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This article analyzes STEM projects conducted in eight schools with children from 4 to 10 years old in southern Chile. The main purpose of the study was to describe and analyze how these projects can affect students’ and educators’ attitudes and create community capacities to tackle local socioecological challenges. We used an ethnographic design with an intentioned coding process of interviews and participant observations to summarize one year of collaborative and transdisciplinary project building. The results describe the main attitudinal changes of teachers and students and give evidence on how these projects create new links and foster collaborations with local actors and organizations that are usually sidelined from educational experiences. Examples of meaningful learning experiences to tackle sustainability challenges were systematized and shared, to inspire new initiatives, raise new voices, and promote active participation of the new generations to foster socioecological resilience.
Martín Bascopé; Kristina Reiss. Place-Based STEM Education for Sustainability: A Path towards Socioecological Resilience. Sustainability 2021, 13, 8414 .
AMA StyleMartín Bascopé, Kristina Reiss. Place-Based STEM Education for Sustainability: A Path towards Socioecological Resilience. Sustainability. 2021; 13 (15):8414.
Chicago/Turabian StyleMartín Bascopé; Kristina Reiss. 2021. "Place-Based STEM Education for Sustainability: A Path towards Socioecological Resilience." Sustainability 13, no. 15: 8414.
In der PISA-Studie 2018 wurde als innovative Domäne erstmals Global Competence bei fünfzehnjährigen Schülerinnen und Schülern erfasst. In dieser Zusatzerhebung werden das selbsteingeschätzte Wissen von Schülerinnen und Schülern zu Themen mit lokaler und globaler Bedeutung (z. B. Klimawandel, Armut, Pandemien) sowie ihre von ihnen berichteten Einstellungen zu globalen und interkulturellen Themen in den Blick genommen. Dabei geht es beispielsweise um den respektvollen Umgang mit Menschen unterschiedlicher nationaler Herkunft und entsprechend ethnischem, religiösem, sozialem oder kulturellem Hintergrund. Diese Broschüre stellt die Ergebnisse der Schülerinnen und Schüler in Deutschland aus der Zusatzauswertung Global Competence bei der PISA-Studie 2018 vor und betrachtet diese im internationalen Vergleich. Zusätzlich werden die Sicht der Schulleitungen und Lehrkräfte in den verschiedenen Schularten sowie die Sicht der Eltern einbezogen.
Mirjam Weis; Kristina Reiss; Julia Mang; Anja Schiepe-Tiska; Jennifer Diedrich; Nina Roczen; Nina Jude. Global Competence in PISA 2018. Einstellungen von Fünfzehnjährigen in Deutschland zu globalen und interkulturellen Themen. Global Competence in PISA 2018. Einstellungen von Fünfzehnjährigen in Deutschland zu globalen und interkulturellen Themen 2020, 1 .
AMA StyleMirjam Weis, Kristina Reiss, Julia Mang, Anja Schiepe-Tiska, Jennifer Diedrich, Nina Roczen, Nina Jude. Global Competence in PISA 2018. Einstellungen von Fünfzehnjährigen in Deutschland zu globalen und interkulturellen Themen. Global Competence in PISA 2018. Einstellungen von Fünfzehnjährigen in Deutschland zu globalen und interkulturellen Themen. 2020; ():1.
Chicago/Turabian StyleMirjam Weis; Kristina Reiss; Julia Mang; Anja Schiepe-Tiska; Jennifer Diedrich; Nina Roczen; Nina Jude. 2020. "Global Competence in PISA 2018. Einstellungen von Fünfzehnjährigen in Deutschland zu globalen und interkulturellen Themen." Global Competence in PISA 2018. Einstellungen von Fünfzehnjährigen in Deutschland zu globalen und interkulturellen Themen , no. : 1.
Electronic learning environments used in mathematics lessons offer new ways to assess and analyze students' classroom engagement during authentic learning settings. In this study, we investigated students' electronic textbook-use as a measure for their individual engagement during mathematics instruction. To this end, we combined quantity measures (i.e., time on task, text length) and quality measures (i.e., on topic, mathematically valid, mathematical language used). Cluster analysis based on process data of 253 six-graders—who worked on three writing-to-learn exercises during fraction instruction—revealed four different clusters that we ordered hierarchically in terms of engagement, revealing gender differences in favor of girls. Analyses showed negligible differences in prior knowledge between the clusters, yet significant achievement differences in a posttest—with higher engaged clusters reaching higher outcomes. Our approach offers a viable way to unobtrusively measure students' classroom engagement utilizing process data from electronic textbooks.
Frank Reinhold; Anselm Strohmaier; Stefan Hoch; Kristina Reiss; Ricardo Böheim; Tina Seidel. Process data from electronic textbooks indicate students' classroom engagement. Learning and Individual Differences 2020, 83-84, 101934 .
AMA StyleFrank Reinhold, Anselm Strohmaier, Stefan Hoch, Kristina Reiss, Ricardo Böheim, Tina Seidel. Process data from electronic textbooks indicate students' classroom engagement. Learning and Individual Differences. 2020; 83-84 ():101934.
Chicago/Turabian StyleFrank Reinhold; Anselm Strohmaier; Stefan Hoch; Kristina Reiss; Ricardo Böheim; Tina Seidel. 2020. "Process data from electronic textbooks indicate students' classroom engagement." Learning and Individual Differences 83-84, no. : 101934.
This study analyzed the relative importance of different cognitive abilities for solving complex mathematical word problems (CWPs)—a demanding task of high relevance for diverse fields and contexts. We investigated the effects of spatial, verbal, numerical, and general reasoning abilities as well as gender on CWP performance among N = 1282 first-year university engineering students. Generalized linear mixed models unveiled significant unique effects of spatial ability, β = 0.284, verbal ability, β = 0.342, numerical ability, β = 0.164, general reasoning, β = 0.248, and an overall gender effect in favor of male students, β = 0.285. Analyses revealed negligible to small gender effects in verbal and general reasoning ability. Despite a gender effect in spatial ability, d = 0.48, and numerical ability, d = 0.30—both in favor of male students—further analyses showed that effects of all measured cognitive abilities on CWP solving were comparable for both women and men. Our results underpin that CWP solving requires a broad facet of cognitive abilities besides mere mathematical competencies. Since gender differences in CWP solving were not fully explained by differences in the four measured cognitive abilities, gender-specific attitudes, beliefs, and emotions could be considered possible affective moderators of CWP performance.
Frank Reinhold; Sarah Hofer; Michal Berkowitz; Anselm Strohmaier; Sarah Scheuerer; Frieder Loch; Birgit Vogel-Heuser; Kristina Reiss. The role of spatial, verbal, numerical, and general reasoning abilities in complex word problem solving for young female and male adults. Mathematics Education Research Journal 2020, 32, 189 -211.
AMA StyleFrank Reinhold, Sarah Hofer, Michal Berkowitz, Anselm Strohmaier, Sarah Scheuerer, Frieder Loch, Birgit Vogel-Heuser, Kristina Reiss. The role of spatial, verbal, numerical, and general reasoning abilities in complex word problem solving for young female and male adults. Mathematics Education Research Journal. 2020; 32 (2):189-211.
Chicago/Turabian StyleFrank Reinhold; Sarah Hofer; Michal Berkowitz; Anselm Strohmaier; Sarah Scheuerer; Frieder Loch; Birgit Vogel-Heuser; Kristina Reiss. 2020. "The role of spatial, verbal, numerical, and general reasoning abilities in complex word problem solving for young female and male adults." Mathematics Education Research Journal 32, no. 2: 189-211.
Instructional design research promotes interactive and adaptive scaffolds as features of educational technology. Mathematics education research can guide elaborated fractions curricula to develop basic fraction concepts while challenging the natural number bias. Thus, we developed theory-grounded interactive material for learning fractions providing scaffolds in an eBook. Evaluating both, curriculum and scaffolds, we split 745 high-achieving and 260 low-achieving 6th graders into three groups: Scaffolded Curriculum group (using the eBook on iPads), Curriculum group (using a paper copy of our developed material), and Traditional group (using conventional textbooks). Generalized linear mixed models revealed diverse positive effects on the achievement of students in the experimental conditions: Results showed that high-achieving students did benefit from the curriculum, regardless of whether it was presented with or without scaffolds, while for low-achieving students using scaffolds was decisive. This suggests that interactive and adaptive scaffolds can support students in learning mathematical concepts, especially for low-achieving students.
Frank Reinhold; Stefan Hoch; Bernhard Werner; Jürgen Richter-Gebert; Kristina Reiss. Learning fractions with and without educational technology: What matters for high-achieving and low-achieving students? Learning and Instruction 2019, 65, 101264 .
AMA StyleFrank Reinhold, Stefan Hoch, Bernhard Werner, Jürgen Richter-Gebert, Kristina Reiss. Learning fractions with and without educational technology: What matters for high-achieving and low-achieving students? Learning and Instruction. 2019; 65 ():101264.
Chicago/Turabian StyleFrank Reinhold; Stefan Hoch; Bernhard Werner; Jürgen Richter-Gebert; Kristina Reiss. 2019. "Learning fractions with and without educational technology: What matters for high-achieving and low-achieving students?" Learning and Instruction 65, no. : 101264.
Today's innovation processes are interdisciplinary and require communication between stakeholders from different domains. The compatibility of mental models, which determine how individuals think about technical problems, decides the success of this communication. Previous research indicates that mechanical engineering students prefer procedural over structural approaches. However, structured research into the source of this preference is rare. This paper presents a study (n = 67) that investigates the mental models of mechanical engineering students of technical systems. Results indicate that mental models may depend on the presentation of a problem. A questionnaire yielded a preference for a procedural approach, while questions prompting verbal information instead yield a structural preference.
Frieder Loch; Birgit Vogel-Heuser; Frank Reinhold; Saskia Bock; Sarah Hofer; Kristina Reiss. Investigating Mental Models of Mechanical Engineering Students. 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET) 2019, 1 -6.
AMA StyleFrieder Loch, Birgit Vogel-Heuser, Frank Reinhold, Saskia Bock, Sarah Hofer, Kristina Reiss. Investigating Mental Models of Mechanical Engineering Students. 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET). 2019; ():1-6.
Chicago/Turabian StyleFrieder Loch; Birgit Vogel-Heuser; Frank Reinhold; Saskia Bock; Sarah Hofer; Kristina Reiss. 2019. "Investigating Mental Models of Mechanical Engineering Students." 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET) , no. : 1-6.
Dieser Beitrag fokussiert die Ergebnisse in Deutschland zum internationalen Vergleich kollaborativer Problemlösekompetenz bei Fünfzehnjährigen im Programme for International Student Assessment (PISA) 2015 und berichtet Ergebnisse einer Kreuzvalidierung der Skalierung. Eingesetzt wurde ein neuer computerbasierter Test, der die Schülerinnen und Schüler mit simulierten Gruppenmitgliedern Probleme lösen lässt. Daten von n = 124.994 Fünfzehnjährigen aus 51 Staaten zur kollaborativen Problemlösekompetenz wurden erhoben. Die Schülerinnen und Schüler in Deutschland weisen eine überdurchschnittliche Kompetenz auf (525 Punkte), liegen eine viertel Standardabweichung unter dem OECD-Spitzenstaat Japan (552 Punkte) und eine viertel Standardabweichung über dem OECD-Schnitt (500 Punkte). In allen Staaten weisen Mädchen höhere Werte auf als Jungen. Während der Anteil hochkompetenter Jugendlicher in Deutschland vergleichbar hoch mit den Spitzenstaaten ausfällt, erreichen 21 % nur Kompetenzstufe I oder bleiben darunter, doppelt so viele wie in Japan. Der Beitrag präsentiert zudem nationale Ergebnisse, liefert empirische Evidenz zur Qualität des Tests und diskutiert diesen kritisch. Focusing on Germany, this article presents results from the international comparison of fifteen-year-olds in collaborative problem solving and a cross validation of the scaling in the Programme for International Student Assessment (PISA) 2015. A new computer-based test was used requesting students to solve a problem jointly with simulated group members. Data from collaborative problem solving of fifteen-year-olds (n = 124,994) in 51 countries were assessed. The German mean competence level (525 points) is a quarter standard deviation above the OECD average (500 points) and a quarter standard deviation below the OECD’s top performing country Japan (552 points). In all participating countries, girls outperform boys. While the percentage of top-performing students in Germany is comparable to proportions in the best-performing OECD countries, 21% of the students in Germany only reach competence level I or below, twice as many as in Japan. National results are presented as well as empirical evidence on the quality of the test, which is critically discussed.
Fabian Zehner; Mirjam Weis; Freydis Vogel; Detlev Leutner; Kristina Reiss. Kollaboratives Problemlösen in PISA 2015: Deutschland im Fokus. Zeitschrift für Erziehungswissenschaft 2019, 22, 617 -646.
AMA StyleFabian Zehner, Mirjam Weis, Freydis Vogel, Detlev Leutner, Kristina Reiss. Kollaboratives Problemlösen in PISA 2015: Deutschland im Fokus. Zeitschrift für Erziehungswissenschaft. 2019; 22 (3):617-646.
Chicago/Turabian StyleFabian Zehner; Mirjam Weis; Freydis Vogel; Detlev Leutner; Kristina Reiss. 2019. "Kollaboratives Problemlösen in PISA 2015: Deutschland im Fokus." Zeitschrift für Erziehungswissenschaft 22, no. 3: 617-646.
Large-scale studies assess mathematical competence in large samples. They often compare mathematical competence between groups of individuals within or between countries. Although large-scale research is part of empirical educational research more generally, it is also linked to more genuine mathematics education research traditions, because sophisticated methods allow for empirical verifications of theoretical models of mathematical competence, and because results from large-scale assessments have influenced mathematics education practices. This chapter provides an overview of large-scale research in mathematics education in German speaking countries over the last decades. After a brief review of historical developments of large-scale assessments in Germany, we focus on the development of competence models in Germany and Austria. At the end of this chapter, we reflect on recent developments and discuss issues of large-scale assessments more generally, including an international perspective.
Kristina Reiss; Andreas Obersteiner; Aiso Heinze; Ursula Itzlinger-Bruneforth; Fou-Lai Lin. Large-Scale Studies in Mathematics Education Research. Competitions for Young Mathematicians 2019, 249 -278.
AMA StyleKristina Reiss, Andreas Obersteiner, Aiso Heinze, Ursula Itzlinger-Bruneforth, Fou-Lai Lin. Large-Scale Studies in Mathematics Education Research. Competitions for Young Mathematicians. 2019; ():249-278.
Chicago/Turabian StyleKristina Reiss; Andreas Obersteiner; Aiso Heinze; Ursula Itzlinger-Bruneforth; Fou-Lai Lin. 2019. "Large-Scale Studies in Mathematics Education Research." Competitions for Young Mathematicians , no. : 249-278.
Enhancing students’ mathematical competences and supporting their development are the major goals in the mathematics classroom. However, evaluating to what extent these goals are reached is a complex task for teachers because it requires a profound definition of what mathematical competence actually means at various levels. It also requires diagnostic skills to adequately interpret students’ responses to certain problems and to identify their problems in learning, understanding, and applying mathematics. Competence models could be a way to assist teachers in their diagnostic processes. However, current models lack information relevant to the diagnostic process, such as successful learning trajectories or students’ misconceptions and typical errors. In this chapter, we discuss how competence models can be seen as useful tools for defining, understanding, and diagnosing mathematical competence. We also provide suggestions on how to extend current models to make them more powerful for teachers’ diagnostic processes of their students’ mathematical competences.
Kristina Reiss; Andreas Obersteiner. Competence Models as a Basis for Defining, Understanding, and Diagnosing Students’ Mathematical Competences. International Handbook of Mathematical Learning Difficulties 2019, 43 -56.
AMA StyleKristina Reiss, Andreas Obersteiner. Competence Models as a Basis for Defining, Understanding, and Diagnosing Students’ Mathematical Competences. International Handbook of Mathematical Learning Difficulties. 2019; ():43-56.
Chicago/Turabian StyleKristina Reiss; Andreas Obersteiner. 2019. "Competence Models as a Basis for Defining, Understanding, and Diagnosing Students’ Mathematical Competences." International Handbook of Mathematical Learning Difficulties , no. : 43-56.
During recent decades, education for sustainable development (ESD) has been under the scope of the international community, but research in ESD for early childhood education (ECE) is still scarce. This article proposes a procedural framework for the implementation of teacher professional development opportunities in the area. During the first phase, we undertook a systematic review of peer-reviewed articles on ESD for ECE (n = 30). After an expert committee revision of the articles reviewed, three cornerstones (scientific action-integrated, community-based and value-oriented scopes) and three sets of suitable pedagogical approaches (art-based, outdoor-based and project-problem-based) were identified. The review was enhanced by an unsystematic review of articles (n = 26) that specifically referred to the cornerstones and approaches. Finally, a double-blind expert coding and categorization of the articles (n = 56) was performed in order to validate the results. Focusing on guidelines and approaches, different examples found in the literature are presented. This review offers a useful framework to understand and practice ESD in ECE. Unlike previous reviews, it has a practical scope to foster innovative teacher professional development opportunities, inspire teachers and inform policy makers. We conclude with some common challenges and the needs for educational systems to foster science-based citizenship education towards sustainable development in a practical way, fostering agency from an early stage to transform local context, creating global awareness of the environmental, social and economic challenges of the 21st century.
Martín Bascopé; Paolo Perasso; Kristina Reiss. Systematic Review of Education for Sustainable Development at an Early Stage: Cornerstones and Pedagogical Approaches for Teacher Professional Development. Sustainability 2019, 11, 719 .
AMA StyleMartín Bascopé, Paolo Perasso, Kristina Reiss. Systematic Review of Education for Sustainable Development at an Early Stage: Cornerstones and Pedagogical Approaches for Teacher Professional Development. Sustainability. 2019; 11 (3):719.
Chicago/Turabian StyleMartín Bascopé; Paolo Perasso; Kristina Reiss. 2019. "Systematic Review of Education for Sustainable Development at an Early Stage: Cornerstones and Pedagogical Approaches for Teacher Professional Development." Sustainability 11, no. 3: 719.
Professional knowledge is highlighted as an important prerequisite of both medical doctors and teachers. Based on recent conceptions of professional knowledge in these fields, knowledge can be differentiated within several aspects. However, these knowledge aspects are currently conceptualized differently across different domains and projects. Thus, this paper describes recent frameworks for professional knowledge in medical and educational sciences, which are then integrated into an interdisciplinary two-dimensional model of professional knowledge that can help to align terminology in both domains and compare research results. The models’ two dimensions differentiate between cognitive types of knowledge and content-related knowledge facets and introduces a terminology for all emerging knowledge aspects. The models’ applicability for medical and educational sciences is demonstrated in the context of diagnosis by describing prototypical diagnostic settings for medical doctors as well as for teachers, which illustrate how the framework can be applied and operationalized in these areas. Subsequently, the role of the different knowledge aspects for acting and the possibility of transfer between different content areas are discussed. In conclusion, a possible extension of the model along a “third dimension” that focuses on the effects of growing expertise on professional knowledge over time is proposed and issues for further research are outlined.
Christian Förtsch; Daniel Sommerhoff; Frank Fischer; Martin R. Fischer; Raimund Girwidz; Andreas Obersteiner; Kristina Reiss; Kathleen Stürmer; Matthias Siebeck; Ralf Schmidmaier; Tina Seidel; Stefan Ufer; Christof Wecker; Birgit J. Neuhaus. Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences. Education Sciences 2018, 8, 207 .
AMA StyleChristian Förtsch, Daniel Sommerhoff, Frank Fischer, Martin R. Fischer, Raimund Girwidz, Andreas Obersteiner, Kristina Reiss, Kathleen Stürmer, Matthias Siebeck, Ralf Schmidmaier, Tina Seidel, Stefan Ufer, Christof Wecker, Birgit J. Neuhaus. Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences. Education Sciences. 2018; 8 (4):207.
Chicago/Turabian StyleChristian Förtsch; Daniel Sommerhoff; Frank Fischer; Martin R. Fischer; Raimund Girwidz; Andreas Obersteiner; Kristina Reiss; Kathleen Stürmer; Matthias Siebeck; Ralf Schmidmaier; Tina Seidel; Stefan Ufer; Christof Wecker; Birgit J. Neuhaus. 2018. "Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences." Education Sciences 8, no. 4: 207.
The transition from classical to electronic textbooks seems to be a logical step in the digitization advancing worldwide. However, developing an e-book ought to be more than digitizing text: key features of computer-based learning environments such as interactive exercises, adaptive demands, or automatic feedback should be integrated to take advantage of the digitization. The “ALICE:fractions” project aims at designing and evaluating an interactive mathematics textbook for introducing fractions in the classroom. It is based on research in mathematics education and includes the elements just mentioned. This paper describes the electronic textbook’s implementation and its theoretical background. Moreover, it introduces aspects that allow further information on learning processes to be gleaned. As an example, time on task is regarded in a study with 6th graders who used the electronic textbook in the classroom. Linear mixed models revealed a negative effect of time on task on task success. The effect was moderated by exercise difficulty and slightly by student competence: the effect was less pronounced in difficult exercises and for low-achieving students, whereas for high-achieving students or in easier exercises, the effect intensified.
Stefan Hoch; Frank Reinhold; Bernhard Werner; Jürgen Richter-Gebert; Kristina Reiss. Design and research potential of interactive textbooks: the case of fractions. ZDM – Mathematics Education 2018, 50, 839 -848.
AMA StyleStefan Hoch, Frank Reinhold, Bernhard Werner, Jürgen Richter-Gebert, Kristina Reiss. Design and research potential of interactive textbooks: the case of fractions. ZDM – Mathematics Education. 2018; 50 (5):839-848.
Chicago/Turabian StyleStefan Hoch; Frank Reinhold; Bernhard Werner; Jürgen Richter-Gebert; Kristina Reiss. 2018. "Design and research potential of interactive textbooks: the case of fractions." ZDM – Mathematics Education 50, no. 5: 839-848.
Der Beitrag gibt einen Überblick über alle bisherigen PISA-Studien von 2000 bis 2015 in Hinblick auf die Leistungen von Schülerinnen und Schülern mit Zuwanderungshintergrund in Deutschland. Zentrale Befunde sind, dass Jugendliche mit Zuwanderungshintergrund signifikant schlechtere Lese-, Mathematik- und Naturwissenschaftskompetenzen zeigen als Schülerinnen und Schüler ohne Zuwanderungshintergrund, wobei sich die Leistungen in verschiedenen Teilgruppen unterscheiden. Die PISA-Ergebnisse werden unter der Schwerpunktsetzung von Zuwanderung und Erfolg dargestellt sowie hinsichtlich weiteren Handlungsbedarfs diskutiert.
Mirjam Weis; Julia Mang; Barbara Baumann; Kristina Reiss. Zuwanderung und Erfolg aus Sicht der PISA-Studie: Ein Gesamtüberblick von 2000 bis 2015. Handbuch Qualitative Forschung in der Psychologie 2018, 1 -14.
AMA StyleMirjam Weis, Julia Mang, Barbara Baumann, Kristina Reiss. Zuwanderung und Erfolg aus Sicht der PISA-Studie: Ein Gesamtüberblick von 2000 bis 2015. Handbuch Qualitative Forschung in der Psychologie. 2018; ():1-14.
Chicago/Turabian StyleMirjam Weis; Julia Mang; Barbara Baumann; Kristina Reiss. 2018. "Zuwanderung und Erfolg aus Sicht der PISA-Studie: Ein Gesamtüberblick von 2000 bis 2015." Handbuch Qualitative Forschung in der Psychologie , no. : 1-14.
Andreas Obersteiner; Kristina Reiss; Aiso Heinze. Psychological Theories in Mathematics Education. Journal für Mathematik-Didaktik 2018, 39, 1 -6.
AMA StyleAndreas Obersteiner, Kristina Reiss, Aiso Heinze. Psychological Theories in Mathematics Education. Journal für Mathematik-Didaktik. 2018; 39 (1):1-6.
Chicago/Turabian StyleAndreas Obersteiner; Kristina Reiss; Aiso Heinze. 2018. "Psychological Theories in Mathematics Education." Journal für Mathematik-Didaktik 39, no. 1: 1-6.
Wir berichten über eine Studie mit 26 Studierenden, deren Blickbewegungen beim intuitiven Lösen von Problemen mit Vierfeldertafeln analysiert wurden. Dabei wurde untersucht, ob sich die Fixationszeiten der Zellen unterscheiden und ob die Lösungsstrategien mit den Fixationszeiten zusammenhängen. Darüber hinaus wurden die Sakkaden genutzt, um Erkenntnisse über die Informationsverlinkung zu gewinnen. Hintergrund der Studie sind mathematikdidaktische Forschungsergebnisse, die eine unterschiedliche Einschätzung der Bedeutung der vier Zellen und unterschiedliche Lösungsstrategien für Probleme an Vierfeldertafeln belegen, sowie die dual process theories aus der Psychologie, die beschreiben, wie intuitive Entscheidungen zu Gunsten rationaler Argumente kontrolliert werden. In der Erhebung zeigten Personen, die stets mit einer passenden Strategie entscheiden, ein anderes Blickverhalten als Personen, die additive Strategien anwenden. Die Ergebnisse legen nahe, Blickbewegungen für die weitere Untersuchung von Entscheidungsstrategien an Vierfeldertafeln zu verwenden.
Matthias C. Lehner; Kristina Reiss. Entscheidungsstrategien an Vierfeldertafeln: Eine Analyse mit Blickbewegungen. Journal für Mathematik-Didaktik 2018, 39, 147 -170.
AMA StyleMatthias C. Lehner, Kristina Reiss. Entscheidungsstrategien an Vierfeldertafeln: Eine Analyse mit Blickbewegungen. Journal für Mathematik-Didaktik. 2018; 39 (1):147-170.
Chicago/Turabian StyleMatthias C. Lehner; Kristina Reiss. 2018. "Entscheidungsstrategien an Vierfeldertafeln: Eine Analyse mit Blickbewegungen." Journal für Mathematik-Didaktik 39, no. 1: 147-170.
Im Mathematikunterricht sollen komplexe Fähigkeiten wie das mathematische Modellieren erlernt werden. Dabei besteht die Komplexität neben der erforderlichen Kombination aus Weltwissen und mathematischem Wissen darin, dass Modellierungsaktivitäten mehrschrittig sind und insbesondere die Nutzung von heuristischen Strategien erfordern. Heuristische Lösungsbeispiele gelten als wirksames Mittel zur (initialen) Vermittlung solch komplexer Kompetenzen, wobei die Wirksamkeit mit Hilfe von Lerntheorien und einer Arbeitsgedächtnistheorie begründet werden kann. Im Beitrag werden die entsprechenden Grundlagen dargestellt und es wird konkret anhand der lösungsbeispielbasierten Lernumgebung aus dem Projekt „KOMMA“ (Kompendium Mathematik) erläutert, wie der Einsatz von Lösungsbeispielen in einer selbstständigkeitsorientierten Lernumgebung zum Modellieren (in Klasse 8) realisiert werden kann. Neben der sorgfältigen Orchestrierung von Lösungsbeispielen nach instruktionalen Prinzipien wird zudem dargestellt, wie selbstregulationsunterstützende und differenzierende Begleitmaßnahmen den Einsatz der Lösungsbeispiele unterstützen.
Anke Lindmeier; Stefan Ufer; Kristina Reiss. Modellieren lernen mit heuristischen Lösungsbeispielen. Interventionen zum selbstständigkeitsorientierten Erwerb von Modellierungskompetenzen. Evaluierte Lernumgebungen zum Modellieren 2018, 265 -288.
AMA StyleAnke Lindmeier, Stefan Ufer, Kristina Reiss. Modellieren lernen mit heuristischen Lösungsbeispielen. Interventionen zum selbstständigkeitsorientierten Erwerb von Modellierungskompetenzen. Evaluierte Lernumgebungen zum Modellieren. 2018; ():265-288.
Chicago/Turabian StyleAnke Lindmeier; Stefan Ufer; Kristina Reiss. 2018. "Modellieren lernen mit heuristischen Lösungsbeispielen. Interventionen zum selbstständigkeitsorientierten Erwerb von Modellierungskompetenzen." Evaluierte Lernumgebungen zum Modellieren , no. : 265-288.
Der Erwerb fachlicher Konzepte und Arbeitsweisen macht einen zentralen Bereich schulischer Bildungsprozesse aus. Entsprechend kann eine fachbezogene Perspektive das Verständnis schulischen Lernens und Lehrens substantiell erweitern. Am Beispiel des Fachs Mathematik zeigt der Beitrag anhand der Ebene des Fachs, des Unterrichts, der Lernenden, sowie gesellschaftlicher Anforderungen auf, wie diese fachbezogene Perspektive in der Bildungsforschung umgesetzt ist und welche Herausforderungen sich für die Zukunft ergeben. Dabei werden auch Fragen der Theoriebildung und der Forschungsmethodik diskutiert.
Kristina Reiss; Stefan Ufer. Fachdidaktik und Bildungsforschung. Handbuch Bildungsforschung 2018, 249 -267.
AMA StyleKristina Reiss, Stefan Ufer. Fachdidaktik und Bildungsforschung. Handbuch Bildungsforschung. 2018; ():249-267.
Chicago/Turabian StyleKristina Reiss; Stefan Ufer. 2018. "Fachdidaktik und Bildungsforschung." Handbuch Bildungsforschung , no. : 249-267.
This paper describes and analyzes developments that have taken place in German mathematics education research during the last 40 years. Which developments and ideas were characteristic for the discussion and how was Germany influenced by and how did it interact with the international community? The themes range from subject matter didactics to large-scale studies.
Hans Niels Jahnke; Rolf Biehler; Angelika Bikner-Ahsbahs; Uwe Gellert; Gilbert Greefrath; Lisa Hefendehl-Hebeker; Götz Krummheuer; Timo Leuders; Marcus Nührenbörger; Andreas Obersteiner; Kristina Reiss; Bettina Rösken-Winter; Andreas Schulz; Andreas Vohns; Rudolf Vom Hofe; Katrin Vorhölter. German-Speaking Traditions in Mathematics Education Research. Competitions for Young Mathematicians 2017, 305 -319.
AMA StyleHans Niels Jahnke, Rolf Biehler, Angelika Bikner-Ahsbahs, Uwe Gellert, Gilbert Greefrath, Lisa Hefendehl-Hebeker, Götz Krummheuer, Timo Leuders, Marcus Nührenbörger, Andreas Obersteiner, Kristina Reiss, Bettina Rösken-Winter, Andreas Schulz, Andreas Vohns, Rudolf Vom Hofe, Katrin Vorhölter. German-Speaking Traditions in Mathematics Education Research. Competitions for Young Mathematicians. 2017; ():305-319.
Chicago/Turabian StyleHans Niels Jahnke; Rolf Biehler; Angelika Bikner-Ahsbahs; Uwe Gellert; Gilbert Greefrath; Lisa Hefendehl-Hebeker; Götz Krummheuer; Timo Leuders; Marcus Nührenbörger; Andreas Obersteiner; Kristina Reiss; Bettina Rösken-Winter; Andreas Schulz; Andreas Vohns; Rudolf Vom Hofe; Katrin Vorhölter. 2017. "German-Speaking Traditions in Mathematics Education Research." Competitions for Young Mathematicians , no. : 305-319.
Mathematical argumentation skills (MAS) are considered an important outcome of mathematics learning, particularly in secondary and tertiary education. As MAS are complex, an effective way of supporting their acquisition may require combining different scaffolds. However, how to combine different scaffolds is a delicate issue, as providing learners with more than one scaffold may be overwhelming, especially when these scaffolds are presented at the same time in the learning process and when learners’ individual learning prerequisites are suboptimal. The present study therefore investigated the effects of the presentation sequence of introducing two scaffolds (collaboration script first vs. heuristic worked examples first) and the fading of the primarily presented scaffold (fading vs. no fading) on the acquisition of dialogic and dialectic MAS of participants of a preparatory mathematics course at university. In addition, we explored how prior knowledge and working memory capacity moderated the effects. Overall, 108 university freshmen worked in dyads on mathematical proof tasks in four treatment sessions. Results showed no effects of the presentation sequence of the collaboration script and heuristic worked examples on dialogic and dialectic MAS. Yet, fading of the initially introduced scaffold had a positive main effect on dialogic MAS. Concerning dialectic MAS, fading the collaboration script when it was presented first was most effective for learners with low working memory capacity. The collaboration script might be appropriate to initially support dialectic MAS, but might be overwhelming for learners with lower working memory capacity when combined with heuristic worked examples later on.
Matthias Schwaighofer; Freydis Vogel; Ingo Kollar; Stefan Ufer; Anselm Strohmaier; Ilka Terwedow; Sarah Ottinger; Kristina Reiss; Frank Fischer. How to combine collaboration scripts and heuristic worked examples to foster mathematical argumentation – when working memory matters. International Journal of Computer-Supported Collaborative Learning 2017, 12, 281 -305.
AMA StyleMatthias Schwaighofer, Freydis Vogel, Ingo Kollar, Stefan Ufer, Anselm Strohmaier, Ilka Terwedow, Sarah Ottinger, Kristina Reiss, Frank Fischer. How to combine collaboration scripts and heuristic worked examples to foster mathematical argumentation – when working memory matters. International Journal of Computer-Supported Collaborative Learning. 2017; 12 (3):281-305.
Chicago/Turabian StyleMatthias Schwaighofer; Freydis Vogel; Ingo Kollar; Stefan Ufer; Anselm Strohmaier; Ilka Terwedow; Sarah Ottinger; Kristina Reiss; Frank Fischer. 2017. "How to combine collaboration scripts and heuristic worked examples to foster mathematical argumentation – when working memory matters." International Journal of Computer-Supported Collaborative Learning 12, no. 3: 281-305.
Daten internationaler Schulleistungsstudien werden immer häufiger für Analysen des Unterrichtsgeschehens (auch im Mathematikunterricht) genutzt. Diese Daten erlauben allerdings in der Regel nur begrenzte Interpretationen der Wirksamkeit von Unterricht. Entsprechend untersucht dieser Beitrag, wie groß bei der Nutzung von Daten aus solchen Studien die Gefahr ist, die Bedeutung einzelner Unterrichtsmerkmale zu überschätzen. Zwei Erweiterungen der PISA 2012 Studie in Deutschland – zum einen die Erhebung ganzer Klassenverbände und zum anderen eine follow-up Studie ein Jahr später – wurden genutzt um die Bedeutung von acht Merkmalen der Qualität, der Aktivitäten und der Inhalte des Mathematikunterrichts zu untersuchen. In latenten Mehrebenenstrukturgleichungsmodellen (sog. doubly-latent Modelle) werden querschnittliche Zusammenhänge der Unterrichtsmerkmale mit der Schülerleistung (unter Kontrolle des Schülerhintergrunds und der Rahmenbedingungen der Klasse) gegen längsschnittliche Zusammenhänge unter Kontrolle der Vorleistung verglichen. Die Analysen zeigen, dass querschnittliche Analysen die Stärke der Bedeutung einzelner Unterrichtsmerkmale überschätzen, dass jedoch drei der vier querschnittlich bedeutsam mit Schülerleistung assoziierten Merkmale auch im Längsschnitt noch die Schülerleistung vorhersagen. Dies unterstützt die Bedeutung früherer, ausschließlich querschnittlicher Analysen unter der Voraussetzung einer adäquaten Modellierung der zu Grunde liegenden Daten. Public availability, high data quality, and sample characteristics make data from international large-scale assessments (ILSA) attractive for secondary analyses, and more and more researcher use them to analyze teaching and learning in students’ classrooms. However, for several reasons ILSA data is limited in its scope, and conclusions on educational effectiveness are restricted. This study specifically intends to evaluate the potential danger of overestimating the effectiveness of indicators of teaching and learning based on ILSA data. We take advantage of two extensions to the German sample for the Programme for International Student Assessment (PISA) 2012 study: The sample was enhanced a) by adding students from entire 9th grade classrooms and b) by a repeated measurement, re-testing all participants one year later in 10th grade. This study analyzed eight indicators of students’ reports on teaching and learning in their mathematics classrooms. Regression analyses in multi-level structural equation models (doubly-latent models) compared results of cross-sectional analyses (controlling for individual background and classroom level characteristics) with a longitudinal extension (controlling for prior achievement). Results only partially confirm common practice to use ILSA data to study educational effectiveness of classroom level processes. Cross-sectional analyses overestimate effectiveness results, but three out of four indicators that are cross-sectionally related to student achievement are also related to students’ achievement development in grade 10. Assuming that previous studies modeled and interpreted the data correctly, the importance of their results in debates on educational effectiveness is thus underlined.
Susanne Kuger; Eckhard Klieme; Oliver Lüdtke; Anja Schiepe-Tiska; Kristina Reiss. Mathematikunterricht und Schülerleistung in der Sekundarstufe: Zur Validität von Schülerbefragungen in Schulleistungsstudien. Zeitschrift für Erziehungswissenschaft 2017, 20, 61 -98.
AMA StyleSusanne Kuger, Eckhard Klieme, Oliver Lüdtke, Anja Schiepe-Tiska, Kristina Reiss. Mathematikunterricht und Schülerleistung in der Sekundarstufe: Zur Validität von Schülerbefragungen in Schulleistungsstudien. Zeitschrift für Erziehungswissenschaft. 2017; 20 (2):61-98.
Chicago/Turabian StyleSusanne Kuger; Eckhard Klieme; Oliver Lüdtke; Anja Schiepe-Tiska; Kristina Reiss. 2017. "Mathematikunterricht und Schülerleistung in der Sekundarstufe: Zur Validität von Schülerbefragungen in Schulleistungsstudien." Zeitschrift für Erziehungswissenschaft 20, no. 2: 61-98.