Hochschulschriftenserver der Pädagogischen Hochschule Freiburg
Not a member yet
819 research outputs found
Sort by
Entwicklung einer Simulation zur Förderung von Diagnosekompetenzen angehender Mathematiklehrkräfte: Effekte von Scaffolding
Get PDFTo assess individual students’ abilities and misconceptions in mathematics, teachers need diagnostic competencies. Although research has addressed the quality of teachers’ diagnostic competencies in recent years, it is not very clear how to foster these competencies effectively in the course of prospective teachers’ university education. Research suggests that simulations with instructional support are promising tools for fostering complex competencies. We have developed a simulation that aims at measuring and fostering prospective primary school teachers’ competencies to assess students’ mathematical abilities and misconceptions based on their written task solutions. In this study, we analysed data from prospective primary school mathematics teachers who used one of three different versions of the simulation. Two versions contained a specific type of scaffolding, while the third version did not contain scaffolding. Specifically, the two scaffolding types were content-related scaffolding that emphasized the use of specific pedagogical content knowledge, and strategic scaffolding that emphasized diagnostic activities. The results suggest that integrating scaffolding into the simulation did not substantially influence participants’ overall perception of the simulation regarding presence, authenticity, or perceived cognitive load. Compared to participants in a control group without intervention, participants who used the simulation with scaffolding had higher diagnostic accuracy regarding overall assessment of students’ competence level. However, only content-related scaffolding but not strategic scaffolding or no scaffolding tended to improve participants’ competence in identifying students’ specific misconceptions. The results provide a first empirical basis for further development of the simulation.Um die mathematischen Fähigkeiten und Fehlvorstellungen einzelner Schülerinnen und Schüler einzuschätzen, benötigen Lehrkräfte Diagnosekompetenzen. Obwohl sich die Forschung in den letzten Jahren vermehrt mit Diagnosekompetenzen von Lehrkräften befasst hat, ist noch weitgehend unklar, wie man diese effektiv während der universitären Lehramtsausbildung fördern kann. Forschungsergebnisse legen nahe, dass Simulationen mit instruktionalen Unterstützungsmaßnahmen eine vielversprechende Möglichkeit bieten, komplexere Kompetenzen zu fördern. Im vorliegenden Projekt wurde eine Simulation entwickelt mit dem Ziel, die Fähigkeiten angehender Grundschulehrkräfte zu messen und zu fördern, mathematische Kompetenzen und Fehlvorstellungen von Schülerinnen und Schülern anhand von schriftlichen Aufgabenlösungen einzuschätzen. In dieser Studie untersuchten wir Daten angehender Grundschullehrkräfte, die mit einer von insgesamt drei verschiedenen Versionen der Simulation arbeiteten. Zwei der Versionen enthielten eine bestimmte Art von Scaffolding, wohingegen eine dritte keinerlei Scaffolding beinhaltete. Die beiden Scaffoldingarten waren inhaltsbezogenes Scaffolding, das spezifisches fachdidaktisches Wissen unterstützte, und strategisches Scaffolding, das diagnostische Aktivitäten unterstützte. Die Ergebnisse zeigen, dass Scaffolding keinen substantiellen Einfluss darauf hatte, wie die Teilnehmerinnen und Teilnehmer die Simulation hinsichtlich Presence, Authentizität oder Cognitve Load erlebten. Im Vergleich mit einer Kontrollgruppe ohne Intervention schätzten die Teilnehmer, welche die Simulation mit Scaffolding verwendeten, die mathematische Kompetenz akkurater ein. Allerdings zeigte nur das inhaltsbezogene Scaffolding, jedoch nicht das strategische Scaffolding eine Tendenz, das Erkennen von Fehlvorstellungen zu verbessern. Die Ergebnisse stellen eine erste empirische Basis für die Weiterentwicklung der Simulation dar
Families with young children during the COVID-19 pandemic—The importance of family type, perceived partnership roles, parental stress, and social support for changes in the home learning environment during lockdown
Get PDFBeginning in March 2020, the lockdown precipitated by the COVID-19 pandemic resulted in many challenges, especially for families with young children. Many children had little or no access to institutional education. Therefore, they were even more dependent on their parents providing them with home learning activities (HLA) to support their development. We examined the adaptability of families with regard to changes in parents’ provision of HLA in traditional two-parent families, single parent families, and large families compared to before the lockdown. We focused on family resources, such as a supportive distribution of roles within the partnership, or social support, as predicting factors of adaptability in N = 8,513 families with children aged 18–69 months. In addition, we considered parental stress as a further influencing factor. The cross-sectional data depicts families from a nationwide online survey, which we conducted during spring 2020 in Germany. We found that (a) all three family types offered their children more learning activities at home, albeit with slight differences between the families. However, (b) we identified differences in the factors influencing families’ adaptability: Across all family types, we found slight to medium negative relations between adaptability and parental stress. The relations were most evident in large families. Furthermore, social support exhibits somewhat positive relations to the adaptability of large families. For adaptability in single-parent families, gender differences were initially evident. Among single fathers, the change in parental HLA was stronger than among single mothers. However, this relation disappeared when we took parental stress and social support into account. For traditional two-parent families and single parents, our analyses revealed (c) barely significant relations between the investigated predictors and changes in HLA during lockdown. Overall, our study confirms that high stress limits the adaptability of providing HLA in families and that social support mitigates negative relations between stress and the provision of HLA, especially in large families. In order to develop effective and needs-based family support programs, it is therefore important to help parents cope with stress and provide them with low-threshold social support. The extent to which these services need to be adapted to different family types must be surveyed in more depth
Parental self-efficacy in relation to family characteristics
Get PDFParental self-efficacy (PSE) is an essential predictor of parenting practices and child development. The content-specificity of PSE is not well understood: Previous studies are based on either measure of general parental self-efficacy or task-specific parental self-efficacy but not measures of both constructs. Thus, we do not know how both constructs are related. With data from the “AQuaFam” study, we compared four-factor models to investigate the structure of PSE. It was a priority whether (1) task-specific and general PSE could be assessed separately or (2) be mapped in a hierarchical model with task-specific PSE factors and a superordinate factor of general PSE. A Chi-square test shows no significant model improvement, which indicates general and task-specific PSE being separate dimensions. US studies suggest that low-income parents, migrants, or parents with a lower educational status experience lower PSE. To adequately support these parents, we need to know whether differences according to families’ background characteristics occur in task-specific and general PSE beliefs. We tested general PSE and PSE in four parenting tasks for differences according to families’ background characteristics. Parents with a university degree they were self-efficacious in communicating responsible media use than parents without a university degree. Parents with a non-German family language they were self-efficacious in communicating a responsible media use, caring for a sick child, and in their general PSE compared to parents with German as a family language. The results of the group differences are discussed in the context of how to support different parent groups
Assessment of interprofessional obstetric and midwifery care from the midwives’ perspective using the Interprofessional Collaboration Scale (ICS)
Get PDFIntroduction
Interprofessional collaboration of physicians and midwives is essential for appropriate and safe care of pregnant and parturient women as well as their newborns. The complexity of woman-centered care settings requires the continuous exchange of information and the coordinated implementation of multi-and interprofessional care concepts. To analyze the midwives’ perspective on the multi-and interprofessional care process during pregnancy, birth and postpartum period, we aimed to adapt and psychometrically evaluate the Interprofessional Collaboration Scale (ICS).
Methods
The ICS (13 items) was answered by 299 midwives for (i) prenatal and postpartum care as well as (ii) perinatal care. Three items on equitable communication (EC) identified in qualitative interviews with N = 6 midwives were added as further aspects of quality in collaborative midwifery care. Confirmatory factor analysis was used to test competing theoretically hypothesized factorial model structures, including both care settings simultaneously, i.e., birth and prenatal/postpartum.
Results
A two-dimensional structure assuming the 13 original ICS items and the 3 items on EC as psychometric distinct item groups accounts for the data best. After deleting 5 ICS items with insufficient indicator reliability, a very good-fitting model structure was obtained for both prenatal/postpartum as well as perinatal care: χ2df = 192 = 226.35, p = 0.045, CFI = 0.991, RMSEA = 0.025 (90%CI: [0.004; 0.037]). Both the reduced ICS-R and the EC scale (standardized response mean = 0.579/1.401) indicate significantly higher interprofessional collaboration in the birth setting. Responsibility in consulting, attitudes toward obstetric care and frequency of collaboration with other professional groups proved to be associated with the ICS-R and EC scale as expected.
Discussion
For the adapted ICS-R and the EC scale a good construct validity could be confirmed. Thus, the scales can be recommended as a promising assessment for recording the collaboration of midwives with physicians working in obstetric care from the perspective of midwives. The instrument provides a validated assessment basis in midwifery and obstetric care to identify potentially divergent perspectives within interprofessional care teams in woman’s centered care
Emotional design of pedagogical agents: the influence of enthusiasm and model-observer similarity
Get PDFPedagogical agents were found to enhance learning but studies on the emotional effects of such agents are still missing. While first results show that pedagogical agents with an emotionally positive design might especially foster learning, these findings might depend on the gender of the agent and the learner. This study investigated whether emotional expressions performed by an on-screen instructor were able to increase learning outcomes while considering differences the gender of the agent and the learner. In a 2 (neutral vs. enthusiastic expressions) × 2 (female vs. male agent) between-subject design with additional consideration of the gender of the learner, data of 129 participants was collected. Results revealed that the manipulation of enthusiasm lead to higher perceptions of positive emotions. In addition, a pedagogical agent who performed enthusiastic expressions led to a higher retention but not transfer performance. In terms of the gender of the agent and the learner, male learners retained knowledge better when they watched the agent performing enthusiastic expression irrespective of the persona gender. Female learners, however, retained knowledge only better when a female agent performed enthusiastic expressions. Results are discussed in the light of the positivity principle, model-observer similarity hypotheses and current theories on social cues in multimedia learning
Burden of informal caregivers of people without natural speech: a mixed-methods intervention study
Get PDFAbstract
Background
People with disabilities and without natural speech often rely on care provided by informal caregivers. The caregiving situation of these informal caregivers has been poorly researched. The objectives of the study are 1) to identify stressors, resources, and coping strategies among informal caregivers of people without natural speech and 2) to examine whether a complex intervention in augmentative and alternative communication (AAC) that is not primarily tailored to the needs of informal caregivers can reduce care-related burden.
Methods
The main components of the AAC intervention were (1) initial counselling session, (2) 4 AAC training sessions, (3) 20 AAC therapy sessions and (4) accompanying case management. The control group received only the initial counselling session. Within a quasi-experimental intervention study, survey data on self-perceived burden (Burden Scale for Family Caregivers, BSFC-s) from n = 154 informal caregivers of people without natural speech were collected at three time points between June 2018 and April 2021 from a postal survey. Qualitative interviews with n = 16 informal caregivers were conducted.
Results
Caregivers reported various stressors such as limited communication with the cared-for person and concerns about the living situation in adulthood. Diverse resources and effective coping strategies, which the caregivers refer to when dealing with stressors, could also be identified. Burden was significantly reduced in the intervention group compared to the control group. According to the results of the qualitative study, AAC use led to better communication skills and a reduction in behavioural problems and thus a decreased burden.
Conclusions
The AAC intervention seems to have a positive impact on self-perceived burden. Linkages between intervention components and burden reduction as well as stressors and coping strategies could be identified and provide an evidence-based foundation for developing future holistic interventions for families with individuals without natural speech.
Trial registration
German Clinical Trials Register (DRKS); ID: DRKS00013628 (registered on 05/02/2018)
Homonegatives Verhalten bei Jugendlichen in der Deutschschweiz. Prävalenz und Erklärung anhand eines multifaktoriellen Modells
Get PDFDie vorliegende Forschungsarbeit verfolgt ein dreifaches Ziel: Sie will erstens einen relevanten Beitrag zur Theoriebildung leisten. Sie will zweitens Fachpersonen, die mit Jugendlichen arbeiten, auf das Thema sensibilisieren. Und sie will schliesslich für die Entwicklung von multiperspektivischen Präventions- und Interventionsstrategien zur Verminderung homonegativen Verhaltens bei Jugendlichen eine fundierte Grundlage liefern. Zwei Fragen stehen dabei im Zentrum: Einerseits interessierte, wie stark ausgeprägt bei heterosexuellen Jugendlichen des 8. und 9. Schuljahres aus der Deutschschweiz homonegatives Verhalten gegenüber schwulen Männern ist; anderseits wurde anhand eines komplexen multifaktoriellen Modells überprüft, welche Faktoren einen Effekt auf homonegatives Verhalten haben.
Bei der Entwicklung des multifaktoriellen theoretischen Modells wurden sowohl sozialpsychologische also auch soziologische Theorien zu sozialer Diskriminierung berücksichtigt. Aus den komplexen Prozessen sozialer Zusammenhänge wurden für die quantitative Untersuchung mehrere Faktoren abgeleitet. Das entwickelte theoretische Modell besteht aus den drei Kriteriumsvariablen «direktes homonegatives Verhalten», «indirektes homonegatives Verhalten» und «negatives Verhalten gegenüber Gendernonkonformität», aus zwölf Faktoren der Individualebene, sechs Faktoren der Kontextebene und sechs Kontrollvariablen. Für die Operationalisierung homonegativen Verhaltens wurde ein breites Spektrum an direkten und indirekten Verhaltensweisen berücksichtigt.
In die Analysen einbezogen wurden 2210 Jugendliche aus 151 Schulklassen in 30 Schulen aus 11 Kantonen. Für die Befragung wurde ein standardisierter Fragebogen auf Papier entwickelt. Neben uni- und bivariaten Analysen wurden die insgesamt 69 Zusammenhangshypothesen mit einem Verfahren der Strukturgleichungsanalyse unter Berücksichtigung der Kontrollvariablen überprüft.
Aus den Ergebnissen geht hervor, dass sich jede*r vierte teilnehmende Jugendliche in den 12 Monaten vor der Befragung gegenüber mindestens einer Person negativ verhalten hat, weil diese Person schwul ist oder weil angenommen wurde, dass sie schwul sei. Fast die Hälfte der Teilnehmer*innen zeigte negatives Verhalten gegenüber Gendernonkonformität bei Jungen. Indirektes homonegatives Verhalten ist bei den befragten Jugendlichen noch stärker ausgeprägt. Über drei Viertel der Befragten legten mindestens einmal in den 12 Monaten vor der Befragung eine indirekte homonegative Verhaltensweise an den Tag, die als homonegative Mikroaggression eingestuft werden kann.
Das aus der Pfadanalyse entstandene Erklärungsmodell für homonegatives Verhalten bei Jugendlichen besteht aus den folgenden sieben Faktoren der individuellen Ebene: «negative kognitive Einstellungen gegenüber schwulen Männern», «aggressives Verhalten gegenüber Peers», «Religiosität», «soziale Dominanzorientierung», «Wichtigkeit der eigenen sexuellen Orientierung», «Einstellung zu traditioneller Männlichkeit» und «Empathie», und aus den folgenden vier Faktoren der kontextuellen Ebene: «Erwartungen der Eltern», «Erwartungen der besten Freund*innen», «homonegatives Schulklima» und «Normen des Respekts im Klassenzimmer». Hinzu kommen signifikante Effekte der Kontrollvariablen «Geschlecht (männlich)» und «Migrationshintergrund (Südosteuropa, Vorder- und Zentralasien oder Afrika)».
Die Ergebnisse der vorliegenden Forschungsarbeit machen deutlich, dass mit Blick auf das homonegative Verhalten bei Jugendlichen dringender Handlungsbedarf besteht. Das komplexe multifaktorielle Erklärungsmodell leistet einen wichtigen Beitrag zur Erklärung solchen Verhaltens. Orientiert an der Interventionsforschung, bildet das Modell mit den festgestellten elf Risikofaktoren eine fundierte Problemtheorie, die für die Entwicklung von wirksamen Präventions- und Interventionsstrategien und von konkreten Massnahmen zur Verminderung von direkten und indirekten homonegativen Verhaltensweisen unter Jugendlichen grundlegend ist
Validation of the German eHealth impact questionnaire for online health information users affected by multiple sclerosis
Get PDFAbstract
Background
Persons with multiple sclerosis (MS) are confronted by an overwhelming amount of online health information, which can be valuable but also vary in quality and aim. Therefore, it is of great importance for developers and providers of eHealth information to understand its impact on the users. The eHealth Impact Questionnaire (eHIQ) has been developed in the United Kingdom to measure the potential effects of health and experimental information websites. This contains user’s general attitudes towards using the internet to gain health information and attitudes towards a specific health related website. The self-complete questionnaire is divided into two independently administered and scored parts: the 11-item eHIQ part 1 and the 26-item eHIQ part 2. This study aimed to validate the psychometric properties of the German version of the eHealth Impact Questionnaire (eHIQ-G).
Methods
162 people with multiple sclerosis browsed one of two possible websites containing information on MS and completed an online survey. Internal consistency was assessed by Cronbach’s alpha and structural validity by Confirmatory Factor Analysis. Construct validity was examined by assessing correlations with the reference instruments eHealth Literacy Questionnaire and the General Self-Efficacy Scale measuring related, but dissimilar constructs. Moreover, we investigated the mean difference of the eHIQ-G score between the two websites. Data were analyzed using SPSS and AMOS software.
Results
The eHIQ-G subscales showed high internal consistency with Cronbach’s alpha from 0.833 to 0.885. The 2-factor model of eHIQ part 1 achieved acceptable levels of goodness-of-fit indices, whereas the fit for the 3-factor model of eHIQ part 2 was poor and likewise for the alternative modified models. The correlations with the reference instruments were 0.08–0.62 and as expected. Older age was related with lower eHIQ part 1 score, whereas no significant effect was found for education on eHIQ part 1. Although not significant, the website ‘AMSEL’ reached higher mean scores on eHIQ part 2.
Conclusions
The eHIQ-G has good internal consistency, and sufficient structural and construct validity. This instrument will facilitate the measurement of the potential impact of eHealth tools
Gedenkstättenpädagogik und Soziale Medien. Eine qualitative Studie über die Verhandlung von Sozialen Medien und Bildungsarbeit durch Mitarbeitende in KZ-Gedenkstätten
Get PDFZusammenfassung
Im Zuge der Digitalisierung sind deutschsprachige KZ-Gedenkstätten zunehmend in den Sozialen Medien präsent. Vor dem Hintergrund des historisch-politischen Bildungsauftrages von KZ-Gedenkstätten ist es von Interesse zu klären, wie die Präsenz in den Sozialen Medien für diesen genutzt wird oder werden kann. Hierbei fokussiert die vorliegende Arbeit auf die Perspektive der Mitarbeitenden aus KZ-Gedenkstätten.
Das Ziel der Forschungsarbeit liegt demzufolge in der Beantwortung der Frage, wie Mitarbeitende aus KZ-Gedenkstätten die Präsenz ihrer Einrichtung in den Sozialen Medien in Bezug auf Bildungsarbeit verhandeln. Um die Forschungsfrage zu beantworten, wurden teilstandardisierte Leitfadeninterviews mit Mitarbeitenden aus deutschsprachigen KZ-Gedenkstätten geführt. Die Interviews wurden mithilfe einer Kombination der konstruktivistischen Grounded-Theory und der dokumentarischen Methode ausgewertet. Aus dem daraus entstandenen Theoriemodell wird ersichtlich, dass die Zuordnung der Sozialen Medien zur Bildungsarbeit zentral von den vorhandenen Ressourcen und der Verhandlung der Potenziale und Grenzen, die für die Nutzung gesehen werden, abhängt. Die diversen Standpunkte der Befragten, ob und wie die Sozialen Medien für Bildungsarbeit genutzt werden, zeigen, dass sich das Themenfeld des Einsatzes der Sozialen Medien in Bezug zur digitalen Bildungsarbeit in KZ-Gedenkstätten aktuell noch aktiv in einem Verhandlungsprozess befindet.
Die vorliegende Studie ist sowohl als reflexiver Einblick des Status Quo für Akteur*innen in der Praxis von Interesse als auch für den weiteren erziehungswissenschaftlichen Diskurs bezüglich der Möglichkeiten von digitaler Bildungsarbeit in den Sozialen Medien.
Schlüsselwörter: Gedenkstättenpädagogik; Soziale Medien; digitale Bildungsarbeit; historisch-politische Bildung; KZ-Gedenkstätten; Digitalisierung; Grounded-Theory-Methodologie; Dokumentarische MethodeAbstract
In the course of digitalization, German-language concentration camp memorials are increasingly present in social media. As there is a historical-political educational mission of concentration camp memorials, it is of interest to clarify how the presence in social media is or can be used for this purpose. The focus of this study is on the perspective of the employees of concentration camp memorials.
Accordingly, the aim of the research is to answer the question of how employees from concentration camp memorials negotiate the presence of their institution in social media in relation to educational work. In order to answer the research question, semi-standardized guided interviews were conducted with employees from German-speaking concentration camp memorials. The interviews were analyzed using a combination of constructivist grounded theory and the documentary method. From the resulting theory model, it is evident that the attribution of social media to educational work depends on the available resources and the negotiation of the potentials and limitations of social media. The differing views of the interviewees on whether and how social media are used for educational work show that the topic area of the use of social media in relation to digital educational work in concentration camp memorials is currently still in a process of negotiation.
The present study is of interest both as a reflexive insight into the status quo for actors in practice and for the further discourse in educational science regarding the possibilities of digital educational work in social media.
Keywords: memorial education; social media; digital education; historical-political education; concentration camp memorials; digitalization; grounded theory methodology; documentary metho
Organizational Health Literacy in Schools: Concept Development for Health-Literate Schools
Get PDF(1) Background: Health literacy is considered a personal asset, important for meeting health-related challenges of the 21st century. Measures for assisting students’ health literacy development and improving health outcomes can be implemented in the school setting. First, this is achieved by providing students with learning opportunities to foster their personal health literacy, thus supporting behavior change. Second, it is achieved by measures at the organizational level promoting social change within the proximal and distal environment and supporting the school in becoming more health-literate. The latter approach is rooted in the concept of organizational health literacy, which comprises a settings-based approach aiming at changing organizational conditions to enhance health literacy of relevant stakeholders. The HeLit-Schools project aims to develop the concept of health-literate schools, describing aspects that need to be addressed for a school to become a health-literate organization. (2) Method: The concept development builds on existing concepts of organizational health literacy and its adaptation to the school setting. (3) Results: The adaptation results in the HeLit-Schools concept describing a health-literate school with eight standards. Each standard depicts an area within the school organization that can be developed for fostering health literacy of school-related persons. (4) Conclusions: The HeLit-Schools concept offers an approach to organizational development for sustainably strengthening health literacy