Beratung Und Erziehung In Der Schule — Zur Integration Von Beratungsaktivitäten In Das Schulische Erziehungsfeld

Zusammenfassung In dem Beitrag von Christoph Wulf und Norbert Groddeck geht es um Probleme der Integration von Beratungsaktivitäten in das schulische Erziehungsfeld. Dabei geht es nicht nur um die Integration zusätzlicher Beratungsaktivitäten in die bestehende Schulstruktur, sondern um eine Neubesinnung auf Beratung als eine wichtige Form schulischer Erziehung, für deren Entwicklung es in der gegenwärtigen Situation schulischen Lernens wichtige strukturelle Voraussetzungen gibt. In diesem Zusammenhang kommt der Entwicklung der Verbesserung der Beratungskompetenz des Lehrers eine erhebliche Bedeutung zu; denn dem Lehrer obliegt im schulischen Alltag die Aufgabe, die Schüler und ihre Eltern bei Orientierungsfragen und psychosozialen Schwierigkeiten zu beraten. Dazu bedarf es einiger Fähigkeiten, die im Rahmen der Lehrerausbildung und Lehrerfortbildung entwickelt werden müssen. Zu ihnen gehört insbesondere eine praxisbezogene erzieherische Handlungskompetenz.

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This article deals with the problem of integrating counselling activities and the educational activities of the school in the Federal Republic of Germany. The problem is not only how to add more counselling activities to the existing school structure, but also how to conceptualize counselling as an important aspect of the schooling process. Pre-conditions for the latter now exist in the contemporary education scene in Germany. Thus, the improvement of counselling abilities of the teacher is given great importance. It is the teacher who is called upon in the daily life of the school to advise pupils and parents in case of problems of career choice and difficulties of a psycho-social nature. In order to do this, competencies have to be developed in teachers during their pre-service and in-service education. Of special importance is the practical ability to counsel in a school setting.

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Résumé Cet article traite du problème de l'intégration des activités du conseil d'orientation aux activités éducatives de l'école en République Fédérale d'Allemagne. Il ne s'agit pas seulement de savoir comment accorder plus de place au conseil d'orientation, mais aussi de savoir comment concevoir le conseil d'orientation comme un aspect important de l'éducation. Les conditions préalables à ce développement sont réunies à l'heure actuelle dans le système scolaire en Allemagne. C'est ainsi que l'on attache beaucoup d'importance à l'amélioration des qualités de conseiller de l'enseignant, car c'est à l'enseignant que l'on fait appel dans la vie quotidienne de l'école lorsqu'il s'agit de conseiller les élèves et leurs parents pour des problèmes de choix d'une carrière ou en cas de difficultés psycho-sociales. Pour qu'ils en soient capables, les enseignants ont besoin d'acquérir une compétence développée dans le cadre de leur formation et ensuite au cours de leurs stages de perfectionnement professionnel. La capacité pratique de conseiller dans le cadre de l'école est d'une importance spéciale.

     

Does being assigned to a low school track negatively affect psychological adjustment? A longitudinal study in the first year of secondary school

Previous research suggests that the 1st year in secondary school for some students goes hand in hand with an increase in adjustment difficulties. One factor that might influence this process on an individual, compositional, and institutional level is the academic track a student attends. It was hypothesized that being assigned to a low-qualifying track predicts a stronger increase in adjustment problems than being assigned to higher tracks. A sample of 734 seventh-grade students from Switzerland attending 1 of 3 regular academic tracks or special educational classes participated. Pupils reported anonymously on their antisocial behavior, anger control problems, self-worth, and emotional distress. Multilevel analyses were performed, predicting end of seventh-grade adjustment by track controlling for initial adjustment and background variables. Students enrolled in the low-qualifying regular track increased significantly more than students from other tracks regarding their problems with global adjustment, antisocial behavior, and emotional distress.     

Schulung frühen stochastischen Denkens von Kindern

Die Stochastik ist die Kunst des guten Abw?gens dort, wo es keine Sicherheiten gibt. Diese Kunst sollte früh gelernt werden, wenigstens ihre Grundelemente. Diese stammen oft aus der spielerischen Welt der Glücksr?der, der Urnen und der Würfel. Deshalb, und weil sie uns oft auch Instrumente liefern, um Fairness in unseren Entscheidungen zu garantieren, sollten sie bereits in der Grundschule eingeführt werden. Dass Kinder die Intuitionen dafür besitzen, ist die These dieses Artikels, der eine spiralf?rmige, empirisch erprobte Sequenz von Unterrichtseinheiten in Stochastik beschreibt.     

Lifelong learning and second-order learning objects

Current cultural, social, and economic trends challenge traditional concepts of learning and lifelong learning. This paper draws on the twofold nature of learning in a knowledge society and explores options for technological support. The concept of Second‐Order Learning Objects is introduced as a potential means to foster generative learning. Generative learning goes beyond that what is already known and extends or transforms the socially shared knowledge including its artefacts and practices. According to the notion of individual and social learning as a process of reflective action, the role of strategies and media for reflection and inquiry is stressed. This paper outlines the use of schematically represented strategies for learning and reflection and sketches important features of a pursuant modelling approach.     

A cross-cultural comparison of German and Canadian student teachers’ assessment competence

ABSTRACT

Teachers’ competence in educational assessment is a key feature in teacher professionalism. Understanding of assessment competence has evolved from the learning of technical skills in assessment to a context-dependent, socially defined understanding encompassing a multitude of approaches to assessment. Thus, a holistic approach to assessment competence is used in this research to specifically consider the role of education culture on assessment competence. In particular, we compared Canadian and German student teachers with regard to their self-rated competence in, and approaches towards, educational assessment. While structural analysis revealed that the overall dimensions in which assessment is perceived do not depend on culture, ANOVAs pointed at some differences between the two countries, particularly concerning assessment purposes and approaches to fairness.     

Students Explaining Science—Assessment of Science Communication Competence

Science communication competence (SCC) is an important educational goal in the school science curricula of several countries. However, there is a lack of research about the structure and the assessment of SCC. This paper specifies the theoretical framework of SCC by a competence model. We developed a qualitative assessment method for SCC that is based on an expert–novice dialog: an older student (explainer, expert) explains a physics phenomenon to a younger peer (addressee, novice) in a controlled test setting. The explanations are video-recorded and analysed by qualitative content analysis. The method was applied in a study with 46 secondary school students as explainers. Our aims were (a) to evaluate whether our model covers the relevant features of SCC, (b) to validate the assessment method and (c) to find characteristics of addressee-adequate explanations. A performance index was calculated to quantify the explainers’ levels of competence on an ordinal scale. We present qualitative and quantitative evidence that the index is adequate for assessment purposes. It correlates with results from a written SCC test and a perspective taking test (convergent validity). Addressee-adequate explanations can be characterized by use of graphical representations and deliberate switches between scientific and everyday language.     

Towards a framework for effective instructional explanations in science teaching

ABSTRACT

Instructional explanations have sometimes been described as an ineffective way to teach science, representing a transmissive view of learning. However, science teachers frequently provide instructional explanations, and students also offer them in cooperative learning. Contrary to the transmissive view regarding explanation, studies suggest that instructional explanations might be successful if they are based on an interaction between explainers and explainees, including the diagnosis of understanding and adaptation to the explainee’s needs. The present article has three goals: (1) It will propose a framework for potentially effective instructional explanations, presenting five core ideas of what constitutes effective instructional explanations and two concerning how they should be implemented into science teaching. (2) To justify the framework, the article will review studies on the effectiveness of instructional explanations. It will identify factors that have been researched for their impact on the effectiveness of instructional explanations and discuss them for their applicability to science teaching. (3) This article will connect the research on instructional explanations with the idea of basic dimensions of instructional quality in science. It will discuss the core ideas as particular expressions of the basic dimensions of instructional quality, specifically ‘cognitive activation’ and ‘constructive support’.     

The Influence of Perceived Disgust on Students’ Motivation and Achievement

There are a wide range of student emotions in academic settings, but apart from emotions such as interest and well-being, disgust is a negative emotion which might be relevant in biology education, for instance, during dissection or when encountering living animals. This paper addresses the issue of situational disgust during a course at the university using living animals and prepared mounts. The course covers a wide range of organisms from protists (e.g. Paramecium) through invertebrates to vertebrates and uses many methods (e.g. microscopy, dissection, and behavioral observations) and specific content (anatomy, structure, and behavior). The dissection of the trout was rated as most disgusting, followed by working with living woodlice, living earthworms, and living snails. The least disgusting lessons were those dealing with microscopy, mammalian skulls, honeybee dance, and bird flight. Based on animals, macro-invertebrates were rated as most disgusting and mammals as least disgusting. Concerning methods, observing through a microscope was perceived as being least disgusting, followed by experiments without animals, then followed by experiments with living animals and, most disgusting, dissection. Disgust was correlated negatively with interest, well-being, and competence but positively with pressure and boredom. Thus, low disgust is related to high interest, well-being, and competence, while higher disgust is related to higher pressure and boredom. The results show a need for measuring situational disgust in addition to survey studies. They also suggest that perceived disgust negatively affects intrinsic motivation. This has implications for biology teaching, because carrying out dissections or experiencing living animals in the classroom may have a detrimental effect on motivation.     

Analyzing the impact of sport infrastructure on sport participation using geo-coded data: Evidence from multi-level models

Sport policies aiming at increasing mass participation and club participation have stressed the importance of sport infrastructure. Previous research has mainly analyzed the influence of individual factors (age, income, etc.) on sport participation. Although a few studies have dealt with the impact of sport facilities on sport participation, some methodological shortcomings can be observed regarding the integration of sport infrastructure into the research design. Oftentimes, subjective measures of infrastructure are employed, leading to biased results, for example inactive people have a worse perception of the actual supply of facilities. In fact it is important to measure the available sport infrastructure objectively using a quantitative approach and integrate it into statistical models. Therefore, the purpose of this study is to analyze the impact of individual and infrastructure variables on sport participation in general and in sport clubs using geo-coded data following a multi-level design. For this purpose, both primary data (individual level) and secondary data (infrastructure level) were collected in the city of Munich, Germany. A telephone survey of the resident population was carried out (n = 11,175) and secondary data on the available sport infrastructure in Munich were collected. Both datasets were geo-coded using Gauss–Krueger coordinates and integrated into multi-level analyses. The multi-level models show that swimming pools are of particular importance for sport participation in general and sport fields for participation in sport clubs. Challenges and implications for a more holistic modeling of sport participation including infrastructure variables are discussed.