Open Access

Mit diesem Artikel legen die Verfassenden eine bildungswissenschaftliche Begründung des Making-Ansatzes vor. Anhand eines Modells, das die Interaktionstiefen zwischen Mensch, Medium und Maschine beschreibt, wird verdeutlicht, dass die Bedeutung digitaler Technik sowie technologische Prinzipien im Mensch-Medien-Maschine-Verhältnis zunehmen und dadurch auch die menschliche Interaktion beeinflussen. Sie werden zeigen, dass die mit-kommunizierende Technik und der gesellschaftlich-kulturelle Einfluss technologischer Prinzipien ein breiteres Verständnis von Medienkompetenz im Sinne einer Digital Literacy erfordert. Ansätze wie Making, Coding und Tinkern können helfen, dieses Bildungsziel zu erreichen, indem sie die klassischen Dimensionen des Medienkompetenzkonzepts erweitern. Im Beitrag werden diese Ansätze zunächst handlungstheoretisch begründet; im Anschluss diskutieren die Verfassenden mit Blick auf Schule und die universitäre Lehrerbildung exemplarisch, inwiefern diese im Rahmen der Medienbildung bedeutsam sein können.

Reviewing the history of media literacy education might help us to identify how creating media as an approach can contribute to fostering knowledge, understanding technical issues, and to establishing a critical attitude towards technology and data. In a society where digital devices and services are omnipresent and decisions are increasingly based on data, critical analysis must penetrate beyond the “outer shell” of machines – their interfaces – through the technology itself, and the data, and algorithms, which make these devices and services function. Because technology and data constitute the basis of all communication and collaboration, media literate individuals must in the future also have a sound understanding of technology and data literacy. This article examines the relevance of this broader definition of literacy and delivers a forward-looking defense of media literacy education in schools. It also posits the thesis that the digital transformation represents a challenge, which is confronting society, politics, and education alike.

The problem-solving performance of primary school students depend on their attitudes and beliefs. As it is not easy to change attitudes, we aimed to change the relationship between problem-solving performance and attitudes with a training program. The training was based on the assumption that self-generated external representations support the problem-solving process. Furthermore, we assumed that students who are encouraged to generate representations will be successful, especially when they analyze and reflect on their products. A paper-pencil test of attitudes and beliefs was used to measure the constructs of willingness, perseverance, and self-confidence. We predicted that participation in the training program would attenuate the relationship between attitudes and problem-solving performance and that non-participation would not affect the relationship. The results indicate that students’ attitudes had a positive effect on their problem-solving performance only for students who did not participate in the training.

Education is expected to support the development of a more sustainable way of thinking, working, and living. Although there is a broad range of literature on Education for Sustainable Development (ESD), the role of principals in the implementation of sustainability and ESD in schools has rarely been taken into consideration. However, based on the results of school effectiveness research, one can assume that school principals exert a significant influence on ESD. Sustainability is a leadership issue. When a school aims at integrating sustainability and ESD, the principal plays a pivotal role. She or he has to support the endeavor wholeheartedly and credibly, organize a participative process of school development, emphasize sustainability and ESD in the daily life of the school, support teaching staff in the application of ESD, and offer students opportunities to launch their own initiatives. This article for the special issue on “Sustainability in leadership and education” is a theoretical concept paper based on a literature review and the authors’ conceptual work. It offers a model and seeks to support principals in leading their schools towards sustainability. Therefore, a framework of four stages of the integration of sustainability and ESD in a school is defined. For each of these stages, a number of practical actions and management strategies are suggested and explained in detail.

This thesis presents the results of a series of studies (on syllogisms, on the interpretation of mathematical statements and on probabilistic thinking) conducted with the idea that different, legitimate kinds of reasoning are used by humans in a contextual way, and that therefore no single logic (e.g., classical logic) can be expected to account for this diversity. The crucial role of interpretation is highlighted, showing how intensional and extensional reasoning may be mobilized according to it. In particular, in communication settings, this depends on our adoption of a cooperative, credulous disposition, or on the contrary, of an adversarial, sceptical one. In reasoning about mathematics in an educational setting, students (and teachers) may be enrolled in a back and forth between believing, doubting, making sense, giving arguments and proving. These changes in dispositions imply changes in the logics used. All the studies presented show, in different ways, evidence for cooperative, intensional reasoning and, in some cases, the possibility of a shift towards the acquisition of an extensional view. This suggest that if we expect as educators the adoption of specific norms and the development of reasoning skills from students, we need first to know well what the point of departure is where they are, and that it is often not at all “irrational”.