Multidisciplinary Research on Teaching and Learning

ISBN-13: 9781349500079 / Angielski / Miękka / 2015 / 298 str.

W. Schnotz;A. Kauertz;H. Ludwig

Opis

This collection indicates how research on teaching and learning from multiple scientific disciplines such as educational science and psychology can be successfully pursued by a co-operation between researchers and school teachers. The contributors adopt different methodological approaches, ranging from field research to laboratory experiments.

Spis treści

PART I: SELF-REGULATION AND INSTRUCTION 1. Educational Processes in Early Childhood Education: Activities of Target Children in Preschools; Wilfried Smidt 2. The Stability and Variability of Goals in Learning Contexts: A Systematic Literature Review and a Quantitative Investigation; Kathrin Bürger 3. Self-Regulation in Computer-Based Learning Environments: Effects of Learner Characteristics and Instructional Support; Loredana Mihalca, Wolfgang Schnotz and Christoph Mengelkamp 4. Does the Quality of the Application of Learning Strategies Foster Text Comprehension? A Reanalysis of Video Data; Christoph Schneider, Christian Weber, Peter H. Ludwig and Katrin Weisenburger 5. Supporting Students' Self-Regulated Learning with Teachers' Feedback: Professional Experience as a Moderator of Teachers' Attitude-Behavior Contingency; Eva Christophel and Christiane Baadte PART II: LANGUAGE LEARNING AND LANGUAGE COMPREHENSION 6. A Cognitive Linguistic Approach to Teaching English Prepositions; Xin Song, Wolfgang Schnotz and Constanze Juchem-Grundmann 7. The Individual Theories of Teachers about Vocabulary Work with Mono- and Plurilingual Students in the German Language Classroom; Olena Bien, Stephan Merten and Wolfgang Schnotz 8. Child Respondents – Do They Really Answer What Scientific Questionnaires Ask For?; Gerlinde Lenske and Andreas Helmke 9. Video-Based Analyses of Reading Instruction in the Fourth Grade Based on the Observation System LUPE; Nora Heyne PART III: MATHEMATICS AND SCIENCE EDUCATION 10. Which Heuristic Operations do Primary School Students Use When Solving Complex Story Problems?; Johannes Groß, Natalie Gouasé, Renate Rasch and Wolfgang Schnotz 11. Forms of Representation for Solving Mathematical Word Problems – Development of an Intervention Study;Nina Sturm and Renate Rasch 12. Understanding Basic Concepts in Ray Optics: A Representational Approach; Rosa Hettmannsperger, Wolfgang Schnotz, Andreas Müller and Jochen Scheid 13. Scientific Experiments, Multiple Representations, and Their Coherence: A Task-Based Elaboration Strategy for Ray Optics; Jochen Scheid, Andreas Müller, Rosa Hettmannsperger and Wolfgang Schnotz 14. Smartphones and Co. in Physics Education: Effects of Learning with New Media Experimental Tools in Acoustics; Jochen Kuhn and Patrik Vogt 15. Video Analysis Exercises in Regular Introductory Mechanics Physics Courses: Effects of Conventional Methods and Possibilities of Mobile Devices; Pascal Klein, Jochen Kuhn, Andreas Müller and Sebastian Gröber

O autorze

Christiane Baadte, University of Koblenz-Landau, Germany Olena Bien, University of Koblenz-Landau, Germany Kathrin Bürger, RWTH Aachen University, Germany Eva Christophel, University of Koblenz-Landau, Germany Natalie Gouasé, University of Koblenz-Landau, Germany Sebastian Gröber, University of Kaiserslautern, Germany Johannes Groß, Primary School Teacher, Germany Andreas Helmke, University of Kaiserslautern, Germany Rosa Hettmannsperger, Ludwigsburg University of Education, Germany Nora Heyne, University of Kaiserslautern, Germany Constanze Juchem-Grundmann, University of Kaiserslautern, Germany Pascal Klein, University of Kaiserslautern, Germany Jochen Kuhn, University of Kaiserslautern, Germany Gerlinde Lenske, University of Duisburg-Essen, Germany Peter H. Ludwig, University of Koblenz-Landau, Germany Christoph Mengelkamp, University of Wuerzburg, Germany Stephan Merten, University of Koblenz-Landau, Germany Loredana Mihalca, University of Koblenz-Landau, Germany Renate Rasch, University of Koblenz-Landau, Germany Jochen Scheid, University of Koblenz-Landau, Germany Christoph Schneider, University of Koblenz-Landau, Germany Wilfried Smidt, University of Koblenz-Landau, Germany Xin Song, Fujian Normal University, China Nina Sturm, University of Koblenz-Landau, Germany Patrik Vogt, University of Education Freiburg, Germany Christian Weber, University of Koblenz-Landau, Germany Katrin Weisenburger, University of Koblenz-Landau, Germany