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Gestaltung und Ertrag von onlinebasierten Selbstlernangeboten: Profitabel für Schule und Hochschule?: Ergebnisse eines Forschungs- und Entwicklungsprojekts
No full textswissuniversitiesPublishe
Structural–combinatorial analysis of gamification log data in physics education
No full textSchweizerischer NationalfondsPublishe
Forschend Lernen und Gestalten: Entwerfen als transformative Strategie
No full textIm Kontext des Tagungsthemas wird das Instrument Forschend Lernen und Gestalten (FLuG) vorgestellt. Das Instrument ist eine Weiterentwicklung des Leitprinzips Forschen und Gestalten (Bauer et al., 2021). Basierend auf dem Projekt FormAsFL wird es mit den Kriterien des Forschenden Lernens (Reitinger, 2013) ergänzt und in den drei Dimensionen des Entwerfens (Kretz, 2019) akzentuiert, die sich im Tagungsthema widerspiegeln: untersuchen (wahrnehmen), ordnen (verstehen) und verändern (gestalten).Publishe
Intervention zur Förderung adaptiver Planungskompetenz von angehenden Lehrpersonen (InterADAPT): Ein binationales Lehr-Projekt zum adäquaten Umgang mit Heterogenität
No full textWissenschaftsverbund Vierländerregion Bodensee EVTZmbHPublishe
Schreibinspiration vom Algorithmus: Schreibdidaktische Designprinzipien zur Verwendung von ChatGPT für das schriftliche Argumentieren
No full textPublishe
Beyond the view: Exploring embodied experiences in rural landscapes
No full textThis paper explores how people living in rural Switzerland experience and make sense of their everyday landscapes. With the go-along method, we explore how emotions, memories, and embodied practices shape what it means to be-in-landscape. The go-along interviews revealed that being-inlandscape is both bodily and temporal, and formed through movement, sensory engagement, and the rhythms of daily life. Temporalities in particular are central to our respondents' daily landscape encounters. The importance of memories shows how being-in-landscape is both an embodied/emotional as well as a temporal experience. By emphasising the spatio-temporal and embodied interactions between humans and their environments, we can better understand and appreciate the diverse, localised experiences that shape human-landscape relationships.Publishe
The relationship between the quality of homework, the experience of anger during homework and the performance of secondary school students in the subject “German”
No full textThis study examines the relationship between aspects of homework quality (embedding homework in the teaching-learning process and differentiation), students’ anger experienced while completing German homework (language of instruction), and orthography performance. In total, 410 students from 23 eighth-grade classes in the Swiss canton of Bern have been surveyed. To date, no studies have investigated the relationship between either of the two qualitative aspects and anger as a specific emotion. Multilevel mediation models showed that at the student level, students’ anger about homework contributed to a significant indirect effect of perceived embedding of homework in the teaching-learning process on students’ orthography performance. However, no significant indirect effect of perceived differentiation in homework on performance was found. The results can guide the adaptation of the training and further education of teachers to enable them to give high-quality homework that does not trigger anger in students and, conversely, can positively impact their performance.Publishe
