#Proforis PHSG
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Hybrid learning during the Covid-19 pandemic: Student perspectives on opportunities and limitations of hybrid distance learning
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Projekt Berzelius: Im Hightech-Labor der Naturwissenschaften
No full textSchulen, Bücher oder Youtube-Filme können echte Erfahrungen nicht ersetzen. Der Mensch begreift durch Tun und mit Hilfe seiner Sinne. Das Berzelius-Projekt der Pädagogischen Hochschule St. Gallen (PHSG) bietet SchülerInnen auf Schulstufe Sek II die Möglichkeit, Wissenschaft selbst zu praktizieren. Mit Hightech-Labor- und Messgeräten stellen sie der Natur Fragen, dies in Form von Experimenten. Erklärungen, Hintergründe und vieles mehr gibt es in umfassenden Multimedia-Journalen. Es geht um Wissenschafts-, Daten- und Medienkompetenzen, um ein interdisziplinäres Verständnis von Zusammenhängen und schlussendlich um philosophische Fragen über uns, unser Wesen, unsere Rolle im Universum und die vermeintliche Wahrheit und Wirklichkeit.Metrohm StiftungPublishe
Klassenführung angehender Lehrkräfte: Welche Entwicklungskomponenten fördern die Performanz?
No full textSchweizerischer NationalfondsPublishe
Zur Entwicklung von selbst wahrgenommenen und standardisiert gemessenen Klassenführungskompetenzen beim Einstieg in den Lehrberuf
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Bildungssteuerung durch Lehrpläne? Zur Rekontextualisierung von Lehrplanvorgaben auf der Schulebene
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Meeting challenges in specifying and operationalizing the construct of teacher language competence: a balancing act
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Die Evaluation der Instruktionssensitivität von Testitems unter Berücksichtigung individueller Lernvoraussetzungen von Schülerinnen und Schülern: Eine exemplarische Analyse am Beispiel der Qualität der Lernmotivation [Doktorarbeit, Johann-Wolfgang-Goethe-Universität]
No full textInauguraldissertation zur Erlangung des Grades eines Doktors der Philosophie im Fachbereich Erziehungswissenschaften der Johann-Wolfgang-Goethe-Universität zu Frankfurt am Main. Tag der Disputation: 13.06.2023The evaluation of instructional sensitivity in consideration of individual learning prerequisites – An exemplary analysis focusing on students’ quality of learning motivation This dissertation focuses on the evaluation of instructional sensitivity of test items in consideration of students’ individual learning prerequisites. The instructional sensitivity of items or test tasks reflects whether they are capable of capturing the effects of teaching. The
term individual learning prerequisites is broadly defined and subsumes among others cognitive, metacognitive, motivational, and volitional characteristics (Brühwiler, 2014; Brühwiler et al., 2017). Considering individual learning prerequisites which are addressed in the context of utilization of learning opportunities models (e.g. Brühwiler, 2014; Fend, 1981), a particular focus of the subsequent quantitative analyses is on the quality of students’ learning motivation (Ryan & Deci, 2000). The aim of these analyses is to examine, by way of example, the extent to which indicators of instructional sensitivity of test items are influenced by the quality of learning motivation.
To this end, parameter estimates from longitudinal multilevel item response theory models with different model specifications are compared. Data from 832 fifth graders from the Swiss canton of St. Gallen who repeatedly participated in school achievement tests in mathematics are analysed. If the estimated parameters differ, this suggests that the quality of learning motivation influences the estimation of the instructional sensitivity. The indicators of instructional sensitivity used are differential (Naumann et al., 2016) and specific sensitivity. It is assumed that including the quality of learning motivation as a covariate has an impact on the estimate of
these two indicators.
The result of the analyses is clear: none of the hypotheses can be accepted. This finding indicates that the estimated parameters for evaluating instructional sensitivity are not significantly influenced by the quality of learning motivation. This is surprising given that numerous studies suggest that students’ motivational characteristics have an impact on their academic performance (e.g. Kriegbaum et al., 2015; Taylor et al., 2014) and that data from
school achievement tests were used to estimate the indicators of instructional sensitivity. The results are discussed from both a substantive and a methodological perspective.Deutsche ForschungsgemeinschaftSchweizerischer NationalfondsPublishe
