Experimente alternativ dokumentieren

Groß, Katharina; Reiners, Christiane S.

doi:10.1002/ckon.201110165

Cited by 13 publications

(8 citation statements)

References 10 publications

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“…Working with a self-made video means that students may return to substantial and significant phases of the experiment with the aim to analyse principal processes thoroughly and to establish causal coherences. This process may lead to new subject-specific and methodical understanding [10]. Through their active role in the documentation process, students are encouraged to recognize and to reflect the distinct course of action when conducting an experiment (e.g.…”

Section: 2 Person-related Video Documentation)mentioning

confidence: 99%

“…Video documentation reports the students' cognitive abilities concerning the contentual and formal demands on documentation of experiments and offers diagnosis of the students use of subject-specific terminology, including linguistic and pragmatic presentation of any experiment design, its conduction, observation and its final summary with the respective interpretation. Compared to the classical protocol of an experiment, teachers additionally uncover with the help of the video students' psychomotor performance while conducting the experiment [10]. The students hand control while preparing and conducting the experiment as well as their linguistic resume become immediately visible in this form of detailed documentation.…”

Section: The Potential Of Video Documentation For Teachersmentioning

confidence: 99%

“…In addition, ICT tools as alternative forms of documenting experiments (e.g. videos, or podcasts) provide both, great potential for differentiation for heterogeneous learning groups and a diagnostic tool for teachers [8,9,10].…”

Section: Introductionmentioning

confidence: 99%

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Using Video Documentation in Out-Of-School Lab Days as an ICT Learning and Diagnostic Tool

Groß¹,

Pawlak²

2020

WJCE

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The use of ICT in science education offers many opportunities to promote students' learning and experimenting comprehensively. Considering that, it is important not simply to replace traditional media, but to explicitly identify the added value of ICT tools for students and teachers. Especially alternative forms of documenting experiments, particularly video documentation, provide both the possibility to diagnose students' individual learning conditions, abilities and difficulties as well as the opportunity to cope with students' cognitive and epistemological conceptions adequately. Apart from the school context, extracurricular activities (informal learning-settings, like out-of-school lab-days) can be used to explore the potential of video documentations. The following paper presents the use of video documentation as an ICT learning and diagnostic tool in the out-of-school lab "ELKE". Based on a qualitative examination, the video documentations give insight into students' professional and formal strengths and weaknesses -an added value that a traditional experiment protocol is not able to provide in this way. Cite This Article:Katharina Gross, and Felix Pawlak, "Using Video Documentation in Out-Of-School Lab Days as an ICT Learning and Diagnostic Tool.

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Section: 2 Person-related Video Documentation)mentioning

confidence: 99%

Section: The Potential Of Video Documentation For Teachersmentioning

confidence: 99%

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Using Video Documentation in Out-Of-School Lab Days as an ICT Learning and Diagnostic Tool

Groß¹,

Pawlak²

2020

WJCE

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“…This is particularly helpful for learners with difficulties not only in writing but also in spelling. The photo or audio documentations can also be seen as differentiated learning aids that support students on their way to an adequate experimental protocol [29]. Experimental phenomena can also be slowed down by the slow-motion function or presented faster through the time-lapse function [30,31,32,33].…”

Section: Digitizationmentioning

confidence: 99%

Transferring and Optimizing a Laptop-based Learning Environment for the Use on iPads

Greitemann¹,

Melle²

2020

WJCE

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With the growing presence of laptops, smartphones and tablets, daily life as well as professional needs are changing [1]. However, this means that mobile devices are playing an increasingly important role in schools and classrooms [2,3]. In particular, tablets are seen as a highly promising possibility to implement digital media in schools [4]. In this context, we would like to take a closer look at the use of tablets in initial chemistry classes. Therefore, we transferred a digital learning software, that had been developed for laptops, to iPads in order to optimize the learning environment through the possibilities offered by this latest innovation. This further development especially aims at the integration of experiments and a higher universal accessibility for learners in heterogeneous or inclusive learning groups. The aim of this project is to investigate the effect of the use of tablets in the following two teaching phases: During the input phase, the students work on the iPad-based learning environment. In the internalization phase, working with tablet-based tasks is compared with creating student explanatory videos regarding their impact on knowledge growth and attractiveness. In this paper, we focus the transfer of the laptop-based learning environment to iPads.

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“…Es hats ichg ezeigt,d asse in mehrkanaligesL ernen, d.h. die Wahrnehmung desLerngegenstandes überverschiedene Sinne dieB ehaltensleistung steigern kann [16,17]. Dasm ehrkanalige Lernen kann im Chemieunterricht insbesondere durchExperimenteinitiiert werden,weilder Lerninhalt dadurch visuell undh aptisch undg gf.a ucha uditiv aufgenommenw erden kann [18].A ußerdems indb ei praktischenT ätigkeitenh äufig…”

Section: Rahmenbedingungenunclassified

Verbrennungen – Eine Unterrichtseinheit für inklusiven Unterricht

Baumann

Kieserling

Struckholt

et al. 2018

Chemkon

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Mit der Ratifizierung der UN‐Behindertenrechtskonvention im Jahr 2009 hat sich Deutschland verpflichtet, ein inklusives Bildungssystem auf allen Ebenen zu etablieren, um Menschen mit Behinderungen Bildung ohne Diskriminierung zu gewähren. Die Realisierung eines inklusiven Chemieunterrichts stellt aktuell viele Chemielehrkräfte vor eine neue Aufgabe und Herausforderung. Das Prinzip des Universal Design for Learning (UDL) stellt ein Rahmenkonzept zur Planung und Gestaltung von Unterricht mit universeller Zugänglichkeit dar, das vor allem in den USA seit vielen Jahren etabliert ist. Im vorliegenden Beitrag wird das UDL kurz beschrieben und eine Unterrichtseinheit vorgestellt, die auf Basis des UDL konzipiert wurde.

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Experimente alternativ dokumentieren

Cited by 13 publications

References 10 publications

Using Video Documentation in Out-Of-School Lab Days as an ICT Learning and Diagnostic Tool

Using Video Documentation in Out-Of-School Lab Days as an ICT Learning and Diagnostic Tool

Transferring and Optimizing a Laptop-based Learning Environment for the Use on iPads

Verbrennungen – Eine Unterrichtseinheit für inklusiven Unterricht

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