation introduces a 5-level scale for assessing children's engagement. The scale comprises 4 dimensions each defined by 2 markers. Differences to other scoring systems such as the Minnesota Teaching Task (MTT) (National Institute of Child Health and Development; see Egeland et al., 1995), the Children's Orientation to Book Reading (COB) scale (Kaderavek & Hunt, 2009) and inCLASS (Downer et al., 2010) are described. Interrater reliability is recorded based on the rating of a sub-sample.
A method based on Smeets & Bus (2014) is chosen to assess productive vocabulary, which has been used in several studies and shows good reliability values (Smeets & Bus, 2012; Verhallen et al., 2006; Verhallen & Bus, 2010). Children are asked to complete sentences with the target word while images of respective scenes are presented. To assess receptive vocabulary, children are given a word one at a time, and for each word, three images are presented from which they select the correct one. A total score is calculated.
For assessing story comprehension, questions were selected based on an approach developed and validated by Collins (1970). The nature of questions and method of collection is based on the broad-based method used by Smeets & Bus (2014), which has been used in a similar form in other studies to capture story comprehension (Ricci & Beal, 2002; Segers et al., 2004; Shamir et al., 2008). Items consist of open ended questions about events of the story. If questions are answered incorrectly, four possible answers are offered. A total score is calculated.
Data will be collected until December 2025. Preliminary results from about 90 participating duos will be used to analyse and discuss the relationship between children's engagement, the media format and emerging literacy skills. The role of engagement is discussed using the offer-and-use model by Helmke (2012) adapted for dialogic reading as a theoretical framework. The gained insights into a controversial topic can be used to empirically reason the advantages and disadvantages of picture book apps.Schweizerischer NationalfondsPublishe
Vom Seminardirektor zur (Hoch-)Schulleitung: Partizipation in der St. Galler Lehrpersonenbildung 1950–2007
No full textDer vorliegende Beitrag zeigt am Beispiel des LEMO-Berichts von 1975 die Koppelung bildungspolitischer Reformargumente an gesellschaftlichen Wandel und politische Diskurse. Im Zentrum stehen die Schlagworte «Partizipation» und «Schulleitung», die als wiederkehrende, jedoch historisch wandelbare Deutungsfiguren analysiert werden. Im Beitrag soll exemplarisch aufgezeigt werden, wie diese Argumente im Reformdiskurs im Kanton St. Gallen funktionalisiert und an wechselnde gesellschaftliche und bildungspolitische Kontexte angepasst wurden – von demokratischen Öffnungsprozessen über Professionalisierungsbemühungen bis hin zu Effizienz- und Steuerungsvorstellungen. Damit leisten die Ausführungen einen Beitrag zur historischen Diskursforschung im Bildungsbereich und sensibilisieren für die politische Funktion von Reformrhetorik in der langfristigen Gestaltung von (Lehrpersonenbildungs-)Prozessen.Publishe
Equity in digital education: kindergarten teachers' high expectation behaviour during guided pretend play
No full textAkademien der Wissenschaften SchweizPublishe
Bias-Aware Science Education: Towards Epistemic Diversity and Equality
No full textReferences
[1] Thomas S. Kuhn, Ian Hacking, The Structure of Scientific Revolutions, University of Chicago Press, Fourth Edition (2012)
[2] Paul Feyerabend, Against Method: Outline of an Anarchistic Theory of Knowledge, Verso, 4th Edition (2010)
[3] Michael Hampe, Abschied von grossen Worten – Über die Fortsetzbarkeit der Aufklärung, Mitteldeutscher Verlag, Kleine Schriften (2023)
[4] Joseph Henrich, The Weirdest People in the World – How the West Became Psychologically Peculiar and Particularly Prosperous, Penguin Books (2020)
[5] Douglas L. Medin, Megan Bang, Who`s Asking? Native Science, Western Science, and Science Education (2014)
[6] Stephan H. Kellert, Ellen E. Longino, Scientific Pluralism (Minnesota Studies in the Philosophy of Science), University of Minnesota Press (2006)
[7] Helen E. Longino, The Fate of Knowledge. Princeton University Press. (2002)
[8] Daniela Schriebl, Andreas Müller, Nicolas Robin, Modelling Authenticity in Science Education, Science & Education, 32, 1021–1048 (2023)
[9] Martin Novotny, Alfred Steinbach, Projekt Berzelius – Im Hightech-Labor der Naturwissenschaften. c+b, Verein der Schweizer Naturwissenschaftslehrerinnen und -lehrer, 109. Jahrgang (2024)
Not cited in abstract: Multimedia journals produced around our high-tech instrumentsScientific progress has always thrived on the clash of diverse, truth-seeking perspectives [1,2]. From the Enlightenment to contemporary science policy, the pursuit of truth has been recognized not only as a scientific principle, but also as a human right [3]. People suffer from untruth – which is why education must actively engage learners in the critical exploration of what can justifiably be held to be true.
However, cross-cultural research [4–7] reveals the culturally shaped biases of Western scientific thinking. Despite its claims to universality, science education often privileges epistemologies grounded in individualism, objectivity, and analytic reasoning. Scientific thought, though often framed as neutral, is shaped by institutional and cognitive biases. Recognizing this turns diversity of thought from a threat into a tool for creating more reflexive, inclusive, and robust science.
Our STEAM project fosters methodological pluralism and interdisciplinarity beyond disciplinary and cultural boundaries. Different perspectives are at the heart of our work. High-tech scientific instruments play a key role: by inviting diverse ways of observing, interpreting, and engaging with data, they open up space for meaningful dialogue and epistemic variety [8–9]. In this talk, we show how we combine hands-on experimentation with critical reflection and how we reframe science as a dynamic, human endeavour – colourful, complex, and collaborative.Metrohm StiftungITBOAccepte
Vom Unbehagen am Johannesevangelium: Klaus Heinrichs Kritik am christlichen Antisemitismus
No full textKlaus Heinrich (1927–2020) war Mitbegründer der Freien Universität Berlin und versuchte die Religionswissenschaft als kritische, antifaschistische Wissenschaft neu zu begründen. In seiner Vorlesung "wie eine religion der anderen die wahrheit wegnimmt" von 1997 schlägt er "den Bogen vom Antijudaismus des Johannes-Evangeliums über die Luthersche Vision einer biblischen Vorgeschichte bis hin zu den Verdrängungsschüben unserer jüngsten Vergangenheit". Ausgehend davon stellt Rolf Bossart Heinrichs psychoanalytisch-existentielle Religionskritik vor, die nichts an Aktualität verloren hat.Publishe
Das doppelte Kompetenzprofil als Kooperationsmodell: Formen der Zusammenarbeit zwischen Lehrer:innenbildung und Schulpraxis
No full textWie kann die Verbindung von Theorie und Praxis an Pädagogischen Hochschulen gestärkt werden? Welche Modelle eignen sich zur Entwicklung des doppelten Kompetenzprofils von Dozierenden in der Fachdidaktik und von Lehrpersonen in der Berufspraxis? Die Beiträge des Sammelbands beschreiben, wie die Verknüpfung von wissenschaftlicher Fundierung und Praxisbezug – insbesondere in der Fremdsprachen- und Mehrsprachigkeitsdidaktik, aber auch darüber hinaus – gezielt gestärkt werden kann. Dabei werden neue Modelle für Lehre, Forschung und Nachwuchsförderung beleuchtet, die weniger auf die Förderung von Einzelpersonen, sondern stärker auf kooperative Teams setzen.swissuniversitiesStaatssekretariat für Bildung, Forschung und InnovationPublishe
Sprachsensibler Fachunterricht: Grammatische Kompetenzen als Schlüssel zur erfolgreichen Aufgabenbewältigung
No full textDieser Artikel hat zum Ziel, anhand eines exemplarischen Beispiels aus dem Unterrichtsalltag zu zeigen, wie wichtig sowohl grammatische als auch diskursive Kompetenzen für die Bewältigung fachbezogener Aufgaben sind, insbesondere für mehrsprachige Lernende. Auf dieser Grundlage werden Anforderungen an Fortbildungskonzepte herausgearbeitet, die die Lehrpersonen befähigen, ihre eigenen grammatischen Kompetenzen zu erweitern und ihren Unterricht sprachsensibel zu gestalten.Publishe