Hochschulschriftenserver der Pädagogischen Hochschule Freiburg
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Fachliches und sprachliches Lernen in Vorbereitungsklassen - Ermittlung des Bedarfs und Ableitung von Handlungsempfehlungen
Full text linkZur Integration neu zugewanderter Kinder und Jugendlicher in das deutsche Bildungssystem existieren in den Bundesländern unterschiedliche Modelle bzw. Klassen wie bspw. die Vorbereitungsklassen. Ziel dieser Klassen ist es, den "Seiteneinsteiger/innen" Grundkenntnisse der deutschen Sprache zu vermitteln und sie auf den Besuch der Regelklassen des Schulsystems vorzubereiten. In dieser Arbeit wird der Frage nachgegangen, was Schüler/innen in der Sekundarstufe I des allgemeinbildenden Schulsystems (sprachlich) erwartet. Die daraus gewonnenen Erkenntnisse dienen dem Zweck, zugewanderte Schüler/innen zukünftig passgenauer auf ihre Rolle als Schüler/innen vorzubereiten.
Mit dem Instrument der Sprachbedarfserhebung bzw. -analyse wurden die verschiedenen Handlungsfelder, in denen Schüler/innen in der Schule agieren, untersucht. Neben dem Handlungsfeld Unterricht, exemplarisch anhand der naturwissenschaftlichen Fächer dargestellt, sind dies der Ganztagesbereich mit Mensa und die außerunterrichtlichen Veranstaltungen. Hierbei wurde ermittelt, welche Aktivitäten Schüler/innen ausführen, welche sprachlichen Handlungen von ihnen erwartet werden und mit welchen sprachlichen Fertigkeitsbereichen diese jeweils einher gehen. Des Weiteren gibt die Arbeit Aufschluss über die Text- und Diskursarten sowie über die Sprachvarietäten und Themen, denen Schüler/innen in der Schule begegnen. Auf der Grundlage der Analyseergebnisse werden acht Handlungsempfehlungen für den Unterricht in Vorbereitungsklassen bzw. mit „Seiteneinsteiger/innen“ ausgesprochen, die einem zielorientierten fachsensiblen Sprachunterricht dienen. Die detaillierten Ergebnistabellen der Sprachbedarfsanalyse sind in der Anlage der Arbeit vollständig enthalten. Auf der Grundlage dieser Tabellen lässt sich ein Curriculum für einen fachsensiblen Sprachunterricht für neu zugewanderte Schüler/innen der Sekundarstufe I des allgemeinbildenden Schulsystems erstellen
Advancing Preservice Science Teachers’ Skills to Assess Student Thinking On-the-Fly Through Practice-Based Learning
Full text linkTeachers’ assessment of student thinking is both difficult to attain and essential for responsive teaching in ongoing interaction during science lessons. Principles of practice-based learning provide a basis for the design of learning environments which may equip prospective teachers for this challenging task. In an experimental study ( N = 104), we examined the extent that the use of different media types as representations of practice (video and written cases), the number of rehearsals, and the complexity of student thinking contribute to preservice teachers’ acquisition of assessment skills. Our findings indicated that participants benefited equally well from video and written cases. The number of necessary rehearsals depended on the complexity of student thinking to be assessed. This finding implies that specifics of the content to be assessed need to be taken into consideration when designing learning environments for practicing assessment skills
Energizer. Behind the scenes. Das Booklet für Energiezukunft-Trainer:innen. Zukunftswerkstatt. Die Energiewende mitgestalten.
Full text linkDas Booklet "Energizer - Behind the scenes" ist ein praktischer Wegbegleiter für die Train-the-Trainer-Schulung zur Weiterbildung "Zukunftswerkstatt: Die Energiewende mitgestalten". Es richtet sich an Personalentwickler:innen und weitere Bildungsverantwortliche, die als Energiezukunft-Trainer:innen eine Schlüsselrolle in der Förderung zukunftsrelevanter Kompetenzen übernehmen möchten. Das Booklet verbindet wissenschaftlich fundierte und praxiserprobte Konzepte mit zielgruppenspezifischen Methoden, um die Umsetzung der Zukunftswerkstatt deutschlandweit in Organisationen zu ermöglichen.
Schwerpunkte sind die Einführung in didaktische Konzepte sowie praktische Tipps für die unternehmensinterne Durchführung der Zukunftswerkstatt. Darüber hinaus bietet das Booklet strukturierte Anleitungen für die Durchführung von Workshops und Entwicklungsgesprächen, um Reflexionsfähigkeit, Prozesssicherheit und den Praxistransfer zu gewährleisten.
Mit Best-Practice-Beispielen und Checklisten unterstützt der Energizer - Behind the scenes die angehenden Trainer:innen dabei, Workshops zielgruppenspezifisch zu gestalten, innovative Lösungsansätze zu fördern und die Energiewende aktiv in ihren Organisationen voranzutreiben
Signaling cues and focused prompts for professional vision support: The interplay of instructional design and situational interest in preservice teachers’ video analysis
Full text linkAbstract
In teacher education, video representations of practice offer a motivating means for applying conceptual teaching knowledge toward real-world settings. With video analysis, preservice teachers can begin cultivating professional vision skills through noticing and reasoning about presented core teaching practices. However, with novices’ limited prior knowledge and experience, processing transient information from video can be challenging. Multimedia learning research suggests instructional design techniques for support, such as signaling keyword cues during video viewing, or presenting focused self-explanation prompts which target theoretical knowledge application during video analysis. This study investigates the professional vision skills of noticing and reasoning (operationalized as descriptions and interpretations of relevant noticed events) from 130 preservice teachers participating in a video-analysis training on the core practice of small-group instruction. By means of experimental comparisons, we examine the effects of signaling cues and focused self-explanation prompts on professional vision performance. Further, we explore the impact of these techniques, considering preservice teachers’ situational interest. Overall, results demonstrated that preservice teachers’ professional vision skills improved from pretest to posttest, but the instructional design techniques did not generally offer additional support. However, moderation analysis indicated that training with cues fostered professional vision skills for preservice teachers with low situational interest. This suggests that for uninterested novices, signaling cues may compensate for the generative processing boost typically associated with situational interest. Research and practice implications involve the consideration of situational interest as a powerful component of instructional design, and that keyword cueing can offer an alternative when interest is difficult to elicit
Different risk and protective factors predict change of planning ability in middle versus older age
Full text linkAbstract
Age-related cognitive decline has become an increasingly relevant public health issue. However, risk and protective factors of cognitive decline have yet to be investigated prospectively taking into account genetic, lifestyle, physical and mental health factors. Population-based data from middle-aged (40 to 59 years; N = 2,764) and older individuals (60 to 80 years; N = 1,254) were drawn from a prospective community cohort study using the Tower of London (TOL) planning task. Assessments were repeated at a 5-year interval to investigate age-related changes in planning performance and to determine the impact of risk and protective factors. Planning performance improved in middle-aged, but declined in older participants over 5 years. SNPs affecting the dopamine system (COMT, DRD2) and APOE polymorphisms differentially predicted cognitive performance in older vs. middle-aged individuals. For older individuals, high alcohol consumption, antidepressant medication and living without a partner had additional negative predictive power on cognition. In contrast, undiagnosed hypertension, no obstructive lung disease, and fewer years of education predicted cognitive decline in the middle-aged group. The results inform screening for individuals particularly vulnerable to cognitive decline and interventions (e.g., focusing on lifestyle factors) to help maintain cognitive performance into old age
The effect of micro‐level and macro‐level signalling on learning with 360° videos
Full text link360° videos raised the attention of educators, as they can mediate complex environments in educational settings. However, learning irrelevant cognitive strains might be imposed because it is necessary to navigate through spherical material. These downsides could be compensated by using signalling techniques. In a two (macro‐level vs. no signalling) × two (micro‐level vs. no signalling) factorial between‐subjects design plus control group, 203 students watched a video about visual and behavioural characteristics of animals. Learning outcomes, cognitive load, disorientation, and presence were investigated. Results revealed that macro‐level signalling enhanced learning outcomes. Descriptively, the control group outperformed all experimental groups except the condition with macro‐level signalling regarding retention performance. According to an exploratory path model, extraneous load moderated the effects of signalling on learning outcomes. Results are discussed considering cognitive load and spatial presence induced by using 360° videos as learning material
Teachers and Teaching in Teacher Education: Editorial
Full text linkA decade has passed since Goodwin and colleagues asked who teacher educators are and what they need to know and be able to do. During that time, multiple answers were provided concerning teacher educators’ roles such as second-order teachers,
researchers, curriculum developers, and coaches. The answers continue to multiply and change in response to global policies and local contexts. This Special Issue makes it possible to see how teacher educators adapt traditional roles to address contemporary challenges
Measuring (meta)cognitive processes in multimedia learning: Matching eye tracking metrics and think‐aloud protocols in case of seductive details
Full text linkAbstract
Background
Both learning and problem solving are major goals of complex problem solving in engineering education. The order of knowledge construction and problem solving in learning through problem solving, however, has not been explained in current literature.
Objectives
To understand their relationships, this study compared the effects of different goal type orders on collaborative simulation‐based inquiry in engineering problem solving.
Methods
In the study, 24 engineering undergraduate students worked in pairs to solve a wind tunnel problem using a computer simulation application. Process mining and epistemic network analysis were used to model the inquiry process and identify inquiry patterns based on the log data and discussion discourse.
Results and Conclusions
The results showed the goal type of first assigned subtask influenced the inquiry strategies of medium‐performance learners most. In addition, the goal type of first assigned subtask had influence on learners' inquiry process. The learners assigned with a problem‐solving goal subtask first (Problem solving goal‐Learning goal condition) had more simulation trials and centered their inquiry discourse around clarification while the learners assigned with a learning goal subtask first (Learning goal‐Problem solving goal condition) connected reflection with other inquiry phases more often. The findings of this study suggested assigning a learning goal subtask first in simulated‐based complex engineering problem solving could be used as an idea‐centered scaffolding, especially for medium‐performance learners. However, low‐performance learners would experience a “situate knowledge paradox” and needs extra guidance. It is important to monitor the knowledge construction process in complex problem solving, even when seeking a solution is the major task
Arbeitsbedingte Belastungen und Beanspruchungen bei Beschäftigten in haushaltsnahen Dienstleistungen
Full text linkDie Beschäftigung in haushaltsnahen Dienstleistungen und damit einhergehende Belastungen, Ressourcen und Beanspruchungen sind ein wissenschaftlich kaum untersuchtes Feld. Über die Beschäftigtengruppe, ihre soziodemografischen Merkmale und ihre Motivation ist wenig bekannt, ebenso wenig darüber, unter welchen Bedingungen Haushaltshilfen in Privathaushalten arbeiten. Im Rahmen eines empirischen Vorgehens wurden die genannten Desiderate im Rahmen dieser Arbeit untersucht. Im ersten Schritt wurden Interviews mit rechtskonform und nicht rechtskonform Beschäftigten in haushaltsnahen Dienstleistungen (n=17) geführt und mithilfe der Framework Analyse ausgewertet. Im zweiten Schritt wurde eine quantitative Onlinebefragung unter rechtskonform Beschäftigten durchgeführt (n=229), welche deskriptiv und inferenzstatistisch ausgewertet wurde.
Die Erhebungen brachten übereinstimmend zum Vorschein, dass die Beschäftigten im Bereich haushaltsnaher Dienstleistungen durchschnittlich höheren Alters sind und in der Regel weiblich, ihre Lebenslagen, Biographien und Bildungshintergründe sind dagegen heterogen und lassen nur schwerlich von der „typischen“ Haushaltshilfe sprechen. Ferner zeigte sich in den Leitfadeninterviews, dass finanzielle Aspekte, Flexibilität in der Arbeits(zeit)gestaltung und Sinnhaftigkeit bedeutsame Motivatoren für die Aufnahme einer solchen Tätigkeit sind. Als Belastungsfaktoren ließen sich vor allem Alleinarbeit, der Umgang mit fremdem Eigentum und die damit einhergehende Verantwortung, sowie fehlende Wertschätzung und Anerkennung der Arbeit von Haushaltshilfen identifizieren. Erkennbar wurde zudem das unbedingte Bestreben, das von den Auftraggeber*innen entgegengebrachte Vertrauen nicht zu enttäuschen.
Die Ergebnisse der quantitativen Datenerhebung konnten einige der in den Interviews identifizierten Faktoren bestätigen und lieferten weiterführend Erkenntnisse zu den Wirkungszusammenhängen von arbeitsbezogener Belastung und Erschöpfung einerseits, und Ressourcen und Engagement der Beschäftigten anderer-seits. Die Untersuchung, welche in ihrer theoretischen Konstruktion auf dem Job-Demands-Ressources Modell fußt, zeigte, dass nicht allein das Ausmaß an Belastung für das Ausmaß an Erschöpfung verantwortlich ist, sondern Ressourcen ebenfalls eine bedeutsame Rolle dabei einnehmen. Analog dazu war festzustellen, dass auch hinsichtlich der Prognose von arbeitsbezogenem Engagement nicht nur die Ressourcenausstattung, sondern auch das Ausmaß an Belastung von Bedeutung ist. Ferner zeigte sich übereinstimmend in beiden Erhebungen, dass die Beachtung formaler Rahmenbedingungen sowie die Sicherstellung der Anforderungen zugunsten von Sicherheit und Gesundheit bei der Arbeit von Auftraggeber*innen in höchst unterschiedlichem Maße praktiziert werden. Deutlich wurde, dass die konkrete Arbeitssituation von Haushaltshilfen in hohem Maße vom jeweiligen Auf-traggeber*innenhaushalt abhängt.
Aus den gewonnenen Erkenntnissen lassen sich vielfältige Anforderungen an bzw. Herausforderungen für institutionelle und politische Akteure, aber auch Auftraggeber*innen von Haushaltshilfen ableiten. Als bedeutsamster Faktor erscheint dabei die generelle Aufwertung und Wertschätzung der Tätigkeit von Haushaltshilfen.Employment in household-related services and the associated stresses, resources and strains are a field that has hardly been studied scientifically. Little is known about the group of employees, their sociodemographic characteristics and their motivation, nor about the conditions under which domestic helpers work in private households. Within the framework of an empirical approach, the aforementioned desiderata were investigated in this thesis. In the first step, interviews with legally compliant and not legally compliant employees in household-related services (n=17) were conducted and analyzed using framework analysis. In the second step, a quantitative online survey was conducted among legally compliant employees (n=229), which was evaluated descriptively and with an inferential statistical analysis.
The surveys consistently showed that employees in the field of household-related services are on average higher age and usually female, their life situations, biographies and educa-tional backgrounds, on the other hand, are heterogeneous and make it difficult to speak of the "typical" household helper. Furthermore, the guideline interviews showed that financial aspects, flexibility in the organization of work (time) and meaningfulness are significant motivators for taking up such an employment. The main stress factors identified were working alone, dealing with other people's property and the responsibility this involves, and the lack of appreciation and respect for the work of domestic helpers. In addition, the absolute ambition not to disappoint the trust placed in them by their clients became apparent. The results of the quantitative data collection were able to confirm some of the factors identified in the interviews and provided further insights into the interrelationships between work-related stress and exhaustion on the one hand and resources and commitment of the employees on the other hand. The study, which is theoretically based on the Job-Demands-Ressources model, showed that not only the degree of stress is responsible for the degree of exhaustion, but that resources also play an important role. Analogously, it was found that not only the resource endowment but also the degree of stress is important with regard to the prediction of work-related engagement. Furthermore, both surveys consistently showed that the observance of formal framework conditions and the safeguarding of requirements for the benefit of safety and health at work are practiced by clients to a very different extent. It became clear that the specific work situation of domestic helpers depends to a large ex-tent on the individual client household.
Based on the findings, a variety of requirements and challenges can be identified for institutional and political actors, but also for clients of domestic helpers. The most important factor seems to be the general appreciation of the work of domestic helpers
Implementing ESD in Textile and Fashion Education: Best Practice Examples for Secondary and Vocational Education
Full text linkThe Fashion DIET teaching and learning materials “Implementing ESD in Textile and Fashion Education” provide eight best practice examples, developed by lecturers and master students at the University of Education Freiburg. The teaching units comprise topics such as raw materials, circular fashion, visible mending and upcycling, craftivism and sustainable costume design as well as microplastics through textiles and a textile quartet. They are suitable for the secondary level of the general education system and/or for vocational education and training. Both theoretical and practical teaching sequences are offered. Teachers and trainers are invited to adapt them to the requirements of the learning group according to their own ideas