Lernkompetenzen als Bildungsstandards — eine Diskussion der Umsetzungsmöglichkeiten

In Deutschland liegt seit 2003 ein Konzept zur Entwicklung nationaler Bildungsstandards vor. Bildungsstandards beziehen sich auf einen bestimmten Lernbereich. Innerhalb der Standards dieser Lernbereiche sollen zudem f?cherübergreifende Bildungsziele als Standards berücksichtigt werden. Lernkompetenzen, die in diesem Artikel fokussiert werden. stehen in einer Zusammenstellung m?glicher f?cherübergreifender Bildungsziele an erster Stelle. Im Gegensatz zur Umsetzung von fachlichen Kompetenzen als Bildungsstandards liegen bislang allerdings keine Vorschl?ge vor, wie Lernkompetenzen innerhalb der Standards der einzelnen Lernbereiche umgesetzt werden k?nnen. Der vorliegende Artikel soll einen Beitrag zur Kl?rung der Frage leisten, inwiefern dies auf der Basis des vorliegenden Konzepts nationaler Bildungsstandards realisierbar ist. Die Diskussion zwei der zentralsten Punkte des Bildungsstandardskonzepts zeigt. dass sich Lernkompetenzen ohne eine Reformulierung des Referenzrahmens von Bildungsstandards nur partiell als Standards umsetzen lassen. Im letzten Kapitel werden in der Folge Umsetzungsm?glichkeiten zur Etablierung von Lernkompetenzen als Bildungsstandards diskutiert.     

Implementation Intentions for Improving Self-Regulation in Multimedia Learning: Why Don’t They Work?

Abstract

Learners face several self-regulatory challenges during multimedia learning: choosing adequate cognitive strategies (cognitive self-regulation), relying on their own learning abilities (motivational self-regulation), and investing sufficient effort (behavioral self-regulation). Implementation intentions (plans that help transform intentions into action) can support self-regulation. We expected that cognitive, motivational, or behavioral implementation intentions improved learning, compared to a control group. In a first experiment, we found weak evidence that cognitive and behavioral implementation intentions improved learning, whereas motivational implementation intentions reduced learning. However, replication failed in two follow-up experiments. Our findings contradict previous research and suggest that implementation intentions are not suitable to support multimedia learning. Future research should focus on possible boundary conditions that could account for the unexpected and unstable findings.     

The role of academic ability indicators in big-fish-little-pond effect research: A comparison study

The authors examined the big-fish-little-pond effect (BFLPE) on academic self-concept (ASC) using different indicators of academic ability (i.e., achievement test, cognitive ability test, grades corrected for grading-on-a-curve effects, uncorrected grades). They investigated under what circumstances grades are suitable indicators of academic ability in BFLPE research. The sample comprised 730 sixth-grade students from 30 classes belonging to the top track of the German secondary high school system. Using multilevel models, all indicators of academic ability exhibited negative contrast effects on ASC at class level (i.e., BFLPE). The authors found the strongest effects for corrected grades, followed by achievement tests, cognitive ability, and, finally, uncorrected grades. Thus, the study provides evidence for the usage of grades within BFLPE research for investigating the BFLPE.     

Ein Vorgehensmodell für die Multimedia-Entwicklung mit Autorensystemen

Zusammenfassung.   Multimedia-Anwendungen sind interaktive Softwaresysteme und verlangen als solche, mit softwaretechnischen Methoden erstellt zu werden. Sie werden heutzutage in der Regel mit Hilfe von Autorensystemen entwickelt, die eine Ad-hoc-Entwicklung auf Implementierungsniveau unterstützen. Hierdurch und wegen des Fehlens etablierter Vorgehensmodelle für die Multimedia-Softwareentwicklung reduziert sich der Multimedia-Entwicklungsproze? auf die Implementierungsphase. Dies führt zu den in der Softwaretechnik bekannten Problemen wie mangelnder Konzeption und fehlender Dokumentation. Wir stellen in diesem Beitrag ein Vorgehensmodell für die Entwicklung von Multimedia-Anwendungen vor, in dessen Mittelpunkt eine Analyse- und Entwurfsphase im Hinblick auf eine Implementierung der Multimedia-Anwendung mit einem Autorensystem stehen. Ausgehend von einem frameworkbasierten Analysemodell der Anwendung und einem Modell der Realisierungsm?glichkeiten mit einem konkreten Autorensystem wird systematisch ein Implementierungsmodell auf Instanzebene abgeleitet, das als Eingabe für das Autorensystem verwendet wird. Das postulierte Vorgehensmodell wird exemplarisch für das Autorensystem Director am Beispiel der Dom?ne multimedialer Lehr-/Lernanwendungen erl?utert. Eingegangen am 2. November 1998 / Angenommen am 18. M?rz 1999     

Urban neighbourhood quality and school leaving age: Gender differences and some hypotheses

This study used longitudinal data from the 1970 British Cohort Study (BCS70) to examine the role of neighbourhood quality, assessed when cohort members were aged five, in boys’ and girls’ school leaving age. It was expected that, since context is in general more strongly predictive of boys’ rather than girls’ behaviour, neighbourhood quality would be more strongly related to men’s than women’s school leaving age. Results showed that, as expected, even after controlling for cognitive ability, parental socio‐economic disadvantage and social class, family structure, and maternal education, age and depressed mood, neighbourhood quality was more strongly related to men’s than women’s school leaving age. To rule out the possibility that neighbourhood quality is simply picking up individual level social class the study also explored the interaction of neighbourhood quality with parental social class. It was found that, compared to cohort members of high social class groups, cohort members of lower social class groups were less likely to stay in education after the minimum school leaving age in both neighbourhood groups, but being in the lower social class groups was more of a disadvantage for children living in well‐to‐do rather than average or poor neighbourhoods at age five.     

Is drawing after learning effective for metacognitive monitoring only when supported by spatial scaffolds?

Instructional Science - In this study, we investigated whether drawing after learning supports metacognitive monitoring especially when students are supported in their drawing efforts. Therefore,...     

Studying Visual Displays: How to Instructionally Support Learning

Visual displays are very frequently used in learning materials. Although visual displays have great potential to foster learning, they also pose substantial demands on learners so that the actual learning outcomes are often disappointing. In this article, we pursue three main goals. First, we identify the main difficulties that learners have when learning from visual displays. Knowledge about these difficulties is an important basis for selecting appropriate support procedures. Second, we present an overview of empirically tested support procedures and the evidence about their effectiveness. We distinguish between material-oriented interventions and learner-oriented interventions. Material-oriented interventions are, for example, reducing the visual displays’ complexity, cueing/signaling, or physically integrating text and pictures. Learner-oriented interventions refer to the training of learning prerequisites, pre-training, and prompting. Third, we outline fruitful lines of further research with a specific focus on (a) the tentative explanations we provide on the basis of the best available evidence, (b) promising but not yet fully approved support procedures, and (c) important issues that have largely not been researched up to now.     

Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning

Recently, there has been a growing interest in learning approaches that combine two phases: an initial problem-solving phase followed by an instruction phase (PS-I). Two often cited examples of instructional approaches following the PS-I scheme include Productive Failure and Invention. Despite the growing interest in PS-I approaches, to the best of our knowledge, there has not yet been a comprehensive attempt to summarize the features that define PS-I and to explain the patterns of results. Therefore, the first goal of this paper is to map the landscape of different PS-I implementations, to identify commonalities and differences in designs, and to associate the identified design features with patterns in the learning outcomes. The review shows that PS-I fosters learning only if specific design features (namely contrasting cases or building instruction on student solutions) are implemented. The second goal is to identify a set of interconnected cognitive mechanisms that may account for these outcomes. Empirical evidence from PS-I literature is associated with these mechanisms and supports an initial theory of PS-I. Finally, positive and negative effects of PS-I are explained using the suggested mechanisms.