Abduktion, Induktion – Konfusion

When education research speaks of category-building, a reference is usually made to “induction”. The empirical confirmation of existing laws would also occure inductively, as is the data also collected inductively. The ambiguous use of this term contradicts a unified understanding of the logic of research. With reference to the American philosopher Charles Sanders Pierce, an alternative theory of knowledge acquisition through “abduction” has been discussed recently. This paper contributes to this debate. A unified and (logic-)philosophically adequate reflexion of results of investigations from interpretative social research will be proffered using a structural look at the process of knowledge acquisition and securing knowledge.     

Die professionelle Kompetenz angehender Physiklehrkräfte in verschiedenen Ausbildungsformen

A nation-wide measurement of competencies in teaching training programs was carried out in order to find suggestions for optimizing university study programs for students on teacher training programs in the subject of physical sciences. 430 physical science teacher training students were surveyed using a standardized test, which covered knowledge of physical sciences, didactic knowledge for physics, general pedagogic knowledge, beliefs and motivations. This contribution, firstly, compares the competencies of students of teacher training colleges with the competencies of students of teacher training in universities. Parallel investigations have already found that the students of different training programs also differ in their performance. The resulting differences are then analyzed using regression models in an attempt to find the determinants of subject-related competencies in teacher training programs. The findings point to the significance of individual personality characteristics and the amount of time spent on learning opportunities in the university. The article closes with a discussion of the implications for optimizing teacher training programs.     

Bedeutung der familialen Lebenswelt für die Gesundheit von Kindern und Jugendlichen

Family is the central place of socialization during childhood and adolescence. What are the determining factors of family life that are important for the health of children and adolescents and in which stages of their life do these factors take effect? The question is answered with reference to the general health of children and adolescents as rated by their parents. The analysis is conducted with data from the KiGGS study 2003–2006 which is representative of Germany (n?=?17641, age: 0–17 years). The gender-specific effects of different family factors on good health are analysed in five age groups using binary logistic regression analysis including structural, socioeconomic and origin-related factors of family as well as housing conditions and family cohesion. Bivariate analysis indicates significant effects on general health for almost all included factors (at least in some age groups). Multivariate analysis shows family cohesion to be the most important factor for good health. In boys a bilateral migration background also has an adverse effect on good general health until the beginning of adolescence.     

Hochschuldidaktische Forschung zur Lehrqualit?t und Lernwirksamkeit

The following article gives an overview on the research on teaching effectiveness and teaching quality. It starts with a glance back to the early programmatic demands formulated in the 1970s concerning teaching in higher education and sketches the development towards the current research strands. A special focus will be given to theoretical and methodological aspects of researching quality of teaching in higher education. We then will draw upon examples of state-of-the-art research in the respective construct. These examples can be clustered into (a) evaluation of teaching quality and measurement of key competency acquisition, (b) research on the efficacy of inquiry-based vs. lecture-based teaching and (c) action research into teaching and learning in higher education     

Wilhelm von Humboldts ?Die Vasken“

This paper interprets Wilhelm von Humboldt??s travelogue of his voyage to the Basque country (??Die Vasken??) as an empirical study on human development (??Bildung??) that applies an ethnographic research approach. Against the background of Humboldt??s comparative anthropological considerations the paper focuses on the underlying theory and methodology as well as on the results in Humboldt??s study of the Basques. It will be shown that in ??Die Vasken?? Humboldt directs his attention at anthropological questions on character building (??Charakterbildung??) through applying his anthropological method which combines empirical research with philosophical speculation. The analysis of the results of Humboldt??s study of the Basques demonstrates that Humboldt succeeds in developing his anthropological theory of ??Bildung?? in such a way that he can apply his new insights later in practice in the reform of the Prussian educational system. Finally, a critical reflection about the results of ??Die Vasken?? points out a central methodological and at the same time educational problem in ethnographic research on ??Bildung??. With this interpretation of Humboldt??s study of the Basques the paper provides a historical reflection about theory and methodology in educational anthropology that offers still important insights for actual ethnographic research in the field of education.