Das Konzept der Inneren Differenzierung — eine vergleichende Analyse der Diskussion der 1970er Jahre mit dem aktuellen Heterogenitätsdiskurs

Trautmann, Matthias; Wischer, Beate

doi:10.1007/978-3-531-91775-7_11

Cited by 21 publications

(9 citation statements)

References 2 publications

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“…54 Addressing all students with their individual personalities, learning strategies, prior knowledge, and other personal characteristics demands therefore an individualization and differentiation of learning. 55 The implementation of online material and videos as additional teaching methods in the laboratory course is one step toward this goal in teaching chemistry. Moreover, students are enabled to freely choose the material depending on their personal preferences and needs where various and versatile types of online teaching material or videos are offered.…”

Section: Student Diversity and Online Mediamentioning

confidence: 99%

Student Individuality Impacts Use and Benefits of an Online Video Library for the Organic Chemistry Laboratory

Pölloth¹,

Schwarzer²,

Zipse³

2019

J. Chem. Educ.

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An online video library comprising three different types of videos was used intensively by bachelor-level students before and throughout an introductory organic chemistry laboratory course, when presented and assigned to the experiments appropriately. An empirical study (N = 103) revealed that the utilization of videos and preferences for video types depend crucially on individual student characteristics, such as gender, study course, intrinsic motivation, and the self-perception of conscientiousness. Student assessment of the video library, a positive impact on students’ self-concept of ability, and an increase of knowledge in know-how tests on laboratory techniques of up to 100% indicate the benefits of the online video library on students’ cognitive, affective, and psychomotor learning in a laboratory course.

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Section: Student Diversity and Online Mediamentioning

confidence: 99%

Student Individuality Impacts Use and Benefits of an Online Video Library for the Organic Chemistry Laboratory

Pölloth¹,

Schwarzer²,

Zipse³

2019

J. Chem. Educ.

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“…In view of the planned or already realized move away from special classes and toward the inclusion of special needs students in mainstream education and continuing immigration (in Switzerland and elsewhere), this heterogeneity is bound to increase in the future. Whereas the literature criticizes the unreasonably high expectations and "euphoric hopes" associated with didactic concepts of withinclass differentiation (Trautmann & Wischer, 2008), ETL seems to offer a practicable approach that stands the empirical test, having demonstrably positive effects on students' experience of instruction and wellbeing, without negative effects on educational outcomes. However, the data suggest that although teachers' implementation of the ETL model has to date (positively) influenced the culture of communication and support and extended their repertoire of teaching methods, there has been little change in aspects of mathematics-specific instruction in the narrow sense (e.g., the level of cognitive and mathematical challenge; provision for independent and discursive approaches to challenging problems).…”

Section: Resultsmentioning

confidence: 99%

Expertise in Swiss Mathematics Instruction

Pauli

Reusser

2010

Expertise in Mathematics Instruction

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This chapter draws on data and findings from several video studies to describe the quality of mathematics teaching in Switzerland. The focus is on features of instructional practice and quality as core components of classroom behavior that reflect the teacher's expertise in creating optimal learning opportunities. The didactic triangle is used as the basis for describing the profile of expertise in Swiss mathematics instruction in terms of three interdependent dimensions of instructional quality. A core element of this pofile can be identified in Swiss mathematics teachers' particular strengths in the culture of communication, support and relationships. Findings also paint a generally positive picture of the culture of teaching, learning and understanding (e.g., methods and choreography of teaching) in Swiss mathematics classrooms. However, the culture of objectives, materials and tasks proves to be rather average in international comparison in several respects (level of mathematical content, characteristics of the problems set and the way they are worked on in lessons). In particular, there seems to be room for improvement in the specific context of the didactics of mathematics (e.g., the level of cognitive and mathematical challenge) Expertise in Swiss Mathematics Instruction Christine Pauli and Kurt ReusserAbstract This chapter draws on data and findings from several video studies to describe the quality of mathematics teaching in Switzerland. The focus is on features of instructional practice and quality as core components of classroom behavior that reflect the teacher's expertise in creating optimal learning opportunities. The didactic triangle is used as the basis for describing the profile of expertise in Swiss mathematics instruction in terms of three interdependent dimensions of instructional quality. A core element of this profile can be identified in Swiss mathematics teachers' particular strengths in the culture of communication, support and relationships. Findings also paint a generally positive picture of the culture of teaching, learning and understanding (e.g., methods and choreography of teaching) in Swiss mathematics classrooms. However, the culture of objectives, materials and tasks proves to be rather average in international comparison in several respects (level of mathematical content, characteristics of the problems set and the way they are worked on in lessons). In particular, there seems to be room for improvement in the specific context of the didactics of mathematics (e.g., the level of cognitive and mathematical challenge).

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“…beeinflussen (Bandura, 1997). Dieses Verhalten (also Entscheidungen, Anstrengung und Ausdauer) beeinflusst schließlich die Unterrichtsqualität ("quality of teachers' practices" Fives & Buehl, 2012 (Standop, 2017, S. 268;Trautmann & Wischer, 2008 (Kane, Sandretto & Heath, 2002) bzw. zwar nicht unveränderlich, aber sehr stabil sind (Pajares, 1992).…”

Section: Funktionen Von üBerzeugungenunclassified

Überzeugungen von Lehrkräften. Ihre Bedeutung für das pädagogische Handeln und die Lernergebnisse in den Fächern Englisch und Mathematik

Dohrmann¹

2021

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Pädagogische Überzeugungen von Lehrkräften sind ein zentraler Aspekt ihrer professionellen Kompetenz, der für Schul- und Unterrichtsqualität bedeutsam ist. In dieser Studie wird untersucht, mit welchen Unterrichtsmerkmalen allgemeine pädagogische Überzeugungen von Lehrkräften zusammenhängen und wie diese Überzeugungen, vermittelt über das Unterrichtshandeln, mit Lernergebnissen von Schülerinnen und Schülern korrespondieren. Dies geschieht durch eine Sekundäranalyse der Drei-Länder-Studie von Helmut Fend aus den Jahren 1978/79. Ziel der Arbeit ist es, die Beziehungen zwischen allgemeinpädagogischen Überzeugungen, Unterricht und Lernergebnissen unter Berücksichtigung des aktuellen theoretischen und methodischen Forschungsstandes zu analysieren. Es zeigt sich, dass im Englischunterricht die pädagogischen Überzeugungen der Lehrkräfte mit einem unterstützenden Unterrichtsklima und – vermittelt über adaptives Unterrichtshandeln – mit den Lernergebnissen der Schülerinnen und Schüler im affektiven Bereich zusammenhängen.

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Das Konzept der Inneren Differenzierung — eine vergleichende Analyse der Diskussion der 1970er Jahre mit dem aktuellen Heterogenitätsdiskurs

Cited by 21 publications

References 2 publications

Student Individuality Impacts Use and Benefits of an Online Video Library for the Organic Chemistry Laboratory

Student Individuality Impacts Use and Benefits of an Online Video Library for the Organic Chemistry Laboratory

Expertise in Swiss Mathematics Instruction

Überzeugungen von Lehrkräften. Ihre Bedeutung für das pädagogische Handeln und die Lernergebnisse in den Fächern Englisch und Mathematik

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