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Author: Jennifer Olszewski
Publisher: Logos Verlag Berlin GmbH
ISBN: 3832526803
Category : Education
Languages : en
Pages : 118
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Book Description
Research on teachers' professional knowledge hints at teachers' pedagogical content knowledge being an important criterion for instructional quality and student achievement. This research project investigates the relation between teachers' pedagogical content knowledge, teachers' actions, and students' content knowledge in physics comparing Finland, Germany, and Switzerland.
Author: Jennifer Olszewski
Publisher: Logos Verlag Berlin GmbH
ISBN: 3832526803
Category : Education
Languages : en
Pages : 118
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Book Description
Research on teachers' professional knowledge hints at teachers' pedagogical content knowledge being an important criterion for instructional quality and student achievement. This research project investigates the relation between teachers' pedagogical content knowledge, teachers' actions, and students' content knowledge in physics comparing Finland, Germany, and Switzerland.
Author: Hans Ernst Fischer
Publisher: Springer Nature
ISBN: 3030873919
Category : Science
Languages : en
Pages : 504
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Book Description
This book offers a comprehensive overview of the theoretical background and practice of physics teaching and learning and assists in the integration of highly interesting topics into physics lessons. Researchers in the field, including experienced educators, discuss basic theories, the methods and some contents of physics teaching and learning, highlighting new and traditional perspectives on physics instruction. A major aim is to explain how physics can be taught and learned effectively and in a manner enjoyable for both the teacher and the student. Close attention is paid to aspects such as teacher competences and requirements, lesson structure, and the use of experiments in physics lessons. The roles of mathematical and physical modeling, multiple representations, instructional explanations, and digital media in physics teaching are all examined. Quantitative and qualitative research on science education in schools is discussed, as quality assessment of physics instruction. The book is of great value to researchers involved in the teaching and learning of physics, to those training physics teachers, and to pre-service and practising physics teachers.
Author: Hans E. Fischer
Publisher: Waxmann Verlag
ISBN: 3830980558
Category : Education
Languages : en
Pages : 206
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Book Description
This book reports the findings from the tri-national video study Quality of Instruction in Physics (QuIP). Within the scope of the QuIP study, physics instruction was investigated in a total of 103 classes from-Finland, North Rhine-Westphalia (Germany) and German-speaking Switzerland. The main aim was to identify typical patterns of physics instruction of the three samples and to investigate conditions under which these patterns are successful with respect to students' learning, interest and motivation. Among others instructional characteristics, the quality of students' practical work, successful patterns of sequencing, the subject matter structure and teaching strategies were investigated by means of analyses of video-recorded lessons. Variables external to instruction that were investigated included teachers' professional knowledge and students' cognitive abilities. The study followed a pre-post-design with data collection prior to and after an instructional unit on electrical energy and power. The results are well in line with the findings from large-scale international studies indicating a particularly successful instructional pattern in Finland. A comparison of characterisation of instruction in comparison between the three countries reveals important findings for the improvement of the teaching and learning of physics in secondary school education.
Author: Amanda Berry
Publisher: Routledge
ISBN: 1317564650
Category : Education
Languages : en
Pages : 281
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Book Description
Pedagogical Content Knowledge (PCK) has been adapted, adopted, and taken up in a diversity of ways in science education since the concept was introduced in the mid-1980s. Now that it is so well embedded within the language of teaching and learning, research and knowledge about the construct needs to be more useable and applicable to the work of science teachers, especially so in these times when standards and other measures are being used to define their knowledge, skills, and abilities. Re-examining Pedagogical Content Knowledge in Science Education is organized around three themes: Re-examining PCK: Issues, ideas and development; Research developments and trajectories; Emerging themes in PCK research. Featuring the most up-to-date work from leading PCK scholars in science education across the globe, this volume maps where PCK has been, where it is going, and how it now informs and enhances knowledge of science teachers’ professional knowledge. It illustrates how the PCK research agenda has developed and can make a difference to teachers’ practice and students’ learning of science.
Author: Louise Bindel
Publisher: Logos Verlag Berlin GmbH
ISBN: 3832546553
Category : Education
Languages : en
Pages : 268
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Book Description
Although various arguments for integrated learning of mathematics and science exist, empirical evidence that integrated learning is as beneficial as anticipated is limited. Therefore this quasi-experimental study investigates the effect of integrated learning of mathematics and science on eight student variables by comparing it to a control group. Results show that integrated learning is no miracle cure but has positive and negative effects on specific student outcomes. Whereas integrated learning effects students' view of the relation between mathematics and science positively, it effects students' scientific self-concept negatively. Thus, integrated learning should not substitute but rather complement disciplinary learning. Obwohl zahlreiche Argumente für das integrierte Lernen von Mathematik und Naturwissenschaften existieren, ist die vorteilhafte Wirkung integrierten Lernens begrenzt empirisch belegt. Im Rahmen dieser quasi-experimentellen Studie wird der Effekt integrierten Lernens auf acht Schülervariablen durch Vergleiche mit einer Kontrollgruppe untersucht. Die Ergebnisse zeigen, dass integriertes Lernen kein Allheilmittel ist sondern positive und negative Effekte auf bestimmte Schülervariablen hat. Während integriertes Lernen die Sicht der Schülerinnen und Schüler auf die Beziehung zwischen Mathematik und Naturwissenschaften positiv beeinflusst, hat es einen negativen Effekt auf das naturwissenschaftliche Selbstkonzept. Daher sollte integriertes Lernen nicht stellvertretend sondern ergänzend zu disziplinärem Lernen implementiert werden.
Author: Sandra Puddu
Publisher: Logos Verlag Berlin GmbH
ISBN: 3832545913
Category : Education
Languages : en
Pages : 200
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Book Description
This thesis, an explorative case study, provides insights into the implementation of inquiry-based learning in an authentic classroom. For one year, a teacher was accompanied while implementing inquiry-based learning in a highly diverse class. In doing so, the observations focused on strategies for both scaffolding and dealing with diversity. Additionally, data reflecting students' views of scientific inquiry were gathered. The results show a successive implementation of inquiry-based learning through four phases supported by various scaffolding strategies. The views of scientific inquiry are discussed on both the class and the individual level. Finally, all these findings are brought together to paint a vivid picture of the investigated class. Die vorliegende Arbeit, eine explorative Fallstudie, bietet einen Einblick in ein authentisches Klassenzimmer, in dem Forschendes Lernen eingeführt wurde. Dazu wurde eine Lehrperson ein Jahr lang begleitet. Die Beforschung fokussierte auf Lernbegleitungsstrategien, den Umgang mit Diversität sowie den Sichtweisen der Schülerinnen und Schüler über Naturwissenschaften. Die Resultate zeigen eine schrittweise Einführung von Forschendem Lernen in vier Phasen, begleitet von vielfältigen Lernbegleitungsstrategien. Schließlich werden alle Ergebnisse zusammengeführt, um ein lebendiges Bild des untersuchten Unterrichts und der Personen zu zeichnen.
Author: Thomas Elert
Publisher: Logos Verlag Berlin GmbH
ISBN: 3832550046
Category : Education
Languages : en
Pages : 180
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Book Description
Stetig hohe Studienabbruchquoten in den MINT-Fächern an deutschen Hochschulen, welche auch aus geringem Kurserfolg in einführenden Laborpraktika resultieren könnten, und die wachsende Kritik an der Qualität und Wirksamkeit ebendieser machen eine eingehende Betrachtung von Laborpraktika notwendig. Diese Studie untersuchte die Lernziele des Laborpraktikums Allgemeine Chemie für Lehramtsstudierende im ersten Semester sowie Faktoren für den Kurserfolg, um daraus Aussagen über den Stellenwert von Laborpraktika in der universitären Bildung, insbesondere für langfristigen Studienerfolg, abzuleiten. Dazu wurde ein theoretisches Modell zu Grunde gelegt, welches das Vorwissen der Studierenden und die Lernzielpassung zwischen Studierenden und Lehrenden als zwei entscheidende Faktoren für Kurserfolg berücksichtigt. Constantly high student dropout rates in STEM subjects at German universities, which could be the result of low course success in introductory laboratory courses among other things and increasing criticism about their quality and effectiveness necessitate these laboratory courses to be examined thoroughly. This study investigated the learning goals of the General Chemistry laboratory course for first-year students in teacher training and factors for course success in order to make statements about the significance of laboratory courses for university education, particularly for long-term study success. For this purpose, a theoretical model that assumes the students prior knowledge and learning goal alignment between students and their lab instructors to be two defining factors for lab course success was used as a framework.
Author: John Hattie
Publisher: Routledge
ISBN: 1136962042
Category : Education
Languages : en
Pages : 513
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Book Description
The International Guide to Student Achievement brings together and critically examines the major influences shaping student achievement today. There are many, often competing, claims about how to enhance student achievement, raising the questions of "What works?" and "What works best?" World-renowned bestselling authors, John Hattie and Eric M. Anderman have invited an international group of scholars to write brief, empirically-supported articles that examine predictors of academic achievement across a variety of topics and domains. Rather than telling people what to do in their schools and classrooms, this guide simply provides the first-ever compendium of research that summarizes what is known about the major influences shaping students’ academic achievement around the world. Readers can apply this knowledge base to their own school and classroom settings. The 150+ entries serve as intellectual building blocks to creatively mix into new or existing educational arrangements and aim for quick, easy reference. Chapter authors follow a common format that allows readers to more seamlessly compare and contrast information across entries, guiding readers to apply this knowledge to their own classrooms, their curriculums and teaching strategies, and their teacher training programs.
Author: Katharina Fricke
Publisher: Logos Verlag Berlin GmbH
ISBN: 3832543945
Category : Education
Languages : en
Pages : 316
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Book Description
The major purpose of research in the present study was to contribute to the clarification of physics-related learning conditions in the phase when students change from primary to secondary school stage. This purpose goes back to the divergent performance of German primary and secondary school students in the science part of international comparative studies which have placed teachers under considerable pressure to provide an effective working atmosphere in their classrooms including an appropriate use of time for engagement in physics-specific contents. There is a wide consensus that, in developing efficient classroom management strategies, teachers can guarantee a higher amount of academic learning time, which proves relevant not only for students' school performance, but also for fostering their motivation to learn (science). The present study firstly aimed at contributing to the demand of a theoretical conceptualization that regards classroom management in the overall structure of quality of instruction. Against this background, the study suggests a clear, detailed definition of classroom management with three subconstructs discipline, rules and rituals and prevention of disruption, but also addresses the desiderata in terms of subject-specific research on classroom management.
Author: John Loughran
Publisher: Routledge
ISBN: 1135700796
Category : Education
Languages : en
Pages : 265
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Book Description
The essays in this volume examine teachers, teaching practice, knowledge and skill, and a range of methodologies are explained. The professional skills and knowledge that teachers need is explored.
