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This paper tries to answer the question whether the promising Content and Language Integrated Learning (CLIL) teaching method also has positive effects on the pragmatic competences of CLIL students compared to their peers in mainstream English as a Foreign Language (EFL) classrooms. To avoid deviances caused by other factors external to the teaching method, only students who have a similar language background were selected for the study by means of a questionnaire. Data on the articulations of requests, thanks, complaints, apologies, invitations, refusals and advice was collected during videotaped English role plays and role enactments. After the role plays/role enactments, students were interviewed about their performance and were given German Discourse Completion Tests (DCTs) to allow a comparison between respective articulations in their L1 and L2. Furthermore, teachers were questioned about the speech acts they used in CLIL and EFL classes and their judgements about the students’ possible activities.
In the last three decades many research studies focused on the topic of multiple representations and their role for learning mathematics. As a result, there is a broad consensus in the scientific community that dealing with multiple representations in the mathematics classroom is a highly relevant matter. However, research addressing the role of the teachers in this context is still scarce. Consequently, this dissertation study raises the question of how much teachers know about and acknowledge this key role of multiple representations for the mathematics classroom. To this end, not only different aspects of teachers' specific professional knowledge and their views were investigated, but also their noticing of changes of representations in instances of student-teacher interaction, which can be seen as a theme-specific noticing. Using a multi-layer model of professional knowledge, this study addresses in particular questions of how such specific aspects of professional knowledge are interrelated and what components of knowledge and views play a role for the teachers' theme-specific noticing.
These research interests were addressed in the scope of three substudies, each of them including two different subsamples (English pre-service teachers/German pre-service teachers, pre-service teachers/in-service teachers, respectively in-service teachers at academic track secondary schools/in-service teachers at secondary schools for lower attaining students), in order to explore the possible roles of cultural background, teaching experience, and school types.
The different aspects of specific professional knowledge and views were assessed by means of a questionnaire instrument. For eliciting the teachers' theme-specific noticing, vignette-based questions were implemented. The data was analyzed mainly by quantitative methods, was however complemented by a qualitative in-depth analysis focusing on how the teachers' theme-specific noticing was informed by different components of their professional knowledge.
The results of this study suggest that the participants did not fully understand the key role of multiple representations for learning mathematics in the sense of their discipline-specific signicance and thus indicate specific needs for teacher education and professional development. Differences between the subsamples of teachers became apparent especially regarding the teachers' more situated professional knowledge and their noticing with respect to dealing with multiple representations. Furthermore, the findings of this study underpin the assumption that within the spectrum between teachers' situated and global professional knowledge and views regarding dealing with multiple representations, different components may be distinguished and suggest that in particular all of these components may play a role for teachers' theme-specific noticing.
This volume is largely about nontraditional data; this paper is about a nontraditional visualization: classification trees. Using trees with data will be new to many students, so rather than beginning with a computer algorithm that produces optimal trees, we suggest that students first construct their own trees, one node at a time, to explore how they work, and how well. This build-it-yourself process is more transparent than using algorithms such as CART; we believe it will help students not only understand the fundamentals of trees, but also better understand tree-building algorithms when they do encounter them. And because classification is an important task in machine learning, a good foundation in trees can prepare students to better understand that emerging and important field. We also describe a free online tool—Arbor—that students can use to do this, and note some implications for instruction.
Fragestellungen zur Konzeptualisierung und Messung professionsbezogener Kompetenzen von Lehrkräften stellen ein hochaktuelles Thema in der mathematikdidaktischen Forschung dar (z.B. Kunter et al., 2013; Kaiser et al., 2015). Trotz unterschiedlicher Ansätze in diesem Bereich besteht weitgehend Konsens darüber, dass Kompetenzen die persönlichen Voraussetzungen zur erfolgreichen Bewältigung berufsspezifischer situationaler Anforderungen beschreiben (Baumert & Kunter, 2013) und prinzipiell erlernbar und vermittelbar sind (Weinert, 2001b). Es gibt jedoch keine „Kompetenz“ per se, da die Beschreibung einer solchen stets einen relevanten berufsspezifischen Kontext voraussetzt (Hartig, 2008). Der Ausgangspunkt zur Beschreibung und Definition einer professionsbezogenen Kompetenz für Lehrkräfte sind folglich die beruflichen Anforderungen, die Lehrkräfte erfüllen müssen, um in Interaktion mit den Schülerinnen und Schülern die Lerngelegenheiten bereitzustellen, die verständnisvolle Lernprozesse ermöglichen (Lindmeier, 2011; Koeppen et al., 2008; Baumert & Kunter, 2013). Für Mathematiklehrkräfte wurde der Umgang mit vielfältigen Darstellungen als eine solche zentrale Anforderung beschrieben (Hill, Schilling & Ball, 2004; Ball, Thames & Phelps, 2008). Zahlreiche Studien weisen darauf hin, dass hierbei die Wechsel zwischen unterschiedlichen Darstellungsformen komplexe kognitive Prozesse erfordern und oftmals für viele Schülerinnen und Schüler zu einer Lernhürde werden (z.B. Ainsworth, Bibby & Wood, 1998; Duval, 2006; Ainsworth, 2006). Lehrkräfte benötigen daher spezifisches Wissen in diesem Bereich, um die Lernenden bei Darstellungswechseln unterstützen zu können (Duval, 2006; Mitchell, Charalambous & Hill, 2014; Dreher & Kuntze, 2015a, b). Lehrkräfte müssen jedoch auch in der Lage sein, Unterrichtssituationen zum Umgang mit Darstellungen zu analysieren, also Beobachtungen in Unterrichtsituationen mit diesem Wissen zu verknüpfen, um potentiell schwierige Darstellungswechsel erkennen zu können (Friesen, Dreher & Kuntze, 2015; Friesen & Kuntze, 2016). Es besteht weitgehend Konsens darüber, dass diese Analyse von Unterrichtssituationen eine wesentliche Voraussetzung dafür darstellt, dass Lehrkräfte überhaupt passende Lernangebote und Hilfestellungen zur Verfügung stellen können (z.B. Sherin, Jacobs & Philipps, 2011; Schoenfeld, 2011; Santagata & Yeh, 2016). Dennoch bleibt in aktuellen Konzeptualisierungen professionsbezogener Kompetenzen von Lehrkräften das Analysieren von Unterrichtssituationen im Hinblick auf potentiell hinderliche Darstellungswechsel weitgehend unberücksichtigt (z.B. Baumert & Kunter, 2013; Kaiser et al., 2015). Im Rahmen dieser Studie wird daher ein solches fachdidaktisches Analysieren von Unterrichtssituationen als wichtige professionsbezogene Kompetenz von Mathematiklehrkräften beschrieben. Da es bislang kaum empirische Studien gibt, in denen eine solche Kompetenz untersucht wurde, soll somit auch ein Beitrag zur Messung fachdidaktischer Analysekompetenz geleistet werden.
Um Kompetenzen von Lehrkräften unterrichtsnah zu erfassen, gelten vignettenbasierte Erhebungen als besonders geeignet (Kaiser et al., 2015; Blömeke, Gustafs-son & Shavelson, 2015). Entsprechend wurde im Rahmen dieser Studie ein vignettenbasiertes Testinstrument mit sechs Unterrichtssituationen aus dem Bereich Bruchrechnung (Klasse 6) entwickelt, in welchen der Umgang mit Darstellungswechseln eine zentrale Rolle spielt. Bislang gibt es wenige Untersuchungen dazu, welche Rolle unterschiedliche Vignettenformate für die Auseinandersetzung mit Unterrichtsvignetten (z.B. für die wahrgenommene Authentizität) und die Analyse zum Umgang mit vielfältigen Darstellungen spielt, dasselbe gilt für unterschiedliche Frageformate. Da die spezifischen Eigenschaften unterschiedlicher Vignet-tenformate und Frageformate bei der Kompetenzmessung jedoch durchaus eine Auswirkung auf die Schwierigkeit der Items haben können (Hartig, 2008), sind Untersuchungen hierzu im Rahmen dieser Studie von besonderem Interesse. Um dem beschriebenen Forschungsinteresse nachzugehen, wurde jede der sechs Un-terrichtssituationen im Testinstrument in drei Formaten (Text, Comic, Video) umgesetzt und offene sowie geschlossene Frageformate zur Analyse des Umgangs mit Darstellungen in den Unterrichtssituationen vorgelegt. Das beschriebene Testinstrument bearbeiteten N = 298 Lehramtsstudierende, Lehramtsanwärterinnen und Lehramtsanwärter sowie praktizierende Lehrkräfte. Die erhaltenen Daten wurden mit Raschmodellen analysiert, um die Qualität der vorgenommenen Kompetenzmessung zu prüfen (Bond & Fox, 2015).
Die Ergebnisse belegen eine gute Auseinandersetzung der Teilnehmerinnen und Teilnehmer mit den Vignetten in allen drei Formaten (Text, Comic, Video), wodurch eine wichtige Voraussetzung für die Analyse der vorgelegten Unterrichtssituation gegeben war. Es zeigte sich, dass fachdidaktische Analysekompetenz zum Umgang mit Darstellungen unabhängig von den eingesetzten Vignetten-formaten (Text, Comic, Video) als eindimensionales Konstrukt modelliert werden kann. Während die drei unterschiedlichen Vignettenformate keinen systemati-schen Einfluss auf die Analyse der Teilnehmerinnen und Teilnehmer zum Umgang mit Darstellungen zeigten, wurde nachgewiesen, dass die Items aus den geschlossenen Formaten systematisch leichter zu beantworten waren. Die Analyseergebnisse der Teilnehmerinnen und Teilnehmer lassen auf eine eher niedrige Ausprägung fachdidaktischer Analysekompetenz zum Umgang mit vielfältigen Darstellungen schließen, da potentiell problematische Darstellungswechsel in den Unterrichts-vignetten häufig nicht erkannt wurden. Insgesamt konnte festgestellt werden, dass die drei Vignettenformate Text, Comic und Video vergleichbar zur Erhebung fachdidaktischer Analysekompetenz zum Umgang mit vielfältigen Darstellungen geeignet sind.
Research has identified 10 high-leverage teaching practices (HLTPs) that can impact student learning of a foreign language. While acknowledging the importance of this work, more research is needed to inform the preparation of novice teachers to enact these practices. In response, the researchers conducted a case study involving two foreign language teacher preparation programs in the United States and Germany, to better understand how the two very different programs prepare their candidates to implement HLTPs, which HLTPs are emphasized, and how successful they are at preparing their aspiring teachers to implement one practice that has been identified in the research as particularly important (facilitating target language comprehensibility). Survey, teaching observation, and interview data collected from teacher candidates and their instructors suggested the critical nature of select HLTPs, that some of the subcomponents of one of these practices may be more challenging for novice teachers to master than others, and that there may be multiple approaches to preparing foreign language teachers to implement HLTPs.
Females and students of non-dominant ethnicity are less likely to aspire to science careers. However, overcoming discrimination in science and chemistry is a challenging task, especially in vocational orientation. Thus, there is a need for strategies to support young women in their identity formation in science and chemistry. This article presents a scheme for supporting young women’s science identity formation in conversations about vocational orientation. The goal is to support young women in developing a positive attitude towards careers in chemistry. This attitude is part of cultural chemistry capital. The scheme was developed based on a study conducted as part of the project DiSenSu. Here, coachings for vocational orientation for young women in science and chemistry are provided, following the idea of Science in Public. In the coaching, the attitudes towards science and chemistry were determined using quantitative data. Based on these results, coaches conducted conversations with the participants. Qualitative analysis of 11 conversations revealed strategies coaches used to support young women in their vocational orientation. The study shows how the participants’ attitude towards careers in chemistry is used as a starting point for coachings. Also, it provides strategies that can be used to promote young women’s cultural chemistry capital.
After a brief description of the four components of risk literacy and the tools for analyzing risky situations, decision strategies are introduced, These rules, which satisfy tenets of Bounded Rationality, are called fast and frugal trees. Fast and frugal trees serve as efficient heuristics for decision under risk. We describe the construction of fast and frugal trees and compare their robustness for prediction under risk with that of Bayesian networks. In particular, we analyze situations of risky decisions in the medical domain. We show that the performance of fast and frugal trees does not fall too far behind that of the more complex Bayesian networks.
The notion of “bounded rationality” was introduced by Simon as an appropriate framework for explaining how agents reason and make decisions in accordance with their computational limitations and the characteristics of the environments in which they exist (seen metaphorically as two complementary scissor blades).We elaborate on how bounded rationality is usually conceived in psychology and on its relationship with logic. We focus on the relationship between heuristics and some non-monotonic logical systems. These two categories of cognitive tools share fundamental features. As a step further, we show that in some cases heuristics themselves can be formalized from this logic perspective. We have therefore two main aims: on the one hand, to demonstrate the relationship between the bounded rationality programme and logic, understood in a broad sense; on the other hand, to provide logical tools of analysis of already known heuristics. This may lead to results such as the characterization of fast and frugal binary trees in terms of their associated logic program here provided.
Since students’ knowledge of scientific language can be one of the main difficulties when learning science, teachers must have adequate knowledge of scientific language as well as the teaching and learning of it. Currently, little is known about teachers’ practices and, thus, teachers’ knowledge of scientific language, in general, and the teaching and learning of it (Pedagogical Scientific Language Knowledge, PSLK) in particular. For this reason, with this systematic review, we seek to identify elements of pre- and in-service primary and secondary science teachers’ PSLK. The search was conducted on the database Education Resources Information Center (ERIC) and resulted in 35 articles with empirical evidence after the selection process. The results have been deductively and inductively categorized following the framework of the Refined Consensus Model of Pedagogical Content Knowledge, elaborating elements of different knowledge categories that shape PSLK, as well as PSLK itself (e.g., knowledge of (i) scientific language role models, (ii) making scientific terms and language explicit, (iii) providing a discursive classroom, and (iv) providing multiple representations and resources). We can conclude that more research on PSLK is needed as analyzed articles are mainly based on case studies. Additionally, this paper shows a need for a stronger focus on scientific language in teacher education programs. Implications for further research and teacher education are discussed.