Hochschulschriftenserver der Pädagogischen Hochschule Freiburg
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Post-aquaculture land use regime succession in coastal Bangladesh
Full text linkThis paper takes a multi-perspective approach to investigate recent trends of land use and land cover change [LULCC] in the vicinity of Mongla, Bangladesh. The regional land use dynamics is the result of many overlapping domains experiencing profound changes in geomorphology, migration patterns, local economies, sea level rise, sustainability efforts, salinization, and altering livelihoods; all shape recent changes in the local deltascape. As in many other tropical river deltas, large-scale aquaculture has long been a dominant land use, now showing clear signs of onsetting decline. The research documented in this article focusses on investigating this specifically post-aquaculture land use change. To investigate the most recent LULCCs in the study area, a remote sensing approach was used to classify land use and land cover types, to map sand infills, and to create thematic layers between 1988 and 2023. The results show an onsetting decline of aquaculture and a strong increase of sealed surfaces of both industry and sprawl. These changes were interpreted as the emergence of a new land use regime, replacing aquaculture as the hitherto main driver of land use change. This non-deterministic regime change, driven by ecological, socio-economic, and political factors, promotes the idea of a succession of land use regimes and the rise of distinctly post-aquaculture land use regimes, emerging from compounding local drivers. This paper thus lays the groundwork for research into the implications and future sustainability of this new regime, which are crucial to anticipate and mitigate future risks stemming from natural and anthropogenic hazards
Interesse wecken und halten - Wie emotional gestaltete Lernvideos ausdauerndes Lernen in der BNE fördern und die MINT-Bildung unterstützen könnten
Full text linkLernen in der Bildung für nachhaltige Entwicklung (BNE) und in den MINT-Fächern stellt aufgrund seiner inhaltlichen Komplexität hohe Anforderungen an die Lernausdauer. Empirische Befunde weisen darauf hin, dass anregend visuell gestaltete, klar strukturierte Erklärvideos mit wertvermittelndem Narrativ die Interessensentwicklung von Lernenden wirksam unterstützen können. Solche interessanten Erklärvideos erhöhen die Relevanz und Zugänglichkeit von abstrakte MINT-Inhalte, wie z.B. dem Kohlenstoffkreislauf, und unterstützen dadurch ausdauerndes Lernen. Auf Basis aktueller Forschung leiten wir drei praxisnahe Gestaltungsprinzipien ab, die Lehrkräften die Gestaltung oder Auswahl geeigneter Erklärvideos erleichtern soll: (1) visuelle Klarheit statt Reizüberflutung, (2) Narrativen Rahmungen zur Bedeutungsstiftung für Lernende und (3) Kontextualisierung abstrakter MINT-Inhalte durch BNE-Themen
The Impact of Physical Activity and Screen Time on Motor Creativity in Kindergarteners
Full text linkBackground/Objectives: Motor creativity and physical activity are essential to early childhood development, impacting physical, cognitive, and socio-emotional development. This study investigates the relationships among motor creativity, motor working memory (MSTM), screen time, and physical activity (PA) in kindergarten children, focusing on the mediating roles of cognitive functions and screen time. Methods: Data were collected from 124 Arab Israeli kindergarten children through assessments of Thinking Creatively in Action and Movement (TCAM) for motor creativity and the Hand Movement Test for MSTM. Parents reported the children’s screen time and days engaged in moderate-to-vigorous physical activity (MVPA). Results: The results show significant positive associations between motor creativity and both MSTM and PA, underscoring the role of cognitive processes in creative motor expression. Linear regression and mediation analyses showed that MSTM significantly mediates the relationship between PA and motor creativity. Conversely, screen time negatively correlates with PA and motor creativity, serving as a significant mediator that restricts opportunities for physical and creative activities. Conclusions: This study emphasizes the bidirectional relationship between PA and motor creativity, wherein diverse physical activities stimulate creativity, and creative movements encourage active participation. The combined mediating effects of MSTM and screen time highlight the complexity of these relationships, suggesting the need for integrated interventions. The findings inform early childhood education by advocating for strategies that promote physical activity, enhance cognitive functions, and limit excessive screen time, fostering holistic development in young children
Organizational health literacy in German hospitals and nursing homes: state and perspectives
Full text linkZusammenfassung
Hintergrund
Offen ist, zu welchem Grad Krankenhäuser und Einrichtungen der Altenpflege in Deutschland ihren Klient:innen gute gesundheitsbezogene Entscheidungen ermöglichen, d. h. organisationale Gesundheitskompetenz (oGK) zeigen, und welche Aspekte im Detail für Identifikation von Ansatzpunkten zur Förderung der oGK essenziell sind.
Methodik
Grundlage bilden 3 unabhängig voneinander durchgeführte Forschungsprojekte: (1) Befragung von Krankenhäusern (KH) und Pflegeeinrichtungen (PE; EwiKo, 2021), (2) Befragung von KH (GK-KH, 2022) und (3) ein Konsensprozess zur Reduktion eines ausführlichen Selbstbewertungsinstrumentes (SAT-OHL-Hos v1.1; 2024). In (1) und (2) einbezogen wurden alle deutschen KH sowie die 1475 PE in Sachsen und Thüringen, eingesetzt wurde der HLHO-10 (Wertebereich 1 bis 7, hohe Werte = hohe oGK). Der Konsensprozess erfolgte im WHO-Netzwerk M‑POHL mit dem Ziel der Kürzung der 141 Indikatoren um etwa 2 Drittel unter Erhalt der Tiefe und Breite des Konzeptes in 3 Schritten: Priorisierung von Indikatoren auf nationaler Ebene, Zusammenführung nationaler Voten, Konsens in der internationalen Arbeitsgruppe.
Ergebnisse
Auswertbare Fragebögen liegen von 195 PE, 62 bzw. 291 KH vor (Rücklauf: 13,2 %, 3,2 % bzw. 11 %). Die Mittelwerte der 10 Standards des HLHO-10 liegen zwischen 3,5 und 5,7. Substanzielle Unterschiede zwischen KH und PE bestehen nicht. Der Konsensprozess führte zu einem auf 54 Items reduzierten Instrument, diskutiert wurde u. a., was länderübergreifend zu erwarten ist.
Diskussion
Erstmals liegen Daten zur oGK in der stationären Pflege vor, die selbsteingeschätzte oGK der befragten Einrichtungen liegt im mittleren bis guten Bereich, mit dem auf ca. ein Drittel gekürzten SAT-OHL-Hos steht ein „kurzes ausführliches“ und international vergleichend einsetzbares Instrument zur Verfügung, dessen empirische Prüfung ansteht.Abstract
Background
It is unclear to what extent hospitals and nursing homes in Germany make it easier for people to navigate, understand, and use information and services to take care of their health, that is, demonstrate organizational health literacy (oHL), and which aspects are essential for identifying approaches to promoting oHL.
Methods
The basis is formed by three independently conducted research projects: (1) a survey of hospitals (HO) and nursing homes (NH) (EwiKo, 2021), (2) a survey of hospitals (GK-KH, 2022), and (3) a consensus process to reduce a detailed self-assessment tool (SAT-OHL-Hos v1.1; 2024). In (1) and (2), all German hospitals and the 1475 NH in Saxony and Thuringia were included, and the HLHO-10 (range 1 to 7, high values = high oGK) was used. The consensus process was carried out in the WHO network M‑POHL with the aim of reducing the 141 indicators by about two-thirds while maintaining the depth and breadth of the concept in three steps: prioritization of indicators at the national level, merging of national votes, consensus in the international working group.
Results
Evaluable questionnaires were received from 195 NH, 62 HO, and 291 HO (response rate: 13.2%, 3.2%, and 11%, respectively). The mean values of the 10 HLHO-10 standards ranged from 3.5 to 5.7, with no substantial differences between hospitals and nursing homes. The consensus process led to a reduced instrument of 54 items. Among other things, the discussion addressed the question of what can be expected across countries.
Discussion
For the first time, data on oHL in nursing homes are available. The self-assessed oHL of the surveyed institutions is in the medium to good range. The SAT-OHL-Hos V2, now shortened by about one-third, is a “short, detailed” and internationally applicable instrument ready for empirical testing
Assessing organizational health literacy in hospitals by using the International Self-Assessment Tool for Organizational Health Literacy of Hospitals – a feasibility study in six European countries
Full text linkAbstract
Background
Hospitals can gain valuable insights into their current level of organizational health literacy (OHL) by using self-assessment tools. OHL self-assessment tools can serve as useful instruments for supporting the planning and implementation of OHL interventions aimed at promoting health equity and improving patient outcomes. This explorative study aimed to pilot the International Self-Assessment Tool for Organizational Health Literacy (Responsiveness) of Hospitals (OHL-Hos) among hospitals across six countries.
Methods
The OHL-Hos, grounded in a comprehensive theoretical framework consisting of eight standards, 21 sub-standards and 141 indicators, was piloted in seven hospitals: one in Austria, Germany, the Czech Republic, Norway and Serbia, and two in Italy. In each hospital, the feasibility of using the OHL-Hos was investigated regarding acceptability, implementation, practicality, and integration, identifying strengths and areas for improvement using descriptive analyses. The self-assessment process included individual rating of an interdisciplinary and inter-hierarchical assessment team regarding OHL-Hos indicators from their personal perspectives, followed by a joint assessment to reach a consensus on different ratings. The process and experiences were documented in semi-structured forms, while the ratings on the indicators were documented numerically.
Results
All hospitals successfully self-assessed their OHL, identifying strengths and areas for improvement. The self-assessment process varied slightly among countries. While the tool was considered important but lengthy and complex, introductory workshops facilitated successful implementation. The self-assessment process raised awareness and stimulated discussions on improving OHL, highlighting the tool’s potential for organizational development.
Conclusions
The OHL-Hos can serve as a useful tool to identify strengths and areas for improvement in OHL in hospitals. The overall experience with the tool was positive and the joint assessment with the tool was found to foster consensus and enable reflection on OHL, but its comprehensive nature poses challenges to its implementation, leading to recommendations for developing a shortened version of the tool with simple language. Certain indicators require specific knowledge, suggesting different professional groups should address relevant parts
Wie wirksam ist die Klimabildung? Ergebnisse einer Metaanalyse
Full text linkIn zahlreichen Studien wurde die Wirksamkeit von Klimabildungsmaßnahmen untersucht. Aufgrund der Vielzahl an Studien und Befunden ist es jedoch schwer, konkrete Schlussfolgerungen für die Praxis aus diesen abzuleiten. Ziel der vorgestellten Meta-Analyse ist es, die Befunde von 53 Studien zusammenzufassen und ihre Auswirkungen auf Wissen und Einstellungen zum Klimawandel, sowie auf das klimabewusste Verhalten von Schüler*innen zu untersuchen. Die Ergebnisse der Meta-Analyse zeigen, dass Klimabildung besonders große Effekte auf das Wissen zum Klimawandel, jedoch weniger Einfluss auf nachhaltigkeitsbezogene Einstellungs- und Verhaltensänderungen hat. Des Weiteren wurden einige Merkmale besonders effektiver Klimabildungsmaßnahmen identifiziert
Problem-solving prior to instructional explanations when learning javelin throwing in primary school
Full text linkLearning of motor skills in physical education classes occurs through different instructional approaches: via instructional explanations from the teacher (I), and via self-determined practice (problem-solving; PS). In our study, we explored whether the sequence of PS and I impacts performance enhancement among primary school children learning javelin throwing. Fifty 4th graders participated and were allocated to either I-PS or PS-I or PS-I with additional practice. Across groups, the children demonstrated improvements in executing movement features, yet there was no significant improvement in throwing distance. The temporal order of PS and I did not mediate these improvements. Additional practice did not lead to further improvements in performance. Our results contrast with earlier results in secondary school children in whom PS-I was more effective than I-PS Loibl & Leukel (2023). The lack of a significant advantage for PS-I over I-PS could stem from the primary children’s limited ability to develop declarative knowledge during PS that links to the content of I
Befragung der Nutzerinnen und Nutzer der PH-Bibliothek - Ergebnisse der Umfrage 2025 ; zusammenfassender Bericht
Full text linkIm Sommer 2025 führte die Bibliothek der Pädagogischen Hochschule Freiburg online eine Vollbefragung ihrer aktiven Nutzerinnen und Nutzer durch. Gegenstand der Erhebung war die Zufriedenheit mit den Angeboten und Dienstleistungen der Bibliothek. Der vorliegende Bericht fasst die wichtigsten Ergebnisse zusammen und stellt erste Konsequenzen vor
Das Potenzial der Boxplotrepräsentation beim Aufbau früher Grundvorstellungen zu Variabilität im Statistikunterricht: Empirische Studien zum Erwerb konzeptuellen Wissens in digital-gestützten Lehr-Lern-Settings
Full text linkDiese mathematikdidaktische Dissertation untersucht mit empirisch-quantitativen Methoden systematische Fehler, die bei der Interpretation von Boxplots auftreten, die kognitiven Mechanismen, die diesen Fehlern zugrunde liegen und wie sie im Unterricht effektiv adressiert werden können. Die Arbeit basiert auf sechs Einzelpublikationen, die durch eine stoffdidaktische Analyse ergänzt wurden. In den im Rahmen dieser Dissertation durchgeführten querschnittlichen Studien konnten zwei systematische Fehler beim Vergleich statistischer Verteilungen mit Boxplots identifiziert werden: Erstens neigen Lernende dazu, den salienten Median zu fokussieren, selbst wenn dies keinen geeigneten Lösungsansatz darstellt (Median-Bias). Zweitens wurde ein Flächen-Bias beobachtet, bei dem fehlerhaft ein proportionaler Zusammenhang von Boxfläche und repräsentiertem Stichprobenanteil angenommen wurde, – so wie er aus anderen, bereits vertrauten statistischen Repräsentationen wie Kreis- oder Balkendiagrammen bekannt ist. Dagegen repräsentiert die Boxfläche den Interquartilsabstand (IQR) und damit die Streuung der mittleren 50 Prozent der Daten. Eine personenzentrierte Analyse gab Hinweise darauf, dass diese systematischen Fehler nicht gleichmäßig auftraten: Während einige Lernende einen systematischen Fehler konsequent zeigten, unterlagen andere diesem konsequent nicht oder nur in Abhängigkeit von bestimmten Aufgabenmerkmalen, was als Hinweis auf unzureichend erworbenes konzeptuelles Wissen zur Boxplotrepräsentation verstanden werden kann. Tatsächlich zeigten die im Rahmen der Dissertation durchgeführten längsschnittlichen Erhebungen, dass der Flächen-Bias zurückging, wenn die Lernenden mit Problemstellungen konfrontiert wurden, bei denen die Variabilität verschiedener Datensätze verglichen werden musste und die Boxfläche bereits bei der Einführung der Boxplots als Maß für Variabilität konzeptualisiert wurde. Es erscheint plausibel, dass dieser instruktionale Ansatz die fehlerhafte Übertragung der Proportionalitätsannahme wirksam verhinderte und einen notwendigen Vorstellungsumbruch initiierte. Somit stellt der Boxplot eine besonders geeignete Möglichkeit für Lernende dar, bereits in der Sekundarstufe 1 systematisch ein frühes konzeptuelles Verständnis von Variabilität zu entwickeln.This dissertation in mathematics education uses empirical quantitative methods to investigate systematic errors that occur when interpreting box plots, the cognitive mechanisms underlying these errors, and how they can be effectively addressed in instruction. The work is based on six individual publications, which were supplemented by a content-based analysis. Cross-sectional studies conducted as part of this dissertation identified two systematic errors when comparing statistical distributions with box plots: First, learners tend to focus on the salient median, even in cases where this is not an appropriate approach (median bias). Second, an area bias was observed, in which the box area—based on familiar representations such as circle or bar charts—was incorrectly interpreted as proportional to the sample proportion, even though it represents the interquartile range (IQR) and thus the spread of the middle 50 percent of the data. A person-centered analysis of the collected data showed that these systematic errors did not occur randomly, but were stable within specific groups: Some learners consistently demonstrated a systematic error, while others consistently did not, or only did so depending on certain task characteristics—a possible indication of a lack of conceptual knowledge regarding box plot representation. Actually, the longitudinal intervention studies conducted as part of the dissertation showed that the area bias decreases when learners were confronted with problems in which the variability of different data sets had to be compared and the box area was conceptualized as a measure of variability already during the introduction of box plots. It seems plausible that this approach effectively prevented the incorrect transfer of the proportionality assumption and initiated a necessary conceptual change. Thus, the box plot provides a particularly suitable opportunity for systematically developing an early conceptual understanding of variability in lower secondary education
Learning Activities in a Dynamic Learning Environment to Foster a Basic Fraction Concept
Full text linkResearch indicates that generating multiple solutions during a problem-solving phase before subsequent instruction (problem-solving prior to instruction) has a beneficial effect on the acquisition of conceptual understanding. This effect can be supported by visualizations that enable the use of multiple solution strategies through interactive manipulation. In a digital learning environment for fraction comparison tasks using dynamic fraction bars (i.e., fraction bars that can be interactively manipulated), we investigated how solution strategies adopted by students predicted their learning outcomes in relation to the basic (non-symbolic, representational) fraction concept and how learning in a dynamic learning environment compared to learning in a static environment (i.e., fraction bars without interactive manipulation) leads to a better basic fraction concept. The experiment included 92 fifth graders. We found a descriptive but nonsignificant trend of students in the dynamic condition performing better on a post-task than those in the static condition. However, there was a substantial aptitude–treatment interaction. In the static environment, students’ prior mathematical conceptual understanding of basic arithmetic operations of addition, subtraction, division, and multiplication of natural numbers had a significant effect on the learning outcomes, whereas in the dynamic learning environment, students’ prior mathematical knowledge did not influence their learning outcomes. Moreover, the quality of the solution strategies employed in the dynamic digital learning environment predicted the learning outcomes in the post-task. This finding shows that students who use the dynamic fraction bars effectively achieve a better learning outcome