#Proforis PHSG
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The effectiveness of cumulative interventions on the classroom management-related performance of pre-service teachers in physical education: improvement of knowledge and situation-specific skills alone is not sufficient
No full textThis intervention study, based on the competence model developed by Blömeke et al. (2015) and using classroom management (CM) in physical education (PE) as an example, investigates the effects of three developmental components. Specifically, it investigates how the following components influence the CM-related performance development of pre-service teachers in primary schools (PSTs): (1) improvement of CM-related knowledge, (2) enhancement of CM-related perception, interpretation, and decision-making skills (PID), and (3) implementation of CMrelated quality criteria within one's own teaching practice. Four interventions were carried out in which all three CM-related competence facets (knowledge, PID, and performance) were measured before and after the respective interventions. One intervention group (IG1) participated solely in an internship. Targeted interventions were developed for IGs2-4, creating cumulative interventions, whereby a further development component was integrated into the next higher intervention stage in addition to the internship. The results indicate that a general internship (IG1) had no impact on the performance development of the PSTs. In IG2, targeted interventions led to a significant advancement in knowledge, and in IG3, both knowledge and PID improved significantly, but this had no influence on the performance development. Only in IG4 was a significant progression of performance observed. The results indicate that improvements in CM-related knowledge and CM-related PID alone do not lead to an enhancement in CM-related performance. Instead, progress in CM-related perSchweizerischer NationalfondsPublishe
Semantische Prozesse im Unterricht im Kontext von KI: Zur Frage der Sinnhaftigkeit im schulischen Wissenserwerb mit KI aus linguistischer, erkenntnistheoretischer und ethischer Perspektive
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Teacher Individual Characteristics Extended: On the Potential Interplay of Pre-Service FLE-Teachers’ Language Aptitude, Language Biography and L2 French Proficiency
No full textTeachers’ individual characteristics (ICs) – inherent variables to all “nonlearners”, e.g. L2 instructors (Gurzynski-Weiss, 2013) – are important sources of variance in the (L2) learning opportunities teachers provide (Gurzynski-Weiss, 2017). As teacher ICs are systematic, understanding them as well as their impact on teachers’ decisions in the classroom is thus highly relevant (Gurzynski-Weiss, 2017; Li, 2010). Teacher ICs include native language(s) (e.g., Gurzynski-Weiss, 2016), educational background and training (ibid.), L2 teaching experience (e.g., Wolff et al., 2015), or working memory (Ziegler & Smith, 2017). Language aptitude (LA), a learner individual difference (ID) considered a key component of L2 learning success (Li, 2019; Stansfield & Winke, 2008), has not yet been investigated for its potential role as a teacher IC. However, from the perspectives of socio-constructivist learning theory, lifelong learning and continuous professional development (e.g., Billett, 2018), L2 teachers remain L2 learners who continuously develop their L2 abilities, learning capabilities, and teaching competences. Accordingly, it can be theorised that learner IDs such as LA continue to play a role in L2 teachers’ (i.e. language-teacher-learners’) relationship with language instruction as they engage with continuous professionalisation processes throughout their careers. This project responds to the call for further research on teacher ICs in L2 learning and instruction (Gurzynski-Weiss, 2017). With the guiding question to identify whether LA can be seen as an IC of language-teacher-learners’, the following overarching questions are addressed:
1) To what extent do pre-service L2 French teachers’ LA scores predict their L2 French proficiency scores?
2) Do pre-service L2 French teachers’ explicit and implicit LA load on different factors?
3) To what extent does pre-service L2 French teachers’ language history mediate their LA scores and their L2 French proficiency?
4) Do the data reveal a relationship between pre-service L2 French teachers’ explicit and implicit LA scores with their tendencies towards explicit and implicit instruction?
48 pre-service primary school L2 French teachers in their final year of their teacher training constitute the sample. The LLAMA test battery (Meara et al., 2005; Meara & Rogers, 2019) was administered to measure the participants’ “explicit” LA. To gauge aptitude for domain-general implicit learning, the probabilistic SRT (Kaufman et al., 2010) was administered. To measure the teachers’ general L2 French proficiency, an elicited imitation test (EIT, Tracy-Ventura et al., 2014) and a C-test (Cromheecke & Brysbaert, 2022) were used. Finally, the Language Experience and Proficiency Questionnaire (LEAP-Q, Marian et al., 2007) was used to obtain participants’ language learning experience. To address questions 1-3, data were collected in two phases between September and December 2024: an asynchronous phase 1, where the participants used their own devices to complete the LEAP-Q and EIT via Moodle, and a synchronous phase 2, where participants completed the SRT, the LLAMA tests and the C-Test on test laptops. To address question 4, qualitative interviews with 10 participants will be conducted in the second half of 2025. This poster outlines the rationale and study design, preliminary results to questions 1-3, and provides an outlook to question 4.Publishe
Import records from a repository into a library discovery service by import profile and normalization rules
No full textIn order to ensure that the research output authored in Switzerland is well represented globally, institutions have taken different approaches. This document introduces 14 recommendations with concrete use prepared by stakeholders from various Swiss higher education institutions and research organizations, including librarians and research support staff. The recommendations include ideas and use cases that address various aspects of metadata improvement and metadata dissemination in local repositories, global platforms, and beyond. They were prepared by volunteer contributors and do not aim to cover every aspect of the topic, but they offer practical actions and strategies to enhance the visibility of research.
This document provides a practical foundation for institutions aiming to strengthen their role in the Open Science movement. By adopting these recommendations, Swiss higher education institutions can enhance the visibility of their research output. In this way, they contribute to a more interconnected research environment, where knowledge can be shared and built upon more effectively. With these efforts, Swiss research is expected to be more visible, valued, and recognized on the national and international stage. This not only benefits the institutions and their researchers, but also contributes to the global advancement of knowledge.swissuniversitiesPublishe
Nachkriegsmigration: Heimkehren, weiterreisen, bleiben?
No full textObwohl die aus dem Ghetto Theresienstadt Befreiten meist nur wenige Monate in der Schweiz blieben, wechselten sie in dieser Zeit mehrfach die Unterkunft: Nach dem Aufenthalt in einem oder mehreren Lagern des Territorialdienstes der Armee traten sie entweder in ein Flüchtlingslager oder -heim der Zentralleitung und damit einer zivilen Behörde über oder sie wurden bei Privatpersonen untergebracht beziehungsweise konnten selbst eine Unterkunft mieten. Einige der betagten Personen wurden auch in Krankenhäusern oder Alters- und Pflegeheimen versorgt.1 In über 400 Fällen, also für rund ein Drittel aller Befreiten, sind nach der Unterkunft im Hadwig-Schulhaus respektive in Bühler (AR) sowie dem anschliessenden Quarantänelager mindestens drei weitere Unterkünfte in der Schweiz dokumentiert.
Je nach Herkunft entschieden sich die aus dem Ghetto Theresienstadt befreiten Personen eher für die Remigration in ihr Heimatland oder die Weiterreise in ein Drittland. Obwohl einige Personen signalisierten, in der Schweiz bleiben zu wollen, gelang es nur wenigen, Dauerasyl zu erhalten. Biografische Fallbeispiele und Aussagen über die gesamte Gruppe der Befreiten stehen im Fokus dieses Kapitels.Publishe
Informationsveranstaltungen 2025: Professionelle Sprachprüfung für Lehrpersonen (PROF-L)
No full textDie Präsentation informiert über Konzeption, Durchführung und Qualitätssicherung der Professionellen Sprachprüfung für Lehrpersonen (PROF-L). Sie stellt die wissenschaftlichen Grundlagen berufsspezifischer Sprachkompetenzen dar, erläutert Aufbau und Inhalte der Prüfung sowie organisatorische und administrative Rahmenbedingungen. Zudem werden Perspektiven für die institutionsübergreifende Zusammenarbeit und die Beteiligung an einem nationalen Konsortium aufgezeigt. Die Informationsveranstaltungen richteten sich an Hochschulvertreter:innen und dienten der Klärung zentraler Fragen zur Implementierung und Weiterentwicklung von PROF-L.Staatssekretariat für Bildung, Forschung und InnovationPublishe
Virtual Reality in Vocational Training: A Study Demonstrating the Potential of a VR-based Vehicle Painting Simulator for Skills Acquisition in Apprenticeship Training
No full textThe study is based on the research project HandLeVR (www.handlevr.de). HandLeVR was funded by the German Federal Ministry of Education and Research (funding code: 01PV18002B) with partners from the University of Potsdam (computer science), the University of Duisburg-Essen (instructional design), ZWH e.V. (chamber of industry), and Daimler AG Berlin-Ludwigsfelde (international car manufacturer).Previous studies on Virtual Reality (VR)-enriched learning pointed out the advantages of immersive learning for the development of competencies. In the context of vocational education in vehicle painting, training opportunities are severely limited for many reasons. VR can be utilized to develop a comprehensive learning environment with authentic training tasks. Besides the need to train psychomotor skills, vehicle painting procedures are complex tasks requiring incremental training to develop knowledge, skills, and attitudes.
This study aims to evaluate a VR training application for vehicle painting, focusing on the development of professional competencies regarding skills, knowledge, and attitudes.
47 apprentices participated in the evaluation study. A VR-simulated painting booth was developed based on the 4 C/ID model by van Merriënboer, where they dealt with typical painting jobs on 3D workpieces (e.g., car wings, engine hood).
Within the descriptive-inferential study, no significant differences between the types of competencies were revealed. The training application supports the acquisition of skills, knowledge, and attitudes equally. Further results regarding usability, cognitive load, etc., are promising.
The essential finding of this study is that the VR training application is generally suitable for supporting craftsmanship within the field of vehicle painting. Since training opportunities for apprentices in this context are often rare, VR offers a unique solution especially for skills training if it follows a proven instructional model for the development of competencies.Publishe
Synthese von Biodiesel aus Fritieröl
No full textDas Original der Maturaarbeit wurde im Oktober 2023 im Fach Chemie (Betreuerin: Heidrun Schüssler) an der Kantonsschule Reussbühl Luzern eingereicht.Die Elektromobilität wird sich durchsetzen. Daran zweifelt hoffentlich niemand mehr. Europa hat das Ziel bis 2050 klimaneutral zu sein. Trotzdem werden dann noch Fahrzeuge mit herkömmlichen Verbrennungsmotoren unterwegs sein.
Um verbleibende Verbrenner CO₂ neutral zu betreiben, brauchen wir Kraftstoffalternativen. Biodiesel, am besten aus alten Frittieröl, wäre solch eine Alternative.
In dieser Arbeit wird Biodiesel aus Frittieröl, Methanol und zwei verschiedenen Katalysatoren synthetisiert. Die Produkte werden unter anderem mit Dünnschichtchromatographie und FTIR-Spektroskopie untersucht und mit einer kommerziell erhältlichen Referenzprobe verglichen und bewertet.
Die Umsetzung war ein voller ein Erfolg. Biodiesel der mit der Referenz vergleichbar bzw. nahezu identisch ist, konnte hergestellt werden. Wird es in unseren Strassen bald nach Pommes und Schnitzel riechen?Metrohm StiftungPublishe
