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Demkratiebus - Demokratie macht Schule
No full textJubiläumsstiftung der Schweizerischen Mobiliar GenossenschaftGemeinnützige Gesellschaft des Kantons St. GallenHirschmann StiftungSchweizerische Gemeinnützige GesellschaftPublishe
Religionsphilosophische Betrachtungen zum Problem von Gestalt und Erscheinung des Zweideutigen
No full textDie zwei zentralsten Denkfiguren in vom Christentum geprägten Europa sind die Dogmen der Trinität und der Gottmenschlichkeit von Jesus Christus. Beide weisen eine lange Streit- und Spaltgeschichte aus. Anders gesagt: Diese Dogmen sind zugleich Vermittlungsversuche von Gegensätzlichem als auch Zerreissproben einer einheitlichen Auffassung des Christentums. Sie sind – insbesondere durch ihre vielfältige Rezeption in der Kunst – auch allgemeine Prototypen eines vermittelnden Denkens, das zerrissene Realitäten und antagonistische Erfahrungen symbolisch in widersprüchlichen Gestalten zu binden hofft.
Anhand von zwei Meisterwerken der christlichen Renaissancekunst (Die Verklärung Christi von Raffael, und die Gregorsmesse von Albrecht Dürer), die beide kurz vor oder unmittelbar nach der Reformation entstanden sind, wird die Bedeutung von Transformations- bzw. Mischfiguren als Vermittlungsfiguren für die ästhetische Urteilsbildung diskutiert. Es knüpfen sich daran die klassischen, heute noch zentralen Fragen wie die nach dem Verhältnis von Erscheinung und Wesen, von Schein und Wirklichkeit, von Echtheit und Fake und inwiefern Symbolisches auch Wirkliches ist oder Symbolisches Wirkliches repräsentieren kann bzw. sollte.
Letztlich stellen die zwei Bildanalysen die Frage nach den Ursachen der Krise und des Bedeutungsverlusts von Repräsentation und Symbol seit dem Beginn der Neuzeit sowie den Folgen für die Urteilsbildung durch ästhetische Erfahrung bis heute.Publishe
Growing up multilingual: Scientific research within the programme ‘ici.here together’.
No full textThe ‘ici. here together.“ funding programme supports projects that strengthen social cohesion in Switzerland. The focus area ‘Growing up multilingual’ was formulated to suit the needs of families with pre-school-aged children. This research emphasises that parents should be encouraged to support their children in acquiring and maintaining their own family languages while simultaneously giving them early access to the local language by attending
playgroups, family get-togethers and nurseries. A multilingual upbringing thrives when there are social spaces which value all languages, facilitate contact between families with common first languages and encourage encounters across linguistic and cultural boundaries.The ‘ici. here together.’ programme has commissioned the Institute of Early Education 0 to 8 at the University of Teacher Education St.Gallen to conduct a scientific study accompanying the focus area ‘Growing up multilingual’.
The researchers conducted in-depth interviews with the project managers of eight projects. They discussed the experiences and challenges encountered during the project, particularly with regard to the promotion of
multilingualism. A questionnaire was developed to record language practices within the families and the parents’ attitudes towards the languages. The questionnaire was made available in 12 languages via QR code for answering on a mobile phone. The questions were presented for listening, and the answers could be chosen using symbols. This new and innovative format ensured easy accessibility for the respondents.
Language-focussed recommendations for a multilingual upbringing The report of the accompanying scientific study concludes with a formulation of language-focussed recommendations:
• All languages are important: family and local languages
• Cultivating multilingualism: culture, practice and programmes
• Participatory, resource-focused approaches
• Creating easily accessible, needs-orientated programmes
A pragmatic, reflective and appreciative approach to multilingualism remains important for the projects.Migros-EngagementPublishe
Hands-on!: In the Machine Room and Gearbox of Science and STEAM Education
No full textOur experiences from workshops, TecDays of the Swiss Academy of Technical Sciences (SATW) in schools, and the support we provide for graduate theses reveal a worrying trend: practical (laboratory) work is increasingly disappearing from Swiss secondary education. It is not uncommon for students to complete years of chemistry and biology education without ever having held a beaker, an Erlenmeyer flask or pipette. Skills such as weighing, pipetting and safely handling chemicals are unfamiliar to many – a troubling development in a subject where learning and critical thinking depends on tactile and procedural experience.
Without handling, there is no understanding
This phenomenon is not limited to STEM classrooms. Across disciplines, scholars are observing a decline in tactile interaction [3]. South Korean-German philosopher Byung-Chul Han [4] speaks of a disembodied, de-objectified, and de-corporealised world. Luciano Floridis concept of the «Inforg» [5] – a data-driven being living in an «infosphere» has arguably replaced Homo faber, the skilled artisan. But thinking and understanding are deeply linked to our hands, to touch [6]. From infants exploring the world with their hands and mouths, to the symbolism of holding hands – we learn and belong through touch. The metaphors run deep: «lend a hand», «a safe pair of hands». Hands-on experience is crucial for meaningful learning. The experiment remains one of our most important criteria for truth, particularly in the sciences.
Experiments as the engine of epistemology
Science is a continuous process of doubting, testing and correcting. Experiments are precisely posed «questions to nature». They demand patience, precision, problem-solving skills and a deep understanding of materials and processes. Through them, we test whether ideas and models hold up to reality. They form the interface between hypothesis, perception, and interpretation. Through the experiment, we gain knowledge, and it shows us what we know, and what we knowingly cannot know. The experiments catches us with all our senses. Without it, learning remains abstract and risks to foster a distorted image of sciences. Particular caution is required with number-driven sciences.
Numbers that lie truth
Quantitative sciences are often seen as objective and reliable. Yet numbers, though very familiar, can easily mislead. They need interpretation and context. One striking example from a graduate thesis: measuring signals (HPLC-measured peak areas) led to precise-looking results such as 30.9963987 mg/L aspirin (see attachment) – falsely suggesting high sensitivity and accuracy. Can a single «correct» value exist in a world of uncertainty and variation? This raises epistemological questions about the relation between data, reality and truth.
Probabilities, uncertainty and the human hand
Probability is difficult to grasp without physical anchoring. The experiment connects abstract data with sensual experience, enabling students to explore statistics and uncertainty playfully and authentically. As technology and AI permeate our lives, it becomes vital to understand the systems behind them. Without grounding in experimentation, understanding risks becoming fragmented [1].
From the experiment to data to story
Data are not facts and facts are not automatically truths [7, 8]. To become meaningful they must be interpreted and narrated. Again, the key is via our hands and the experiment. Lifeless facts must be contextualized – told. Facts alone are cold and far from truth. In our project, we offer students and their teachers multimedia crash courses on function and handling of high-tech instruments. Then, they generate their own data from samples – drinks, Lego bricks, coins … The students then scrutinise and discuss results (critical thinking) in groups (collaboration) before developing ways to tell the numbers. Thus, the Berzelius project [2] encourages students to generate and interpret their own data and turn them into «true» stories – whether a crime scene or a vibrating narrative (creativity, communication). From experiment to data to story – the 4Cs come fully alive.
Science as knowledge business and a polyphonic process
Sciences are a truth-seeking business. They must be understood as a dynamic process of knowledge production. That`s why our project anchors STEAM education in experimentation. From this, we branch into epistemology, philosophy, language, storytelling and communication. We aim for a polyphonic, joyful, immersive form of learning where all disciplines resonate. Albert Einstein, e.g., expressed the relationship between science and epistemology in the following way: «[…] They depend upon each other. Epistemology without contact with science becomes an empty scheme. Science without epistemology is – insofar as it is thinkable at all – primitive and muddled.» [9]
AI completes the hand and changes communication
The ideals of prediction and control by recognizing patterns have driven science since the 17th century. Now, AI performs this faster and better. Spectrometer algorithms (Raman and FTIR) identify substances in milliseconds. It’s likely AI will increasingly replace physical experimentation. We argue for a dialectical interplay between the hand, the experiment and AI. Collaboration, not competition. This requires us to grow alongside AI. Language models such as ChatGPT change writing and communication – and this too must be taught critically. Here, we must also foster the human skill of creative writing.
From the machine room to multimedia storytelling
In this case study, we present practical tools around the experiment that let students get hand-on with science, be inside science. They include not only our high-tech instruments but also interactive multimedia lab journals and student-produced graduate theses. In our session, we cruise through multimedia examples: escape-room riddles that pair a high-tech instrument with numbers and dragons; DNA analysis in a crime scene using PCR and electrophoresis. We also discuss the role of the hand in motion comics and animations for authentic [10] STEAM education. With our polyphonic approach that begins in the machine room and ends in multimedia storytelling, all elements of STEAM education including epistemology, language, media literacy, and the 4Cs, are not just taught but embodied, experienced, and performed.
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Literature for Case Study: Hands-on!: In the Machine Room and Gearbox of Science and STEAM Education
[1] Holm Tetens, Wissenschaftstheorie, Verlag C.H. Beck, (2013).
[2] Novotny, M. und Steinbach A., Projekt Berzelius – Im Hightech-Labor der Naturwissenschaften. c+b, Verein der Schweizer Naturwissenschafts-lehrerinnen und -lehrer, 109. Jahrgang (2024)
[3] Richard Sennett, The craftsman, Yale University Press (2008)
[4] Byun-Chul, H, Non-things: Upheaval in the Lifeworld. Polity, first Edition, (2022)
[5] Luciano Floridi, Die 4. Revolution, Suhrkamp (2015)
[6] Hannah Arendt, The Human Condition, University of Chicago Press, Chicago 1958. Vita Activa, German Translation, Piper (2016)
[7] Werner Herzog, Die Zukunft der Wahrheit, Hanser (2024)
«The future of truth» will be published in September 2025 by Penguin
[8] Markus Gabriel, The Human Animal – Why We Still Don`t Fit into Nature, John Wiley and Sons Ltd (2024)
[9] Einstein’s Philosophy of Science, Stanford Encyclopedia of Philosophy, First published Wed Feb 11, 2004; substantive revision Sun Feb 2, 2025
[10] Daniela Schriebl, Andreas Müller, Nicolas Robin, Modelling Authenticity in Science Education, Science & Education, 32, 1021–1048 (2023).Laboratory experiments have always been at the core of scientific revolutions [1]. The use of experiments marked the beginning of modern science and enabled the embodiment of its insights in the technology that shape our world. And yet, we increasingly witness the absence of hand-on experiments in Swiss secondary education. A paradox, given that this is arguably the very essence of authentic STEAM education.
The more digital our educational practices become, the more deliberately we must cultivate the role of the hand and the experiment resulting in a type of dialectic between hand, experiment and AI. Meaningful STEAM education has to be comprehensive and polyphonic.
This case study presents an interdisciplinary approach that enables students to experience science from within, – somehow from the «machine room and gearbox» of scientific practice. Nowhere is science more real, more beautiful and more engaging.
We show how high-tech instruments such as titrators can be paired with dragons and riddles. We show how love, betrayal and crime are told through the lens of molecular biology using PCR (Polymerase-Chain-Reaction) and electrophoresis. Our Berzelius Project [2] is an experimental learning lab that merges high-tech instruments and multimedia lab journals with AI-assisted storytelling and playful forms of science communication.Metrohm StiftungITBOAccepte
Strukturierte Berufseinführung als Scharnier zwischen Aus- und Weiterbildung
No full textDieser Beitrag thematisiert die strukturierte Berufseinführung in der Schweiz als Scharnier zwischen Aus- und Weiterbildung und ihre Bedeutung für die Professionalisierung von Lehrpersonen. Eine Bestandsaufnahme kantonaler Modelle zur Berufseinführung in der Schweiz bildet die Grundlage für die Analyse. Es wird aufgezeigt, dass neue Modelle der Berufseinführung entwickelt werden müssen, die bisher nicht berücksichtigte Bedarfe aufnehmen und eine engere Verknüpfung von Aus- und Weiterbildung gewährleisten. Abschliessend werden Empfehlungen formuliert, um Lehrpersonen in dieser zentralen Phase besser zu begleiten und ihre langfristige professionelle Entwicklung zu fördern.Publishe
Towards a Multidimensional Understanding of Mental Health in Childhood and early Adolescence: A Dual-Factor Model and Its Associations with School-Related Well-Being
No full textThe conceptualization and measurement of subjective well-being (SWB) differs greatly (e.g. hedonic/eudaimonic/hybrid; unidimensional/multidimensional). Taking into account the fundamental dialectic, SWB can be understood not only as an expression of positive experiences, but also of the negative aspects of life (Ryff & Singer, 2003). As Delle Favre et al. (2011) suggest, it is not about a dichotomous polarization, but about the balance of two aspects in their entirety. Against this background, a dual-factor model of mental health (e.g. Suldo et al., 2016) appears to be a suitable approach for integrating both positive psychology and psychopathological constructs in one model. However, previous conceptualizations of dual-factor models have relied on unidimensional representations. Given that SWB and mental health are complex constructs with various sub-dimensions, such an approach presents certain limitations. For example, assuming that measurements are reflective may be problematic from a psychometric perspective (Marsh et al., 2020), and the lack of differentiation among dimensions is not ideal for exploring profiles of SWB. Compared to adults and adolescents, there is a particularly significant lack of evidence for this younger population. This study presents initial arguments for the validity of an multidimensional instrument assessing a dual factor model mental health in children and early adolescents, grounded in the criteria for general mental disorders as outlined in the ICD-10 and DSM-5. Furthermore, it examines the associations with school-related well-being to analyze how school variables potentially transfer to a broader life-related context. As part of a three-year longitudinal study started in February 2024, this contribution presents data from the first measurement point, involving a subsample of 906 students aged 10 to 14 years from the German-speaking part of Switzerland, who completed an online questionnaire. The measurement of the dual-factor model of mental health is based on a newly developed instrument inspired by the WB-Pro instrument by Marsh et al. (2020) and the German validation of the DASS21-Y (Szabo & Lovibond, 2022). School well-being was assessed using the three dimensions 'Positive Emotions at School,’ ‘Social Connectedness at School,’ and ‘Academic Self-Concept’ by Bürger et al. (2023). Data analysis was conducted using Mplus with MLR estimation and FIML for missing values. First, the factorial structure of the different models was examined via ICM-CFA, ESEM, and B-ESEM, all of which showed good model fit (e.g., SWB-ICM-CFA: χ² = 1894.55; df = 1055; RMSEA = .03; CFI = .95; TLI = .94; SRMR = 0.04). The ESEM and B-ESEM indicated construct-relevant psychometric multidimensionality. Following the procedure of Smith et al. (2020), four profiles of mental health were distinguished: Complete mental health (high SWB, low DASS21; 61.7%), Vulnerable (low SWB, low DASS21; 12.5%), Symptomatic But Content (High SWB, high DASS21; 11,9%) and Troubled (low SWB, high DASS21; 13,9%). Using ANOVA, the differences in the dimensions of school-related well-being between the groups were found to be statistically significant (p < 0.001). The Eta values (e.g., η = 0.407 for positive Emotions in school) indicated a strong correlation between group membership and the dimensions of school-related well-being.Publishe
Beurteilungsprozesse partizipativ aushandeln
No full textWie kann in der Schule die Beurteilungspraxis demokratisiert werden? Dieser Beitrag zeigt, wie Lehramtsstudierende die summative Beurteilung ihrer Leistung mitbestimmen können. Sie erleben dabei Demokratisierungsprozesse in einem existenziellen Kontext. Die Erkenntnisse aus diesem Aktionsforschungsprojekt weisen darauf hin, dass eine solche Beurteilungspraxis grundsätzlich möglich ist, jedoch von allen Beteiligten einiges abverlangt.Wissenschaftsverbund Vierländerregion Bodensee EVTZmbHPublishe
Researching standard setters’ thought processes and decision-making
No full textLehrmittelverlag St.GallenPublishe
Mehrsprachig Aufwachsen: Wissenschaftliche Begleitstudie zu den Freiwilligenprojekten im Rahmen des Programms «ici.gemeinsam hier.»
No full textDas Programm «ici.gemeinsam hier.» des Migros Genossenschaftsbundes beauftragte das Institut Frühe Bildung 0 bis 8 der Pädagogischen Hochschule St.Gallen mit der wissenschaftlichen Begleitstudie zum Schwerpunkt mehrsprachig aufwachsen. Die Forschenden stellten zwei Fragestellungen ins Zentrum der Begleitstudie:
• Welche Stärken, Herausforderungen und Lösungsstrategien zeigen sich in Projekten, die die Eltern zur Förderung der Familiensprache ihrer Kinder anregen wollen, um die für die Eltern zentralen Themen zu thematisieren und die Eltern für die Teilnahme zu gewinnen?
• Wie zeigen sich Sprachpraxis und Einstellungen zu den Sprachen in Bezug auf das mehrsprachige Aufwachsen in Familien, lassen sich verschiedene Typen von Einstellungen und Sprachpraxis differenzieren?Migros-EngagementPublishe