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Prediction of disorientation by accelerometric and gait features in young and older adults […]
Teipel, Stefan J.; Amaefule, Chimezie O.; Lüdtke, Stefan; Görß, Doreen; Faraza, Sofia; Bruhn, Sven; […]
Zeitschriftenbeitrag
| In: Frontiers in Psychology | 2022
42734 Endnote
Autor*innen:
Teipel, Stefan J.; Amaefule, Chimezie O.; Lüdtke, Stefan; Görß, Doreen; Faraza, Sofia; Bruhn, Sven; Kirste, Thomas
Titel:
Prediction of disorientation by accelerometric and gait features in young and older adults navigating in a virtually enriched environment
In:
Frontiers in Psychology, 13 (2022) , S. 882446
DOI:
10.3389/fpsyg.2022.882446
URL:
https://www.frontiersin.org/articles/10.3389/fpsyg.2022.882446/full
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Abstract:
Objective: To determine whether gait and accelerometric features can predict disorientation events in young and older adults. Methods: Cognitively healthy younger (18-40 years, n = 25) and older (60-85 years, n = 28) participants navigated on a treadmill through a virtual representation of the city of Rostock featured within the Gait Real-Time Analysis Interactive Lab (GRAIL) system. We conducted Bayesian Poisson regression to determine the association of navigation performance with domain-specific cognitive functions. We determined associations of gait and accelerometric features with disorientation events in real-time data using Bayesian generalized mixed effect models. The accuracy of gait and accelerometric features to predict disorientation events was determined using cross-validated support vector machines (SVM) and Hidden Markov models (HMM). Results: Bayesian analysis revealed strong evidence for the effect of gait and accelerometric features on disorientation. The evidence supported a relationship between executive functions but not visuospatial abilities and perspective taking with navigation performance. Despite these effects, the cross-validated percentage of correctly assigned instances of disorientation was only 72% in the SVM and 63% in the HMM analysis using gait and accelerometric features as predictors. Conclusion: Disorientation is reflected in spatiotemporal gait features and the accelerometric signal as a potentially more easily accessible surrogate for gait features. At the same time, such measurements probably need to be enriched with other parameters to be sufficiently accurate for individual prediction of disorientation events. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Controlling speed in component skills of reading improves the explanation of reading comprehension
Goldhammer, Frank; Kroehne, Ulf; Hahnel, Carolin; De Boeck, Paul
Zeitschriftenbeitrag
| In: Journal of Educational Psychology | 2021
41462 Endnote
Autor*innen:
Goldhammer, Frank; Kroehne, Ulf; Hahnel, Carolin; De Boeck, Paul
Titel:
Controlling speed in component skills of reading improves the explanation of reading comprehension
In:
Journal of Educational Psychology, 113 (2021) 5, S. 861-878
DOI:
10.1037/edu0000655
URN:
urn:nbn:de:0111-pedocs-237977
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-237977
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Lesekompetenz; Fertigkeit; Kognitive Prozesse; Leistung; Antwort; Zeit; Wort; Semantik; Text; Leseverstehen; PISA <Programme for International Student Assessment>; Schüler; Messverfahren; Test; Experimentelle Untersuchung; Empirische Untersuchung; Deutschland
Abstract:
Efficiency in reading component skills is crucial for reading comprehension, as efficient subprocesses do not extensively consume limited cognitive resources, making them available for comprehension processes. Cognitive efficiency is typically measured with speeded tests of relatively easy items. Observed responses and response times indicate the latent variables of ability and speed. Interpreting only ability or speed as efficiency may be misleading because there is a within-person dependency between both variables (speed-ability tradeoff [SAT]). Therefore, the present study measures efficiency as ability conditional on speed by controlling speed experimentally with item-level time limits. The proposed timed ability measures of reading component skills are expected to have a clearer interpretation in terms of efficiency and to be better predictors for reading comprehension. To support this claim, this study investigates two component skills, visual word recognition and sentence-level semantic integration (sentence reading), to understand how differences in ability in a timed condition are related to differences in ability and speed in a traditional untimed condition. Moreover, untimed and timed reading component skill measures were used to explain reading comprehension. A German subsample from Programme for International Student Assessment (PISA) 2012 completed the reading component skills tasks with and without item-level time limits and PISA reading tasks. The results showed that timed ability is only moderately related to untimed ability. Furthermore, timed ability measures proved to be stronger predictors of sentence-level and text-level reading comprehension than the corresponding untimed ability and speed measures, although using untimed ability and speed jointly as predictors increased the amount of explained variance.
Abstract (english):
Efficiency in reading component skills is crucial for reading comprehension, as efficient subprocesses do not extensively consume limited cognitive resources, making them available for comprehension processes. Cognitive efficiency is typically measured with speeded tests of relatively easy items. Observed responses and response times indicate the latent variables of ability and speed. Interpreting only ability or speed as efficiency may be misleading because there is a within-person dependency between both variables (speed-ability tradeoff [SAT]). Therefore, the present study measures efficiency as ability conditional on speed by controlling speed experimentally with item-level time limits. The proposed timed ability measures of reading component skills are expected to have a clearer interpretation in terms of efficiency and to be better predictors for reading comprehension. To support this claim, this study investigates two component skills, visual word recognition and sentence-level semantic integration (sentence reading), to understand how differences in ability in a timed condition are related to differences in ability and speed in a traditional untimed condition. Moreover, untimed and timed reading component skill measures were used to explain reading comprehension. A German subsample from Programme for International Student Assessment (PISA) 2012 completed the reading component skills tasks with and without item-level time limits and PISA reading tasks. The results showed that timed ability is only moderately related to untimed ability. Furthermore, timed ability measures proved to be stronger predictors of sentence-level and text-level reading comprehension than the corresponding untimed ability and speed measures, although using untimed ability and speed jointly as predictors increased the amount of explained variance.
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Forschungsgrundlagen der Schulpsychologie
Loßnitzer, Christiane; Moschko, Tomasz; Gawrilow, Caterina; Schmid, Johanna; Hasselhorn, Marcus
Sammelbandbeitrag
| Aus: Seifried, Klaus; Drewes, Stefan; Hasselhorn, Marcus (Hrsg.): Handbuch Schulpsychologie: Psychologie für die Schule | Stuttgart: Kohlhammer | 2021
41606 Endnote
Autor*innen:
Loßnitzer, Christiane; Moschko, Tomasz; Gawrilow, Caterina; Schmid, Johanna; Hasselhorn, Marcus
Titel:
Forschungsgrundlagen der Schulpsychologie
Aus:
Seifried, Klaus; Drewes, Stefan; Hasselhorn, Marcus (Hrsg.): Handbuch Schulpsychologie: Psychologie für die Schule, Stuttgart: Kohlhammer, 2021 , S. 31-41
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Schulpsychologe; Psychologische Forschung; Methode; Forschungsdesign; Inhalt; Prävention; Intervention; Evaluation; Experimentelle Untersuchung; Quasi-Experiment; Fallstudie; Metaanalyse; Erhebungsinstrument; Validität
Abstract:
Schulpsychologie ist einerseits "angewandte Psychologie für die Schule" (BDP Sektion Schulpsychologie, 2015, S. 3), andererseits eine - wenn auch junge, eigenständige - wissenschaftliche Disziplin, die sich der Forschungsdesigns und -methoden der gesamten Psychologie bedient. Insbesondere die Klinische Psychologie, die Pädagogische Psychologie und die Entwicklungspsychologie spielen als zentrale Bezugsdisziplinen eine große Rolle. Zudem dienen die Inhalte der Psychologischen Diagnostik und Testtheorie, Sozialpsychologie, Arbeits- und Organisationspsychologie und Medienpsychologie als Bezugsrahmen. Wissenschaftliche Forschungsergebnisse bilden die Handlungsgrundlage praktisch-arbeitender Schulpsychologinnen und Schulpsychologen. Trotzdem ist die Dissemination wissenschaftlicher Forschungsergebnisse keine Garantie für einen gelingenden Wissenschafts-Praxis-Transfer. Dieser setzt einerseits voraus, dass entsprechend relevante Forschung vorliegt und hinreichend verständlich zur Verfügung gestellt wird. Andererseits sind wissenschaftliche Befunde kritisch zu reflektieren und hinsichtlich ihrer Anwendbarkeit zu bewerten. Hierzu bedarf es einer soliden Kenntnis der Forschungsgrundlagen. In diesem Kapitel werden daher typische Fragen schulpsychologischer Forschung, zentrale Forschungsdesigns und -methoden sowie Kriterien zur kritischen Reflexion wissenschaftlicher Forschungsbefunde thematisiert. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Vampires and nurses are rated differently by younger and older adults. Age-comparative norms of […]
Grandy, Thomas H.; Lindenberger, Ulman; Schmiedek, Florian
Zeitschriftenbeitrag
| In: Behavior Research Methods | 2020
40426 Endnote
Autor*innen:
Grandy, Thomas H.; Lindenberger, Ulman; Schmiedek, Florian
Titel:
Vampires and nurses are rated differently by younger and older adults. Age-comparative norms of imageability and emotionality for about 2500 German nouns
In:
Behavior Research Methods, 52 (2020) , S. 980-989
DOI:
10.3758/s13428-019-01294-2
URN:
urn:nbn:de:0111-dipfdocs-232749
URL:
https://nbn-resolving.org/urn:nbn:de:0111-dipfdocs-232749
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Junger Erwachsener; Alter Mensch; Vorstellung <Psy>; Emotion; Wort; Verhalten; Wohlbefinden; Kognitive Kompetenz; Gedächtnis; Leistungsfähigkeit; Semantik; Phonologie; Altersgruppe; Vergleich; Experimentelle Untersuchung; Deutschland
Abstract:
Imageability and emotionality ratings for 2592 German nouns (3-10 letters, one to three phonological syllables) were obtained from younger adults (21-31 years) and older adults (70-86 years). Valid ratings were obtained on average from 20 younger and 23 older adults per word for imageability, and from 18 younger and 19 older adults per word for emotionality. The internal consistency (Cronbach's α) and retest rank-order stability of the ratings were high for both age groups (α and r ≥ .97). Also, the validity of our ratings was found to be high, as compared to previously published ratings (r ≥ .86). The ratings showed substantial rank-order stability across younger and older adults (imageability, r = .94; emotionality, r = .85). At the same time, systematic differences between age groups were found in the mean levels of ratings (imageability, d = 0.38; emotionality, d = 0.20) and in the extent to which the rating scales were used (imageability, SD = 24 vs. 19, scale of 0 to 100; emotionality, SD = 26 vs. 31, scale of −100 to 100). At the descriptive level, our data hint at systematically different evaluations of semantic categories regarding imageability and emotionality across younger and older adults. Given that imageability and emotionality have been reported, for instance, as important determinants for the recognition and recall of words, our findings highlight the importance of considering age-specific information in age-comparative cognitive (neuroscience) experimental studies using word materials. The age-specific imageability and emotionality ratings for the 2592 German nouns can be found in the electronic supplementary material 1. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Multiple solutions for real-world problems and students' procedural and conceptual knowledge
Achmetli, Kay; Schukajlow, Stanislaw; Rakoczy, Katrin
Zeitschriftenbeitrag
| In: International Journal of Science and Mathematics Education | 2019
38890 Endnote
Autor*innen:
Achmetli, Kay; Schukajlow, Stanislaw; Rakoczy, Katrin
Titel:
Multiple solutions for real-world problems and students' procedural and conceptual knowledge
In:
International Journal of Science and Mathematics Education, 17 (2019) 8, S. 1605-1625
DOI:
10.1007/s10763-018-9936-5
URL:
https://link.springer.com/article/10.1007%2Fs10763-018-9936-5
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Mathematikunterricht; Kompetenz; Erfahrung; Wissen; Vorwissen; Problemlösen; Problem; Alltag; Aufgabe; Unterrichtsmethode; Schüler; Schuljahr 09; Test; Befragung; Hypothese; Pfadanalyse; Experimentelle Untersuchung; Deutschland
Abstract:
An effective way to improve students' mathematical knowledge is to have them construct multiple solutions for real-world problems. Prior knowledge is a relevant prerequisite for learning outcomes, and the experience of competence is a basic need that has to be fulfilled to improve achievement. In the current experimental study (N = 307), we investigated how the construction of multiple solutions for real-world problems by applying multiple (two) mathematical procedures affected students' procedural and conceptual knowledge and their experience of competence. Path analyses showed that constructing multiple solutions for real-world problems increased students' feelings of competence and affected their procedural and conceptual knowledge indirectly through the experience of competence. Moreover, students' prior knowledge affected their knowledge at posttest directly as well as indirectly via their experience of competence. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
From signals to knowledge. A conceptual model for multimodal learning analytics
Di Mitri, Daniele; Schneider, Jan; Specht, Marcus; Drachsler, Hendrik
Zeitschriftenbeitrag
| In: Journal of Computer Assisted Learning | 2018
38545 Endnote
Autor*innen:
Di Mitri, Daniele; Schneider, Jan; Specht, Marcus; Drachsler, Hendrik
Titel:
From signals to knowledge. A conceptual model for multimodal learning analytics
In:
Journal of Computer Assisted Learning, 34 (2018) 4, S. 338-349
DOI:
10.1111/jcal.12288
URL:
https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12288
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Computerunterstütztes Lernen; Datenanalyse; Lernprozess; Lernverhalten; Lerntheorie; Methode; Klassifikation; Modell; Empirische Forschung; Experimentelle Untersuchung; Übersicht
Abstract (english):
Multimodality in learning analytics and learning science is under the spotlight. The landscape of sensors and wearable trackers that can be used for learning support is evolving rapidly, as well as data collection and analysis methods. Multimodal data can now be collected and processed in real time at an unprecedented scale. With sensors, it is possible to capture observable events of the learning process such as learner's behaviour and the learning context. The learning process, however, consists also of latent attributes, such as the learner's cognitions or emotions. These attributes are unobservable to sensors and need to be elicited by human‐driven interpretations. We conducted a literature survey of experiments using multimodal data to frame the young research field of multimodal learning analytics. The survey explored the multimodal data used in related studies (the input space) and the learning theories selected (the hypothesis space). The survey led to the formulation of the Multimodal Learning Analytics Model whose main objectives are of (O1) mapping the use of multimodal data to enhance the feedback in a learning context; (O2) showing how to combine machine learning with multimodal data; and (O3) aligning the terminology used in the field of machine learning and learning science. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Effects of implicit fear of failure on cognitive processing. A diffusion model analysis
Lerche, Veronika; Neubauer, Andreas B.; Voss, Andreas
Zeitschriftenbeitrag
| In: Motivation and emotion | 2018
38308 Endnote
Autor*innen:
Lerche, Veronika; Neubauer, Andreas B.; Voss, Andreas
Titel:
Effects of implicit fear of failure on cognitive processing. A diffusion model analysis
In:
Motivation and emotion, 42 (2018) 3, S. 396-402
DOI:
10.1007/s11031-018-9691-5
URN:
urn:nbn:de:0111-pedocs-160811
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-160811
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Kognitive Prozesse; Angst; Misserfolg; Wirkung; Frustration; Leistung; Motiv <Psy>; Experimentelle Untersuchung; Feedback; Beeinflussung; Modellbildung; Statistische Methode; Analyse; Experimentelle Psychologie
Abstract (english):
Whereas previous studies suggest that individuals with high implicit fear of failure (FF) perform worse on various indicators of general performance, the underlying mechanisms of this effect have not yet been understood. In our experimental study, 280 participants worked on a binary color discrimination task. Half of the participants were frustrated by means of negative performance feedback, while the control group received mainly positive feedback. We employed a diffusion model analysis (Ratcliff in Psychol Rev 85(2):59-108, 1978) to disentangle the different components involved in the execution of the task. Results revealed that participants in the frustration condition adopted more conservative decision settings (threshold separation parameter of the diffusion model). Besides, high implicit FF was related to slow information accumulation (drift), and this relation was stronger in the frustration condition. Participants with higher FF further showed reduced learning rates during the task. Task related intrusive thoughts are discussed as mechanism for reduced performance of high FF individuals. We conclude that diffusion model analyses can contribute to a better understanding of the mechanisms underlying the effects of psychological motives. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Formen und Methoden der externen Evaluation
Hartig, Johannes; Rauch, Dominique
Sammelbandbeitrag
| Aus: Titz, Cora; Weber, Susanne; Ropeter, Anna; Geyer, Sabrina; Hasselhorn, Marcus (Hrsg.): Konzepte zur Sprach- und Schriftsprachförderung umsetzen und überprüfen | Stuttgart: Kohlhammer | 2018
38418 Endnote
Autor*innen:
Hartig, Johannes; Rauch, Dominique
Titel:
Formen und Methoden der externen Evaluation
Aus:
Titz, Cora; Weber, Susanne; Ropeter, Anna; Geyer, Sabrina; Hasselhorn, Marcus (Hrsg.): Konzepte zur Sprach- und Schriftsprachförderung umsetzen und überprüfen, Stuttgart: Kohlhammer, 2018 (Bildung durch Sprache und Schrift, 2), S. 78-92
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Gruppe; Vergleich; Experimentelle Untersuchung; Methode; Evaluation; Sprachförderung; Förderungsmaßnahme; Qualität; Konzeption; Wirkung; Messung; Variable; Messverfahren; Operationalisierung; Ziel; Objektivität; Validität; Reliabilität; Forschungsdesign; Typologie; Quasi-Experiment; Beobachtung
Abstract:
Die Qualität von Konzepten und Maßnahmen zur sprachlichen Förderung kann mit verschiedenen Methoden geprüft werden. Das vorliegende Kapitel gibt zunächst einen Überblick über verschiedene Formen der Evaluation, die bei der Prüfung der Qualität von Sprachfördermaßnahmen zum Einsatz kommen können - in Abhängigkeit vom Zeitpunkt der Evaluation werden Input-Evaluation, formative und summative Evaluation unterschieden. Anschließend wird die Definition von und Messung der Variablen thematisiert, die bei Evaluationen als Maße für die Qualität von Sprachfördermaßnahmen und als Kriterien für ihre Wirksamkeit verwendet werden. Hierbei werden Vor- und Nachteile verschiedener Messmethoden sowie allgemeine Gütekriterien zur Beurteilung von Messverfahren behandelt. Schließlich befasst sich das Kapitel mit Untersuchungsdesigns, die zur wissenschaftlichen Prüfung der Wirksamkeit von Sprachfördermaßnahmen verwendet werden können. Untersuchungsdesigns unterscheiden sich im Hinblick darauf, auf welche Weise Gruppen gebildet werden, die eine Fördermaßnahme erhalten (Treatment-Gruppe) und die als Vergleich herangezogen werden können (Kontrollgruppe). Unterschieden werden insbesondere korrelative Designs, quasiexperimentelle Designs und experimentelle Designs. In Abhängigkeit von der Gruppenbildung sind unterschiedlich sichere Wirksamkeitsaussagen möglich. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
A double-edged sword? On the benefit, detriment, and net effect of dimensional comparison on […]
Müller-Kalthoff, Hanno; Jansen, Malte; Schiefer, Irene; Helm, Friederike; Nagy, Nicole; Möller, Jens
Zeitschriftenbeitrag
| In: Journal of Educational Psychology | 2017
36831 Endnote
Autor*innen:
Müller-Kalthoff, Hanno; Jansen, Malte; Schiefer, Irene; Helm, Friederike; Nagy, Nicole; Möller, Jens
Titel:
A double-edged sword? On the benefit, detriment, and net effect of dimensional comparison on self-concept
In:
Journal of Educational Psychology, 109 (2017) 7, S. 1029-1047
DOI:
10.1037/edu0000171
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Befragung; Deutschunterricht; Empirische Untersuchung; Experimentelle Untersuchung; Feedback; Feldstudien; Lehramtsstudent; Leistungsbeurteilung; Leistungsmessung; Mathematikunterricht; Schüler; Schülerleistung; Schuljahr 06; Schuljahr 09; Schulnoten; Sekundarstufe I; Selbstkonzept; Vergleich; Vignette <Methode>; Wirkung
Abstract:
Dimensional comparison theory (DCT; Möller & Marsh, 2013) assumes that students compare their academic achievement intraindividually across domains to form domain-specific self-concepts. Upward dimensional comparisons are believed to lead to lower self-concepts in the worse-off domain, while downward dimensional comparisons should lead to higher self-concepts in the better-off domain. Furthermore, DCT assumes the net effect of upward and downward dimensional comparisons to be beneficial to the self. To test these assumptions, 3 experiments and 2 field studies were conducted investigating the relative effects of upward and downward dimensional comparisons as well as their net effect. In Studies 1 (N = 149), 2 (N = 150) and 3 (N = 300), participants were asked to infer self-concepts of fictitious students after receiving experimentally manipulated information about their achievements in 2 domains, whereas participants in Studies 4 (N = 2,268) and 5 (N = 20,662) assessed their own self-concepts in German and mathematics. In all studies, downward dimensional comparisons resulted in higher self-concepts, whereas upward dimensional comparisons led to lower self-concepts. The net effect of dimensional comparisons was always found to be not statistically different from zero. The findings therefore support the central prediction of DCT on the discreteness of the effects of upward and downward dimensional comparisons, yet do not support the assumed positivity of their net effect. Furthermore, results indicate the effect patterns to be rather universal as they were stable across different samples, domains, achievement situations, research designs, and types of assessment. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Quantitative methodische Zugänge der empirischen Bildungsforschung. Funktionen für den […]
Hasselhorn, Marcus; Hasselhorn, Johannes
Sammelbandbeitrag
| Aus: Heinrich, Martin; Kölzer, Carolin; Streblow, Lilian (Hrsg.): Forschungspraxen der Bildungsforschung: Zugänge und Methoden von Wissenschaftlerinnen und Wissenschaftlern | Münster: Waxmann | 2017
37297 Endnote
Autor*innen:
Hasselhorn, Marcus; Hasselhorn, Johannes
Titel:
Quantitative methodische Zugänge der empirischen Bildungsforschung. Funktionen für den Erkenntnisgewinn und Relevanz für die Bildungspraxis
Aus:
Heinrich, Martin; Kölzer, Carolin; Streblow, Lilian (Hrsg.): Forschungspraxen der Bildungsforschung: Zugänge und Methoden von Wissenschaftlerinnen und Wissenschaftlern, Münster: Waxmann, 2017 , S. 39-53
URL:
https://www.waxmann.com/?eID=texte&pdf=3604Volltext.pdf&typ=zusatztext
Dokumenttyp:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Deutsch
Schlagwörter:
Bildungsforschung; Empirische Forschung; Quantitative Forschung; Evaluationsforschung; Intervention; Experimentelle Untersuchung; Forschungsdesign; Methode; Datenerfassung; Datenanalyse; Erkenntnis; Nutzung; Unterricht
Abstract:
Um ein besseres Verständnis der [...] quantitativen methodischen Zugänge der empirischen Bildungsforschung geht es im vorliegenden Kapitel. Dabei skizzieren die Autoren des Beitrags zunächst aus der Vielfalt der quantitativen methodischen Zugänge die folgenden, den nomothetischen Forschungsvorlieben der Autoren entspringenden Typen: die Large-Scale-Assessment-Forschung, die Evaluationsforschung, die Interventionsforschung und die experimentelle Forschung. Prinzipien weiterer Forschungsansätze und ein Forschungsdesiderat sowie ein kurzes Fazit runden den Beitrag ab. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
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