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Competence assessment in education. Research, models and instruments
Leutner, Detlev; Fleischer, Jens; Grünkorn, Juliane; Klieme, Eckhard (Hrsg.)
Sammelband
| Cham: Springer | 2017
36882 Endnote
Herausgeber*innen:
Leutner, Detlev; Fleischer, Jens; Grünkorn, Juliane; Klieme, Eckhard
Titel:
Competence assessment in education. Research, models and instruments
Erscheinungsvermerk:
Cham: Springer, 2017 (Methodology of educational measurement and assessment)
DOI:
10.1007/978-3-319-50030-0
Dokumenttyp:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Bildungsforschung; Empirische Forschung; Deutschland; Österreich; Schweiz; Luxemburg; Diagnostik; Lernmittel; Bild; Text; Erwachsenenbildung; Berufsausbildung; Physik; Entscheidung; Nachhaltige Entwicklung; Metakognition; Sekundarstufe I; Problemlösen; Schülerleistung; Technologiebasiertes Testen; Psychometrie; Adaptives Testen; Feedback; Kompetenz; Bewertung; Schüler; Kompetenzerwerb; Modellierung; Primarbereich; Geografie; Literatur; Naturwissenschaftliche Kompetenz; Selbstgesteuertes Lernen; Lehrer; Berufliche Kompetenz; Lehrerausbildung; Pädagogik; Professionalität; Fachwissen; Schulwahl; Empfehlung
Abstract (english):
This book addresses challenges in the theoretically and empirically adequate assessment of competencies in educational settings. It presents the scientific projects of the priority program "Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes," which focused on competence assessment across disciplines in Germany. The six-year program coordinated 30 research projects involving experts from the fields of psychology, educational science, and subject-specific didactics. The main reference point for all projects is the concept of "competencies," which are defined as "context-specific cognitive dispositions that are acquired and needed to successfully cope with certain situations or tasks in specific domains" (Koeppen et al., 2008, p. 62). The projects investigate different aspects of competence assessment: The primary focus lies on the development of cognitive models of competencies, complemented by the construction of psychometric models based on these theoretical models. In turn, the psychometric models constitute the basis for the construction of instruments for effectively measuring competencies. The assessment of competencies plays a key role in optimizing educational processes and improving the effectiveness of educational systems. This book contributes to this challenging endeavor by meeting the need for more integrative, interdisciplinary research on the structure, levels, and development of competencies. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Enhancing decision-making in STSE education by inducing reflection and self-regulated learning
Gresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne
Zeitschriftenbeitrag
| In: Research in Science Education | 2017
36041 Endnote
Autor*innen:
Gresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne
Titel:
Enhancing decision-making in STSE education by inducing reflection and self-regulated learning
In:
Research in Science Education, 47 (2017) 1, S. 95-118
DOI:
10.1007/s11165-015-9491-9
URN:
urn:nbn:de:0111-pedocs-174332
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-174332
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Computerunterstütztes Verfahren; Deutschland; Entscheidung; Fragebogen; Intervention; Kompetenz; Schüler; Sekundarstufe II; Selbstgesteuertes Lernen; Selbstreflexion; Selbstregulation; Strategie; Test; Training
Abstract:
Thoughtful decision-making to resolve socioscientific issues is central to science, technology, society, and environment (STSE) education. One approach for attaining this goal involves fostering students' decision-making processes. Thus, the present study explores whether the application of decision-making strategies, combined with reflections on the decision-making processes of others, enhances decision-making competence. In addition, this study examines whether this process is supported by elements of self-regulated learning, i.e., self-reflection regarding one's own performance and the setting of goals for subsequent tasks. A computer-based training program which involves the resolution of socioscientific issues related to sustainable development was developed in two versions: with and without elements of self-regulated learning. Its effects on decision-making competence were analyzed using a pre test-post test follow-up control-group design (N = 242 high school students). Decision-making competence was assessed using an open-ended questionnaire that focused on three facets: consideration of advantages and disadvantages, metadecision aspects, and reflection on the decision-making processes of others. The findings suggest that students in both training groups incorporated aspects of metadecision into their statements more often than students in the control group. Furthermore, both training groups were more suc- cessful in reflecting on the decision-making processes of others. The students who received additional training in self-regulated learning showed greater benefits in terms of metadecision aspects and reflection, and these effects remained significant two months later. Overall, our findings demonstrate that the application of decision-making strategies, combined with reflections on the decision-making process and elements of self-regulated learning, is a fruitful approach in STSE education. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Emotions and motivation in mathematics education. Theoretical considerations and empirical […]
Schukajlow, Stanislaw; Rakoczy, Katrin; Pekrun, Reinhard
Zeitschriftenbeitrag
| In: ZDM Mathematics Education | 2017
37394 Endnote
Autor*innen:
Schukajlow, Stanislaw; Rakoczy, Katrin; Pekrun, Reinhard
Titel:
Emotions and motivation in mathematics education. Theoretical considerations and empirical contributions
In:
ZDM Mathematics Education, 49 (2017) 3, S. 307-322
DOI:
10.1007/s11858-017-0864-6
URN:
urn:nbn:de:0111-pedocs-158593
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-158593
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Bildungsforschung; Emotion; Forschungsstand; Instruktion; Intervention; Kooperatives Lernen; Lehrer; Lehr-Lern-Forschung; Lernerfolg; Literaturbericht; Mathematikunterricht; Motivation; Qualität; Schüler; Schülerleistung; Selbstgesteuertes Lernen; Studien
Abstract (english):
Emotions and motivation are important prereq-uisites, mediators, and outcomes of learning and achieve-ment. In this article, we first review major theoretical approaches and empirical findings in research on students' emotions and motivation in mathematics, including a dis-cussion of how classroom instruction can support emo-tions and motivation. Based on this review, we encourage researchers from mathematics education and other dis-ciplines of educational research to combine their efforts. Second, we provide an overview of the contributions in this special issue, most of which reflect such a combination of efforts by considering perspectives from both mathematics education and other fields of educational research. Finally, we consider the neglect of intervention studies and outline directions for future research. We identify intervention studies that target emotions and motivation as one promis-ing but so far underrepresented line of research in mathe-matics education and review results from existing interven-tion studies. For future research, we suggest that researchers should implement fine-grained concepts, assessment instru-ments, theoretical hypotheses, and methods of analysis tai-lored to the specific features of the mathematical domain to adequately investigate students' emotions and motivation in this domain.
DIPF-Abteilung:
Bildungsqualität und Evaluation
Teaching learning strategies. The role of instructional context and teacher beliefs
Kistner, Saskia; Rakoczy, Katrin; Otto, Barbara; Klieme, Eckhard; Büttner, Gerhard
Zeitschriftenbeitrag
| In: Journal for Educational Research Online | 2015
35546 Endnote
Autor*innen:
Kistner, Saskia; Rakoczy, Katrin; Otto, Barbara; Klieme, Eckhard; Büttner, Gerhard
Titel:
Teaching learning strategies. The role of instructional context and teacher beliefs
In:
Journal for Educational Research Online, 7 (2015) 1, S. 176-197
URN:
urn:nbn:de:0111-pedocs-110527
URL:
http://nbn-resolving.org/nbn:de:0111-pedocs-110527
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Einstellung <Psy>; Empirische Untersuchung; Fragebogen; Lehrer; Lernförderung; Lernmethode; Mathematikunterricht; Schuljahr 09; Selbstgesteuertes Lernen; Überzeugung; Unterrichtsforschung
Abstract:
Die Vermittlung von Lernstrategien ist ein wichtiger Bestandteil der Förderung von selbstreguliertem Lernen im Unterricht. Diese Studie untersucht, welche Rolle Unterrichtskontext und Lehrerüberzeugungen für die Vermittlung von Lernstrategien spielen. Von 20 Mathematiklehrkräften wurden jeweils fünf Unterrichtsstunden in der neunten Jahrgangsstufe gefilmt. Drei Unterrichtsstunden zum Thema Satz des Pythagoras (Einführungseinheit) und zwei Unterrichtsstunden zu Textaufgaben (Übungseinheit) stellten verschiedene Unterrichtskontexte dar. Mittels eines Beobachtungsinstruments wurde die Vermittlung von kognitiven Strategien (Organisation, Elaboration) und metakognitiven Strategien (Planung sowie Monitoring und Evaluation) kodiert. Lehrerüberzeugungen wurden mittels Fragebogen erfasst. Es zeigte sich, dass kognitive Strategien tendenziell häufiger in den Einführungsstunden vermittelt wurden, wogegen Planungsstrategien häufiger in den Übungsstunden zum Einsatz kamen. Bezüglich der Lehrerüberzeugungen korrelierten traditionelle Überzeugungen (z. B. formalistische Sicht von Mathematik) negativ mit der Vermittlung von einigen Strategiearten (z. B. Elaboration), fortschrittlichere Überzeugungen dagegen positiv. Lehrerüberzeugungen scheinen demnach eine Rolle für die Strategievermittlung zu spielen. Sie stellen somit einen möglichen Ansatzpunkt dar, um die Förderung von selbstreguliertem Lernen zu verbreiten und sollten in entsprechenden Lehrertrainings berücksichtigt werden. (DIPF/Orig.)
Abstract (english):
Teaching learning strategies is one important aspect of the consistently claimed promotion of self-regulated learning in classrooms. This study investigated the role of instructional context and teacher beliefs for teachers' promotion of learning strategies. Twenty mathematics teachers were videotaped for five lessons in the ninth grade. Three lessons on the Pythagorean Theorem (introductory unit) and two lessons on word problems (practice unit) represented the two different instructional contexts. An observation instrument was used to code the teachers' promotion of cognitive strategies (organization, elaboration) and metacognitive strategies (planning, monitoring and evaluation). Teacher beliefs were captured by questionnaire. Results show a tendency to teach cognitive strategies more in introductory lessons compared to practice lessons, while planning strategies are more often taught in practice lessons. Regarding teacher beliefs, traditional beliefs (e.g., a formalist view of mathematics) were negatively related to the promotion of some types of strategies (e.g., elaboration), while progressive beliefs (e.g., emphasis on an individual reference norm) were positively associated with teaching several strategy types (e.g., monitoring and evaluation). Thus, teacher beliefs seem to play a role for strategy teaching, which makes them a possible starting point for enhancing the promotion of self-regulated learning and a potential key factor in teacher training. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Aktivitäten der Bildungsserver im Schulbereich. Sichtbarkeit von freien Bildungsmedien (OER)
Blees, Ingo; Schindler, Christoph
Zeitschriftenbeitrag
| In: SchulVerwaltung. Ausgabe Niedersachsen | 2015
35730 Endnote
Autor*innen:
Blees, Ingo; Schindler, Christoph
Titel:
Aktivitäten der Bildungsserver im Schulbereich. Sichtbarkeit von freien Bildungsmedien (OER)
In:
SchulVerwaltung. Ausgabe Niedersachsen, 26 (2015) 5, S. 144-147
Dokumenttyp:
3b. Beiträge in weiteren Zeitschriften; wissenschaftsorientiert
Sprache:
Deutsch
Schlagwörter:
Bildungsserver; Bundesland; Deutschland; E-Learning; Lehrmittel; Lernmittel; Online-Publikation; Open Access; Qualität; Qualitätssicherung; Schule; Selbstgesteuertes Lernen
Abstract:
Der aktuelle Bericht einer Bund-Länder-Arbeitsgruppe zu Open Educational Resources (OER) bestätigt deren pädagogisch-didaktisches Potenzial. Die Bundesländer engagieren sich schon seit einiger Zeit mit der Bereitstellung digitaler Lernressourcen durch ihre Bildungsserver. Durch das Thema OER erhalten diese Aktivitäten zunehmende Bedeutung.
DIPF-Abteilung:
Informationszentrum Bildung
Aktivitäten der Bildungsserver im Schulbereich. Sichtbarkeit von freien Bildungsmedien (OER)
Schindler, Christoph; Blees, Ingo
Zeitschriftenbeitrag
| In: SchulVerwaltung. Ausgabe Hessen und Rheinland-Pfalz | 2015
35731 Endnote
Autor*innen:
Schindler, Christoph; Blees, Ingo
Titel:
Aktivitäten der Bildungsserver im Schulbereich. Sichtbarkeit von freien Bildungsmedien (OER)
In:
SchulVerwaltung. Ausgabe Hessen und Rheinland-Pfalz, 20 (2015) 7/8, S. 203-206
Dokumenttyp:
3b. Beiträge in weiteren Zeitschriften; wissenschaftsorientiert
Sprache:
Deutsch
Schlagwörter:
Bildungsserver; Bundesland; Deutschland; E-Learning; Lehrmittel; Lernmittel; Online-Publikation; Open Access; Qualität; Qualitätssicherung; Schule; Selbstgesteuertes Lernen
Abstract:
Der aktuelle Bericht einer Bund-Länder-Arbeitsgruppe zu Open Educational Resources (OER) bestätigt deren pädagogisch-didaktisches Potenzial. Die Bundesländer engagieren sich schon seit einiger Zeit mit der Bereitstellung digitaler Lernressourcen durch ihre Bildungsserver. Durch das Thema OER erhalten diese Aktivitäten zunehmende Bedeutung. (DIPF/Autor)
DIPF-Abteilung:
Informationszentrum Bildung
Pädagogische Psychologie. Erfolgreiches Lernen und Lehren
Hasselhorn, Marcus; Gold, Andreas
Monographie
| Stuttgart: Kohlhammer | 2013
33478 Endnote
Autor*innen:
Hasselhorn, Marcus; Gold, Andreas
Titel:
Pädagogische Psychologie. Erfolgreiches Lernen und Lehren
Erscheinungsvermerk:
Stuttgart: Kohlhammer, 2013 (Standards Psychologie)
Dokumenttyp:
1. Monographien (Autorenschaft); Monographie
Sprache:
Deutsch
Schlagwörter:
Kooperatives Lernen; Lehren; Lehr-Lern-Forschung; Lernbedingungen; Lernen; Lernerfolg; Lernmotivation; Lernpsychologie; Lerntheorie; Selbstgesteuertes Lernen; Unterricht; Unterrichtsmethode
Abstract:
Wie lernen Menschen und wie kann man ihnen dabei helfen? In diesem Lehrbuch werden Theorien und sie stützende empirische Befunde dargestellt, auf deren Grundlage erfolgreiches Lernen und Lehren möglich ist. Dabei geht es um die allgemeinen und individuellen Voraussetzungen erfolgreichen Lernens und Lehrens sowie um die besonderen Herausforderungen, die aus der Unterschiedlichkeit der Lernenden resultieren.
DIPF-Abteilung:
Bildung und Entwicklung
Socioscientific decision making in the science classroom. The effect of embedded metacognitive […]
Eggert, Sabina; Ostermeyer, Frauke; Hasselhorn, Marcus; Bögeholz, Susanne
Zeitschriftenbeitrag
| In: Education Research International | 2013
33300 Endnote
Autor*innen:
Eggert, Sabina; Ostermeyer, Frauke; Hasselhorn, Marcus; Bögeholz, Susanne
Titel:
Socioscientific decision making in the science classroom. The effect of embedded metacognitive instructions on students' learning outcomes
In:
Education Research International, 2013 (2013) ID 309894, S. 1-12
DOI:
10.1155/2013/309894
URL:
http://dx.doi.org/10.1155/2013/309894
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Argumentation; Deutschland; Empirische Untersuchung; Experimentelle Untersuchung; Gymnasiale Oberstufe; Kooperatives Lernen; Lernerfolg; Messverfahren; Metakognition; Naturwissenschaftliche Kompetenz; Naturwissenschaftlicher Unterricht; Papier-Bleistift-Test; Problemlösen; Schüler; Schülerleistung; Selbstgesteuertes Lernen; Selbstregulation; Soziales Lernen; Urteilsbildung; Wirkung
Abstract:
The purpose of the present study was to examine the effects of cooperative training strategies to enhance students' socioscientific decision making as well as their metacognitive skills in the science classroom. Socioscientific decision making refers to both "describing socioscientific issues" as well as "developing and evaluating solutions" to socioscientific issues. We investigated two cooperative training strategies which differed with respect to embedded metacognitive instructions that were developed on the basis of the IMPROVE method. Participants were 360 senior high school students who studied either in a cooperative learning setting (COOP), a cooperative learning setting with embedded metacognitive questions (COOP+META), or a nontreatment control group. Results indicate that students in the two training conditions outperformed students in the control group on both processes of socioscientific decision making. However, students in the COOP+META condition did not outperform students in the COOP condition. With respect to students' learning outcomes on the regulation facet of metacognition, results indicate that all conditions improved over time. Students in the COOP+META condition exhibited highest mean scores at posttest measures, but again, results were not significant. Implications for integrating metacognitive instructions into science classrooms are discussed.
DIPF-Abteilung:
Bildung und Entwicklung
Training in decision-making strategies. An approach to enhance students' competence to deal with […]
Gresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne
Zeitschriftenbeitrag
| In: International Journal of Science Education | 2013
33841 Endnote
Autor*innen:
Gresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne
Titel:
Training in decision-making strategies. An approach to enhance students' competence to deal with socioscientific issues
In:
International Journal of Science Education, 35 (2013) 15, S. 2587-2607
DOI:
10.1080/09500693.2011.617789
URL:
http://dx.doi.org/10.1080/09500693.2011.617789
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Biologieunterricht; Deutschland; Empirische Untersuchung; Entscheidung; Kompetenz; Metakognition; Motivation; Nachhaltige Entwicklung; Naturwissenschaftlicher Unterricht; Sekundarstufe II; Selbstgesteuertes Lernen; Selbstregulation; Test; Training; Umweltbildung; Urteilsbildung
Abstract:
Dealing with socio-scientific issues in science classes enables students to participate productively in controversial discussions concerning ethical topics, such as sustainable development. In this respect, well-structured decision-making processes are essential for elaborate reasoning. To foster decision-making competence, a computer-based programme was developed that trains secondary school students (grades 11-13) in decision-making strategies. The main research question is: does training students to use these strategies foster decision-making competence? In addition, the influence of meta-decision aids was examined. Students conducted a task analysis to select an appropriate strategy prior to the decision-making process. Hence, the second research question is: does combining decision-making training with a task analysis enhance decision-making competence at a higher rate? To answer these questions, 386 students were tested in a pre-post-follow-up control-group design that included two training groups (decision-making strategies/decision-making strategies combined with a task analysis) and a control group (decision-making with additional ecological information instead of strategic training). An open-ended questionnaire was used to assess decision-making competence in situations related to sustainable development. The decision-making training led to a significant improvement in the post-test and the follow-up, which was administered three months after the training. Long-term effects on the quality of the students' decisions were evident for both training groups. Gains in competence when reflecting upon the decision-making processes of others were found, to a lesser extent, in the training group that received the additional meta-decision training. In conclusion, training in decision-making strategies is a promising approach to deal with socio-scientific issues related to sustainable development.
DIPF-Abteilung:
Bildung und Entwicklung
The connection between primary school students' self-regulation in learning and perceived teaching […]
Rieser, Svenja; Fauth, Benjamin; Decristan, Jasmin; Klieme, Eckhard; Büttner, Gerhard
Zeitschriftenbeitrag
| In: Journal of Cognitive Education and Psychology | 2013
33582 Endnote
Autor*innen:
Rieser, Svenja; Fauth, Benjamin; Decristan, Jasmin; Klieme, Eckhard; Büttner, Gerhard
Titel:
The connection between primary school students' self-regulation in learning and perceived teaching quality
In:
Journal of Cognitive Education and Psychology, 12 (2013) 2, S. 138-156
DOI:
10.1891/1945-8959.12.2.138
URL:
https://connect.springerpub.com/content/sgrjcep/12/2/138
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Aktives Lernen; Befragung; Deutschland; Empirische Untersuchung; Feedback; Fragebogenerhebung; Grundschule; Grundschüler; Mehrebenenanalyse; Metakognition; Qualität; Regressionsanalyse; Schuljahr 03; Selbstgesteuertes Lernen; Selbstregulation; Unterricht; Unterrichtsklima; Wille
Abstract:
Effective self-regulation is needed to foster student learning. A meta-analysis has shown that even primary school children benefit from training in self-regulated learning. However, there is a lack of research considering the connection between key aspects of regular classroom instruction and students' self-regulated learning. This study investigates the hypothesis that in primary school, self-regulated learning is systematically related to the quality of teaching. Teaching quality is conceptualized as a multidimensional construct comprising classroom management, supportive climate, and cognitive activation. All three dimensions of teaching quality, as well as metacognitive strategy use and volitional control, were reliably assessed for 996 third graders from 54 classes in German primary schools via questionnaire. Because of the clustered data structure, we used multilevel regression analyses for identifying the assumed connections. Most notably, at the classroom level, metacognitive strategy use was significantly predicted by cognitive activation, whereas volitional control was predicted by a supportive climate.
DIPF-Abteilung:
Bildungsqualität und Evaluation
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