CREATIVITY: IDIOGRAPHIC VERSUS NOMOTHETIC APPROACH

Two main approaches exist in the study of personality: idiographic vs. nomothetic. A combination of both is called psychological biography, i.e., an integration of nomothetic objectives and idiographic completeness. This approach was applied by Gardner in analyzing seven creative‐productive personalities. In Gardner's view the development of creating minds is not only dependent on a supportive environment, but also cultural and/or societal acceptance. The mastery of a particular creative direction starts in the early years and mastery needs exercise. Moreover, the examples given by Gardner lead to the conclusion that creativity does not exist as a general trait, but is alway domain specific.     

Quality of instruction and achievement outcomes

This chapter reviews the fundamental assumptions, main results, and major problems of research on instructional quality and cognitive student outcomes. Although considerable progress has been made in this field of research, the present theoretical state, encompassing mostly simple process-product relations, is far from satisfactory. Findings from our own research demonstrate that it is both necessary and fruitful to expand the simple process-product paradigm by including cumulative, interactive, compensatory, and contextual effects.     

Young people’s cognitive achievement as fostered by hands-on-centred environmental education

In line with previous studies, where outdoor nature experience was shown to support adolescents’ environmental knowledge, our study monitored the influence of a hands-on environmental programme within a National Park on cognitive knowledge achievement. A sample of 4th and 5th graders (n = 289) completed a week-long outreach conservation programme with two follow-up options: the first group (n = 170) interacted with thematic posters, the second group (n = 128) also completed a thematic board game. In a quasi-experimental design, we analysed both versions with regard to achievement efforts and individual situational emotions. Altogether, programme participation added cognitive knowledge, while group one (poster and board game as follow-up option) outmatched group two (just the poster option). Measures of 'state' and 'situational' emotions regarding the programme and right after game participation revealed positive effects toward knowledge. Thus, we conclude, direct experiences with nature and additional hands-on follow-up activities may foster a student’s cognitive achievement in such programmes.     

Three-Year Longitudinal Study: Impact of a Blended Learning Program—Lexia® Core5® Reading—on Reading Gains in Low-SES Kindergarteners

This three-year longitudinal study tracked the reading performance of 68 kindergarten students from low SES backgrounds. These students received instruction with a blended learning program ——Lexia® Core5® Reading—from the start of kindergarten through second grade. During each school year the students made significant gains on a standardized reading test. However, performance on the test declined significantly from the spring of one school year to the fall of the next, indicative of a substantial summer slide. Yet, further comparisons revealed that performance from the fall of one school year to the fall of the next showed significant improvement, pointing to the benefits of school-based instruction to help overcome the summer slide. More than 90% of low performers who started kindergarten scoring below average on the standardized test finished second grade scoring average or better. Benefits of Lexia Core5® Reading to support reading growth in elementary school students from low SES backgrounds are discussed.     

Sepsis

Ohne Zusammenfassung     

Investigations of Modellers and Model Viewers in an Out-of-School Gene Technology Laboratory

Genetics is known to be one of the most challenging subjects in biology education because of its abstract concepts and processes. Therefore, hands-on experiments in authentic learning environments are supposed to increase comprehensibility and provide otherwise unavailable experiences to students. We applied a hands-on module in an out-of-school gene technology lab, combining experimentation and model work, in order to support the experimental work. In comparing the impact of two different approaches on cognitive achievement, cognitive load and instructional efficiency, we divided our sample (N = 254) into two groups: While both were subjected to the experimental part of the module, the modellers (n = 120) were required to generate a DNA model using assorted handcrafting materials, whereas the model viewers (n = 134) worked with a commercially available school model of DNA structure. Interestingly, the model viewers performed significantly better regarding a mid-term knowledge increase, while individual cognitive load scores during the activity remained similar. Accordingly, the model viewing approach produced significantly higher scores for instructional efficiency, pointing to enhanced cognitive achievement through a more intense perception of the DNA models’ correct contents. While at the first glance our results seem surprising, implications for teaching when models come into play and ways to avoid such discrepancies are discussed. Consequently, recommendations for classroom impacts are presented.