Hochschulschriftenserver der Pädagogischen Hochschule Freiburg
Not a member yet
819 research outputs found
Sort by
Measuring scientific reasoning in kindergarten and elementary school: validating the Chinese version of the Science-K Inventory
Get PDFScientific reasoning is a twenty-first century skill that is important for economic growth and social prosperity. A growing body of research documents that basic scientific reasoning skills develop much earlier than initially assumed, with many young elementary school and even kindergarten-aged children showing emergent scientific reasoning skills. Many studies on early scientific reasoning have been conducted in Western countries, and there is a lack of validated instruments that can be used in cross-cultural work. The present paper reports on the findings of a study assessing the psychometric properties of the shortened Chinese version of the Science-K(indergarten) Inventory (SC-SKI). The SC-SKI consists of 10 items that assess children’s understanding of the nature of science, as well as their experimentation and data interpretation skills. Sixty-nine 6- to 7-year-olds from urban and rural schools in the Hunan province (China) participated in the study. The results showed an acceptable reliability of the SC-SKI (McDonald’s ωt = 0.60). The ability estimates obtained for children’s scientific reasoning (average performance was 47.5% correct) were comparable to those measured in German 6-year-olds (45.1% correct), and the urban sample outperformed the rural sample, supporting the ability of the SC-SKI to detect expected performance differences in young children’s scientific reasoning. A significant correlation between scientific reasoning and language skills (r = 0.54, p < 0.05) confirms earlier findings and indicates construct validity. Taken together, the present study shows that the SC-SKI is a reliable and valid instrument that can be used to measure scientific reasoning in Chinese-speaking 6- to 7-year-olds
Analysis of the anchoring of the topic of climate change in approved primary school textbooks in Germany
Get PDFDem Sachunterricht kommt aufgrund seiner naturwissenschaftlich-technischen und sozio-kulturellen Anteile eine besondere Rolle bei der Umsetzung von Bildung für Nachhaltige Entwicklung (BNE) und Klimabildung (KB) zu. Sachunterrichtsbücher bieten als inhaltlich fundierte und didaktisierte Materialien Orientierung bzgl. der Implementierung der Thematik im Unterricht. Der folgende Beitrag widmet sich der Frage, inwieweit KB bereits in den Sachunterrichtsbüchern in Deutschland verankert ist. Es zeigt sich, dass sich Klimawandel als eigenes Thema kaum in den Sachunterrichtsbüchern findet, was auf mehrere Gründe zurückzuführen ist. Jedoch bieten bereits existierende Themen wie Wetter oder Energie Anknüpfungspunkte für die KB und können entsprechend weiterentwickelt werden.Due to its scientific-technical and socio-cultural components, general education at primary school plays a special role in the implementation of Education for Sustainable Development (ESD) and Climate Change Education (CCE). As well-founded and didactic materials, school textbooks offer orientation regarding the implementation of the topic in the classroom. The following article deals with the question to what extent CCE is already anchored in German textbooks. It is shown that climate change as a topic of its own is hardly found in textbooks, which can be attributed to several reasons. However, already existing topics like weather or energy offer starting points for CCE and can be further developed accordingly
Professionelles Lernen in der Praxis: Erkenntnisse zum Beitrag von Lesson Study an die Lehrer/-innenbildung
Get PDFLesson Study ist ein forschender Zugang zur (Weiter-)Entwicklung von Lehr- und Unterrichtskompetenzen und zugleich ein Gegenstand der wissenschaftlichen Forschung. In den letzten beiden Jahrzehnten hat das internationale Interesse an Lesson Study eine Vielzahl von wissenschaftlichen Publikationen hervorgebraucht, die jedoch oft sehr unterschiedliche Forschungsziele und bildungskontextuelle Rahmenbedingungen haben. Darüber hinaus werden in den Publikationen diverse Varianten von Lesson Study verwendet. Dies stellt sowohl Forschende als auch Praktiker/-innen vor besondere Herausforderungen, wenn sie einen Überblick über die Erkenntnisse gewinnen wollen. Die Erkenntnisse sind oft nur im Kontext der jeweiligen spezifischen Umstände und Voraussetzungen zu verstehen. Dennoch ist es zentral, dass die aktuelle und künftige Forschung sowie die Praxis an die zahlreich vorhandenen Forschungsergebnisse anknüpfen können.
Diese Forschungsarbeit untersucht wissenschaftliche Publikationen und die Frage, inwiefern sowohl Ziele als auch Prozesse des professionellen Lernens mit Lesson Study auf die Weiterentwicklung von Professionalität ausgerichtet sind. Die Arbeit orientiert sich an den methodischen Vorgehen einer systematischen Review und arbeitet inhaltsanalytisch Lernergebnisse und Aspekte des Lernen mit dem Ansatz heraus.
Es kann aufgezeigt werden, dass sich Lehrpersonen mit dem Ansatz vielfältige professionelle Kompetenzen erwerben können. Allerdings hängt der Erfolg des Kompetenzerwerbs von einer Reihe an Voraussetzungen ab. Diese Voraussetzungen können gestaltet werden, sofern sie von den Implementierenden in den Fokus gerückt werden. Es ist wichtig, nicht nur prozessbezogene und qualitätsbezogene Aspekte des Ansatzes zu beachten und zu gestalten, sondern auch die zahlreichen Voraussetzungen für das professionelle Lernen von Seiten des Schulkontextes und möglicherweise darüber hinaus zu berücksichtigen. Mit Lesson Study können Lehrpersonen ihre professionellen Kompetenzen weiterentwickeln und gleichzeitig einen Beitrag zur Reflexion und theoriebezogenen Rekonstruktion (implizit) kollektiver Wissensbestände der Community of Practice beitragen. Auf diese Weise kann die Schule transformiert werden, unter Berücksichtigung relevanter Aspekte
How do parents access, appraise, and apply health information on early childhood allergy prevention? A focus group and interview study
Get PDFBackground
When parents want to make health-related decisions for their child, they need to be able to handle health information from a potentially endless range of sources. Early childhood allergy prevention (ECAP) is a good example: recommendations have shifted from allergen avoidance to early introduction of allergenic foods. We investigated how parents of children under 3 years old access, appraise and apply health information about ECAP, and their respective needs and preferences.
Methods
We conducted 23 focus groups and 24 interviews with 114 parents of children with varied risk for allergies. The recruitment strategy and a topic guide were co-designed with the target group and professionals from public health, education, and medicine. Data were mostly collected via video calls, recorded and then transcribed verbatim. Content analysis according to Kuckartz was performed using MAXQDA and findings are presented as a descriptive overview.
Results
Parents most frequently referred to family members, friends, and other parents as sources of ECAP information, as well as healthcare professionals (HCPs), particularly pediatricians. Parents said that they exchanged experiences and practices with their peers, while relying on HCPs for guidance on decision-making. When searching for information online, they infrequently recalled the sources used and were rarely aware of providers of “good” health information. While parents often reported trying to identify the authors of information to appraise its reliability, they said they did not undertake more comprehensive information quality checks. The choice and presentation of ECAP information was frequently criticized by all parent groups; in particular, parents of at-risk children or with a manifested allergy were often dissatisfied with HCP consultations, and hence did not straightforwardly apply advice. Though many trusted their HCPs, parents often reported taking preventive measures based on their own intuition.
Conclusion
One suggestion to react upon the many criticisms expressed by parents regarding who and how provides ECAP information is to integrate central ECAP recommendations into regular child care counseling by HCPs—provided that feasible ways for doing so are identified. This would assist disease prevention, as parents without specific concerns are often unaware of the ECAP dimension of issues such as nutrition
Local, collaborative, stepped, and personalized care management for older people with chronic diseases – results from the randomized controlled LoChro-trial
Get PDFAbstractBackgroundIn the aging population of Western societies, an increasing number of older adults have multiple chronic diseases. As multifaceted health problems imply the involvement of several healthcare professionals, multimorbid older people frequently face a fragmentation of health care. Addressing these challenges, we developed a local, collaborative, stepped, and personalized care management approach (LoChro-Care) and evaluated its effectiveness.MethodsA two-group, parallel randomized controlled trial was conducted comparing LoChro-Care recipients (IG) to participants with usual care (CG). Patients aged 65 + with chronic conditions were recruited at inpatient and outpatient departments of the Medical Center, University of Freiburg. Participants were allocated using block randomization (nIG = 261, nCG = 263). LoChro-Care comprised individualized care provided by chronic care managers with 7 to 13 contacts over 12 months. Questionnaires were given at 3 time points (T0: baseline, T1: after 12 months, T2: after 18 months). The primary outcome was the physical, psychological, and social health status represented by a composite score of functional health and depressive symptoms. Secondary outcomes were the participants’ evaluation of their health care situation, health-related quality of life (HRQL), and life-satisfaction (LS). The data were analyzed using linear mixed modelling.ResultsWe analyzed N = 491 participants (nIG = 244, nCG = 247), aged M = 76.78 years (SD = 6.35). For the composite endpoint, neither a significant difference between IG and CG (p = .88) nor a group-time interaction (p = .52; p = .88) could be observed. Participants in both groups showed a significant decline on the primary outcome between T0 and T2 (p < .001). Post hoc analyses revealed a decline in both functional health (p < .001) and depressive symptoms (p = .02). Both groups did not differ in their evaluation of their health care situation (p = .93), HRQL (p = .44) or LS (p = .32). Relevant confounding variables were female gender and multimorbidity.ConclusionSupporting patients’ self-management in coordinating their individual care network through LoChro-Care did not result in any significant effect on the primary and secondary outcomes. A decline of functional health and depressive symptoms was observed among all participants. Potential future intervention adaptations are discussed, such as a more active case management through direct referral to (in-)formal support, an earlier treatment initiation, and the consideration of specific sociodemographic factors in care management planning.Trial registrationGerman Clinical Trials Register (DRKS): DRKS00013904 (02.02.2018), https://drks.de/search/de/trial/DRKS0001390
Podcast "Beratung und Schule"
No full text„Beratung und Schule“ ist eine Podcast-Reihe für angehende Lehrer*innen zu den Themen Beratung und Gesprächsführung mit Eltern und Schüler*innen. Hier bekommt Ihr einen Einblick in die Thematik und vertiefte Informationen zu einzelnen Themenbereichen.
Der Podcast entsteht 2023 im Rahmen eines Projektes zur Förderung von Beratungskompetenzen von Lehramtsstudierenden, finanziert durch QS-Mittel der Verfassten Studierendenschaft der PH Freiburg.
Redaktion: Lena Sachs
Episode 1: Erfahrungen aus Forschung und Praxis
Episode 2: Elternarbeit und Beratung in der Praxis – Gespräch mit einem Grundschulrektor
Episode 3: Lerngespräche mit Schüler*innen
Episode 4: Autismus im Schulkontext
Episode 5: Kinderschutz und Gespräche im Gefährdungskotext
Episode 6: Selbstverletzendes Verhalten im Schulkontext
Episode 7: Beratungslehrkräfte an Schulen
Episode 8: Schulpsychologische Beratungsstell
Entwicklung eines Fragebogens zur ökonomischen Erfassung technikbezogener Einstellungen und Selbstwahrnehmungen
Get PDFDer Beitrag präsentiert die Entwicklung einer Kurzskala zur Erfassung technikbezogener Einstellungen sowie Selbstwahrnehmungen im Kontext der Nutzung von Alltagstechnik. Zur Validierung der Interpretation der resultierenden Testwerte wurden die interne Struktur der Skala, Beziehungen zu Drittvariablen sowie die Annahme geprüft, dass diese Facetten die Performanz im Umgang mit
alltagstechnischen Geräten erklären. Zur Untersuchung wurden Daten von 296 Studierenden (71% weiblich, M = 23.1 Jahre) ausgewertet.
CFA-Analysen unterstützen die angenommene fünffaktorielle Struktur (d.h. eine Facette der allgemeinen Einstellung gegenüber Technik,
zwei Facetten der kognitiven und zwei Facetten der affektiven Selbstwahrnehmung). Kognitive Selbstwahrnehmungen und positive Affekte gegenüber technischen Geräten hingen positiv mit allgemeinen Selbstwirksamkeitserwartungen, Intelligenz und einer höheren Performanz im Umgang mit Alltagstechnik zusammen. Negative Affekte gegenüber Technik waren wahrscheinlicher bei Personen mit niedrigeren allgemeinen Selbstwirksamkeitserwartungen, ausgeprägteren externen Kontrollüberzeugungen, geringerer Intelligenz und geringeren Fähigkeiten im Umgang mit Alltagsgeräten. Die Ergebnisse stützen die intendierten Testwertinterpretationen teilweise und zeigen konkrete Weiterentwicklungsbedarfe des Instruments auf.We developed a short scale to assess attitudes and self-perceptions related to the use of everyday appliances and home automation. To validate the interpretation of the resulting test scores, we examined the internal structure of the scale and its relationshipsto relevant variables. The study used data of 296 students (71% female, M = 23.1 years). CFA analyses supported the assumed five-factor structure – one facet of general attitudes toward technology, two cognitive self-perception facets (experience of competence and selfefficacy related to the use of appliances), and two motivational–affective self-perception aspects (positive and negative affect toward appliances and home automation). The cognitive self-perceptions and a positive affect toward appliances were positively related to general self-efficacy expectations, intelligence, and a higher level of directed control when using appliances. Male participants showed higherscores than female participants on these facets, with measurement invariance analyses signaling that differences may be due to scaleproperties. A negative affect toward appliances was more likely in persons with lower general self-efficacy expectations, more pronouncedexternal locus of control beliefs, lower intelligence, and lower skill in the directed control of appliances. The results partially support theintended test score interpretations and indicate specific requirements for further development
Shame, self-disgust, and envy: An experimental study on negative emotional response in borderline personality disorder during the confrontation with the own face
Get PDFBackground
A markedly negative self-image and pervasive shame proneness have consistently been associated with borderline personality disorder (BPD). The present experimental study investigated the intensity of negative emotional responses with a focus on shame in BPD compared to healthy control persons (HCs) during an experimental paradigm promoting self-awareness, self-reflection, and self-evaluation. Furthermore, the relationship between levels of state shame during the experiment and shame proneness in BPD compared to HCs was examined.
Methods
A sample of 62 individuals with BPD and 47 HCs participated in the study. During the experimental paradigm, participants were presented with photos of (i) the own face, (ii) the face of a well-known person, and (iii) of an unknown person. They were asked to describe positive facets of these faces. Participants rated the intensity of negative emotions induced by the experimental task as well the pleasantness of the presented faces. Shame-proneness was assessed using the Test of the Self-Conscious Affect (TOSCA-3).
Results
Individuals with BPD experienced significantly higher levels of negative emotions than HCs both before and during the experimental task. While HC participants responded to their own face particularly with an increase in shame compared to the other-referential condition, the BPD patients responded above all with a strong increase of disgust. Furthermore, the confrontation with an unknown or well-known face resulted in a strong increase of envy in BPD compared to HC. Individuals with BPD reported higher levels of shame-proneness than HCs. Higher levels of shame-proneness were related to higher levels of state shame during the experiment across all participants.
Conclusion
Our study is the first experimental study on negative emotional responses and its relationship to shame proneness in BPD compared to HC using the own face as a cue promoting self-awareness, self-reflection, and self-evaluation. Our data confirm a prominent role of shame when describing positive features of the own face, but they emphasize also disgust and envy as distinct emotional experience characterizing individuals with BPD when being confronted with the self
Editorial: Psychology and mathematics education
Get PDFWe use numbers and fractions every day, for example when we are doing our shopping or baking a cake. But mathematics is, of course, much more: it is the language of science, or, to use Galileo's words, “the book of Nature is written in mathematical language” (Galileo, 1623) and some mathematical competencies beyond basic arithmetic are required in most professions. Basic mathematics, i.e., elementary arithmetic, elementary geometry and some elements of calculus, is taught in school, not just for everyday life, but as a tool for many different professions. In school, however, mathematics is either “loved” or “hated”, as Hersh and John-Steiner masterfully describe in their book “Loving and Hating Mathematics” (Hersh and John-Steiner, 2010). Research in mathematics education has definitely contributed to reducing school students' hatred of mathematics and this reduction may be seen as one of its many goals.
In contrast with mathematics, the field of mathematics education is strongly interdisciplinary; the closest field to influence it directly is psychology. In fact, mathematics education is consistently shaped by both behavioral and cognitive perspectives, since so many factors—the power of visualizations, the effect of representation formats, but also factors like gender, self-efficacy, etc.—influence and sometimes determine students' performance.
Our aim for this Research Topic and for the collection of papers we are now publishing has thus been to illustrate the relevance of such various psychological perspectives for mathematics education using the contributions of colleagues from around the world. All the contributions we have collected address these interdisciplinary perspectives explicitly or implicitly
How to measure the accessibility maturity of organizations—A survey on accessibility maturity models for higher education
Get PDFMaturity models are increasingly used to advance the processes of organizations, including Higher Education Institutions. In this paper, we review existing maturity models to analyze and optimize the accessibility of organizations. Therefore, we conducted a systematic literature research in the databases Web of Science, IEEE Xplore, BASE, ACM, and Google Scholar, resulting in 13 different maturity models. An additional web search on maturity models for accessibility found another 12 maturity models that we added to the results. Finally, we analyzed the 25 maturity models in more detail, specifically the indicators that each maturity model uses to measure accessibility. The most frequent indicators were “responsibility”, “competences & training”, and “monitoring”, with differences in the frequencies when separated by target group. Out of the 25 maturity models found, only 6 focused on Higher Education Institutions. None of the existing maturity models focuses on teaching and learning of accessibility explicitly