9 Works

Fostering semi-quantitative reasoning in the classroom with worked examples as educational scaffold, Developpement du raisonnement semi-quantitatif (RSQ) en classe avec comme outil pedagogique le «Worked Example» (WE)

Cedric Loretan, Andreas Müller & Laura Weiss
ABSTRACT SQR is seeking for solutions to quantitative problems, which are allowed to be imprecise, but have the correct order of magnitude (expressed as a power of 10; e.g. age of the universe ~1010yrs). It can help to get estimates, when some data cannot be precisely known or hard to obtain by precise calculations, or to check the plausibility of a claim or result, etc. For these reasons, SQR is very important in science ("Fermi...

EINSATZ VON CLASSROOM RESPONSE SYSTEMEN IN ÜBUNGEN

Sebastian Zangerle
Background: Classroom response systems (CRS) are an effective way to promote communication between lecturers and students and to improve students' concept understanding. Purpose: The use of CRS in tutorials is still poorly understood. This is why we have studied the added value of using CRS in tutorials in addition to its popular use in lectures. Furthermore, the influence of the CRS on student attitudes towards digital media in teaching and on their confidence in their...

Editorial

Progress In Science Education PriSE
Progress in Science Education (PriSE), Articles in press

„DAS GEGENTEIL VON SAUER IST SÜẞ“ – CHEMISCHE ASPEKTE IN SACHUNTERRICHTSBÜCHERN DER PRIMARSTUFE; „THE OPPOSITE OF SOUR IS SWEET“ – CHEMICAL ASPECTS IN TEXTBOOKS FOR SCIENCE TEACHING IN PRIMARY SCHOOL

Christian Nosko, Susanne Jaklin-Farcher & Anja Lembens
Abstract (Deutsch) Der naturwissenschaftliche und technische Sachunterricht in der Primarstufe hat vielfältige Aufgaben, die von der Bereitstellung von Lern- und Erfahrungsräumen über die Vorbereitung auf die entsprechenden Fächer in den weiterführenden Schulen bis zur Anbahnung einer angemessenen naturwissenschaftlichen und technischen Grundbildung reichen. Lehrkräfte stehen vor der Herausforderung, geeignete Themen und Methoden für die Konzeption von wirksamen Lerngelegenheiten zu finden und entsprechend aufzubereiten. Quellen für die Vorbereitung von Lerngelegenheiten sind oftmals gedruckte Schulbücher für den Sachunterricht....

Model comptences in chemistry and biology lessons - what skills do teachers need? A systematic literature review; Modellkompetenzen im Chemie- und Biologieunterricht - welche Fähigkeiten brauchen Lehrkräfte? Ein systematisches Literaturreview

Benjamin Johannes Tempel, Christoph Randler, Markus Rehm & Markus Wilhelm
The term "model competence" describes the ability to use modeling as well as models as a part of gaining scientific knowledge (Krell, Reinisch & Krüger, 2014). Models are characterized by a pragmatic depiction and shortening of originals (see Stachowiak, 1973, 131 ff.). But models can also be representation of mental or mathematical constructs, such as e.g. atom models. Altough model competences plays a key role in chemistry and biology education, students and teachers show significant...

Analysis of educational web servers for science teaching at the secondary I level, Analyse von Unterrichtsmaterialservern für den Naturwissenschaftsunterricht auf der Sekundarstufe I

Sandro Gössi, Dorothee Brovelli & Katrin Bölsterli Bardy
ABSTRACT The internet has developed rapidly in the last decades. Consequently, it gains in importance for schools. New competence-oriented teaching methods, such as „problem based learning“, rely on the internet as well as on suitable educational web servers. The availability of computers, laptops, and wireless networks in schools and private smartphones of the pupils allow for a diverse use of the internet. This study investigates and examines 121 educational web servers in German language according...

TEACHER WAIT-TIMES IN PHYSICS INSTRUCTION OF DIFFERENT DURATION (45 VS. 60/90 MINUTES)

Rainer Wackermann, Philip Timmerman & Heiko Krabbe
In recent times, some schools in Germany change the traditional 45-minutes lesson duration to 60 or 90 minutes. Little is known about the impact on the quality of instruction. Teachers’ wait-time after asking questions is related to the cognitive activation of pupils. This exploratory study pursues the question whether a prolongation of lesson duration changes the average wait-time of four individual physics teachers. The finding is that the teachers under investigation show slightly longer wait-times...

Documentation in chemistry teaching - a theory based report of practice; Der Dokumentier-Führerschein - Theoriegestützter Praxisbericht

Martina Cavelti, Wolfgang Bührer & Thomas Berset
A research plan using a design-based research approach for the development of a set of tasks for the in introduction of documentation in chemistry teaching - a theory-based report of practice ABSTRACT Research background: The new science curriculum 21 (LP21), as well as HarmoS and SWiSE, demand teaching documentation competences from primary and secondary I school teachers in Switzerland; however, available teaching materials rarely help teacher to fulfil these competencies. In contrast to the state...

Towards a more comprehensive framework for investigating novelty at out-of-school learning places for science and technology learning

Rebecca Cors, Nicolas Robin, Andreas Mueller & Patrick Kunz
Out-of-school learning places (OSLePs) have come to be recognized as an integral part of promoting science and technology education. Studies at OSLePs demonstrate that learner feelings of unfamiliarity present barriers to achieving educational outcomes. However, these investigations of novelty at OSLePs have drawn from several different, largely unconnected models to guide their work and have differently defined the novelty construct. The aim of this paper is to describe a more comprehensive framework for studying novelty...

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