Kollaboratives Problemlösen in PISA 2015: Deutschland im Fokus

Zehner, Fabian; Weis, Mirjam; Vogel, Freydis; Leutner, Detlev; Reiss, Kristina

doi:10.1007/s11618-019-00874-4

Cited by 7 publications

(3 citation statements)

References 45 publications

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“…It appears likely that civic understanding differs between education tracks that are aimed at different levels of academic ability, and where students have recently been shown to differ in their ability to solve complex problems (Zehner et al, 2017). Therefore, we expected that: H3: Civic understanding mediates the impact of the educational track on voting intentions and political interest, in that participation in the pre-academic track is associated with greater civic understanding, which in turn predicts greater interest and voting intentions.…”

Section: Civic Understandingmentioning

confidence: 99%

Civic understanding mediates of the effect of educational tracks on voting intentions in German schools

Wallrich¹,

West

Rutland

2021

Citizenship, Social and Economics Education

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Across democracies, education predicts electoral participation and political interest. Here, German students on the pre-vocational and pre-academic educational tracks are compared to show how these differences emerge, and thus indicate how they can be addressed. In a Preliminary Study, a large dataset (3747 participants) revealed that there is a gap in political interest between the tracks, and that this predicts a gap in voting intentions. Study 1 (228 participants) tested three mediators of the relationship between educational tracks and voting intentions. Differences in civic understanding primarily explained the link between educational track and voting intentions. Lastly, in Study 2, 23 semi-structured interviews explored how limited civic understanding constrains political engagement among students on the pre-vocational track, indicating that a narrow understanding of power and a lack of sociological imagination are key. The finding that the gaps emerge due to differences in civic understanding, which is teachable, suggests that schools can play an effective role in addressing them. Limitations and implications are discussed.

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Section: Civic Understandingmentioning

confidence: 99%

Civic understanding mediates of the effect of educational tracks on voting intentions in German schools

Wallrich¹,

West

Rutland

2021

Citizenship, Social and Economics Education

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“…These spaces consist of evidence and hypotheses that are shared among the diagnosticians. All individual diagnostic processes as well as their outcomes (evidence, hypotheses, and conclusions) can become part of one of the shared diagnostic spaces by engaging in the collaborative activities of sharing and elicitation, negotiation, and coordination (Liu et al, 2015;Hesse et al, 2015;Zehner et al, 2019;Mo, 2017). In the literature, the need to share and process information on a group level has been stressed as key to constructing a shared mental representation and successfully collaborating (Hesse et al, 2015;Meier et al, 2007;Larson et al, 1998).…”

Section: Cdr Model: Collaborative Diagnostic Reasoningmentioning

confidence: 99%

Diagnosing Collaboratively: A Theoretical Model and a Simulation-Based Learning Environment

Radkowitsch

Sailer

Fischer³

et al. 2022

Learning to Diagnose With Simulations

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In their daily practice, physicians with different professional backgrounds often diagnose a patient’s problem collaboratively. In those situations, physicians not only need to be able to diagnose individually, but also need additional collaborative competences such as information sharing and negotiation skills (Liu et al., 2015), which can influence the quality of the diagnostic outcome (Tschan et al., 2009). We introduce the CDR model, a process model for collaborative diagnostic reasoning processes by diagnosticians with different knowledge backgrounds. Building on this model, we develop a simulation in order to assess and facilitate collaborative diagnostic competences among advanced medical students. In the document-based simulation, learners sequentially diagnose five patients by inspecting a health record for symptoms. Then, learners request a radiological diagnostic procedure from a simulated radiologist. By interacting with the simulated radiologist, the learners elicit more evidence for their hypotheses. Finally, learners are asked to integrate all information and suggest a final diagnosis.

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“…Die Autor*innen folgern daraus, dass die "Teamkompetenz" vor allem mit kognitiven Lernermerkmalen wie etwa kognitiven Fähigkeiten oder Vorwissen zusammenhänge (Kunter, Stanat & Klieme, 2005). Ein deutlicher Zusammenhang zwischen der Kompetenz kollaborativen Problemlösens und dem Geschlecht wurde in der PISA-Studie 2015 zu Gunsten der Mädchen identifi ziert (Zehner, Weis, Vogel, Leutner & Reiss, 2017). Berger und Hänze (2004) zeigten in einer Studie, dass sich KL günstig auf die grundlegenden Bedürfnisse der Selbstbestimmungstheorie auswirkte und damit ein höheres Maß an intrinsischer Motivation und höherwertige Lernstrategien der Ler nenden einhergingen.…”

Section: Forschungsstandunclassified

Der Einfluss von Kooperation, Interesse und Motivation auf die Leistungserbringung in kooperativen Schulabschlussprüfungen

Heizmann¹,

Wacker²,

Strobel-Eisele³

et al. 2019

DDS

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Beitragseinreichung und Double-blind Peer Review: Manuskripte (nur Originalbeiträge) werden als Word-Datei an die Geschäft sführung (redaktion@dds-home.de) erbeten. Bitte beachten Sie die Hinweise zur Manuskriptgestaltung (www.dds-home.de). Seit dem 103. Jahrgang (2011) durchlaufen alle Fachartikel in der DDS (Texte zum Th emenschwerpunkt und für die Rubrik "Weitere Beiträge") ein externes Review-Verfahren. Nach einer redaktionellen Prüfung der eingereichten Aufsätze im Hinblick auf ihre grundsätzliche Eignung für die DDS schließt sich eine Begutachtung im Doppelblindverfahren durch ehrenamtlich tätige Gutachter*innen an. Die Deutsche Schule erscheint vierteljährlich. Zusätzlich zu den vier Heft en pro Jahrgang können Beiheft e erscheinen. Unter www.waxmann.com und www.dds-home.de fi nden Sie weitere Informationen. Die DDS ist indiziert in ESCI, FIS Bildung und Proquest und für weitere Indizierungen vorgeschlagen.

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Kollaboratives Problemlösen in PISA 2015: Deutschland im Fokus

Cited by 7 publications

References 45 publications

Civic understanding mediates of the effect of educational tracks on voting intentions in German schools

Civic understanding mediates of the effect of educational tracks on voting intentions in German schools

Diagnosing Collaboratively: A Theoretical Model and a Simulation-Based Learning Environment

Der Einfluss von Kooperation, Interesse und Motivation auf die Leistungserbringung in kooperativen Schulabschlussprüfungen

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