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Annika Lena Hondrich Jasmin Decristan Silke Hertel Eckhard Klieme 《Zeitschrift für Erziehungswissenschaft》2018,21(4):717-734
Formative Assessment (FA) refers to eliciting evidence about students’ understanding and using the information to support learning, e.?g. via individual feedback. There is evidence that FA fosters students’ motivation, but less is known about the underlying processes. The present study investigates direct effects of FA on intrinsic motivation as well as the mediating role of students’ perceived competence, drawing on Deci and Ryan’s self-determination theory. In a randomized, controlled trial, primary school teachers were either assigned to an FA training (n?=?17) or to a control group (CG; n?=?11). All teachers then taught two science units in their classrooms (FA: n?=?319 students, CG: n?=?232). Multilevel regression analyses showed a higher perceived competence and a marginally higher intrinsic motivation for FA students after unit 1. After unit 2, both intrinsic motivation and perceived competence were higher in the FA condition, and the impact on intrinsic motivation was significantly mediated by students’ perceived competence after the first unit. These results confirm and extend previous findings on the effectiveness of formative assessment on motivational outcomes. 相似文献
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The article investigates why a specific European issue is debatedin one country but disregarded in another, and why issues aredebated differently in different European countries. To understandthis national filtering, expectations are formulated as to howspecific policy traditions and issue-specific conflict constellationswithin a country are reflected in media debates. A systematiccontent analysis of the debates on EU enlargement and a commonconstitution for the years 2000–2002 in the German andFrench quality press reveals considerable variation in issuesalience, actors’ prominence and actors’ responsibilityattributions between and within the countries. This variationcan be seen to be connected with different policy traditionsand conflict constellations. The study seeks to go beyond merelydescribing variations in media coverage across Europe and systematicallyuses cross-national and cross-issue comparative research tounderstand this variation. Received for publication October 19, 2006. Accepted for publication April 5, 2007. 相似文献
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Kirstie Hartwell Silke Brandt Laura Boundy Grace Barton Bahar Köymen 《Child development》2022,93(4):1061-1071
In collaborative decision-making, partners compare reasons behind conflicting proposals through meta-talk. We investigated UK-based preschoolers’ (mixed socioeconomic status) use of meta-talk (Data collection: 2018–2020). In Study 1, 5- and 7-year-old peer dyads (N = 128, 61 girls) heard conflicting claims about an animal from two informants. One prefaced her claim with “I know”; the other with “I think”. Dyads identified the more reliable informant through meta-talk (“She said she knows”). In Study 2, 3- and 5-year-olds (N = 64, 34 girls) searched for a toy with an adult partner making incorrect proposals. Children refuted this through reporting what they had witnessed (It cannot be there because “I saw it move”, “she moved it”). In preschool period, children start using meta-talk to make rational collaborative decisions. 相似文献
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Gunter Schlageter und Silke Mittrach 《Informatik - Forschung und Entwicklung》1998,13(3):159-162
Zusammenfassung. Im Projekt „Virtuelle Universit?t“ an der FernUniversit?t Hagen wird eine netzbasierte Universit?tsumgebung entwickelt, die
s?mtliche Funktionen einer Universit?t in integrierter Form über elektronische Kommunikationsnetze verfügbar macht. Der Ansatz
bietet eine v?llig neue Qualit?t flexiblen, bedarfsorientierten und dennoch betreuten Lernens. Das Projekt wird seit Mitte
1996 durch das Land Nordrhein-Westfalen sowie durch Sachspenden der Firmen Oracle, Sun Microsystems und Sybase gef?rdert.
Seit dem Wintersemester 1996/97 wird die Virtuelle Universit?t im praktischen Betrieb auf Grundlage eines ersten Prototypen
mit Studierenden der FernUniversit?t und im Rahmen von Industrieveranstaltungen erprobt.
相似文献
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The demands of modern industry contexts (so‐called Industry 4.0) are going to reshape the working world of future engineers. It seems obvious that these technological developments will affect higher education institutions with increasing intensity. For years, there has been a vivid discussion on the IT competences, which need to be developed by students in order to face emerging technology changes. To tackle the question regarding industry expectations towards future engineers, in this article a remote laboratory at a German university is analysed to identify potentials for future‐oriented teaching and learning in the light of the required competences for “Working 4.0”. Current scientific studies and industry agendas about Working 4.0 competences are identified, connected learning objectives are derived and the focused remote laboratory is linked to these objectives. As a result, it can be shown that this educational setting has the potential to reflect the complexity of Working 4.0. However, the results also show that the examined laboratory addresses only some of the competences in the context of Industry 4.0. Furthermore, it is argued in how far industry demands serve as the only basis for educational development efforts. The scientific studies and the industry agenda offer a limited and more political perspective on educational development. Nevertheless, based on the research in this article, it can be argued that remote labs (and online labs in general) have the potential to lift traditional laboratory‐based engineering education to a modern engineering education 4.0. 相似文献
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Olia E. Tsivitanidou Costas P. Constantinou Peter Labudde Silke Rönnebeck Mathias Ropohl 《European Journal of Psychology of Education - EJPE》2018,33(1):51-73
The aim of this study was to investigate how reciprocal peer assessment in modeling-based learning can serve as a learning tool for secondary school learners in a physics course. The participants were 22 upper secondary school students from a gymnasium in Switzerland. They were asked to model additive and subtractive color mixing in groups of two, after having completed hands-on experiments in the laboratory. Then, they submitted their models and anonymously assessed the model of another peer group. The students were given a four-point rating scale with pre-specified assessment criteria, while enacting the peer-assessor role. After implementation of the peer assessment, students, as peer assessees, were allowed to revise their models. They were also asked to complete a short questionnaire, reflecting on their revisions. Data were collected by (i) peer-feedback reports, (ii) students’ initial and revised models, (iii) post-instructional interviews with students, and (iv) students’ responses to open-ended questions. The data were analyzed qualitatively and then quantitatively. The results revealed that, after enactment of the peer assessment, students’ revisions of their models reflected a higher level of attainment toward their model-construction practices and a better conceptual understanding of additive and subtractive color mixing. The findings of this study suggest that reciprocal peer assessment, in which students experience both the role of assessor and assessee, facilitates students’ learning in science. Based on our findings, further research directions are suggested with respect to novel approaches to peer assessment for developing students’ modeling competence in science learning. 相似文献