Videobasierte Kursforschung

Zusammenfassung Kurse der Erwachsenenbildung als zentrale Form organisierter Erwachsenenbildung werden von der Erwachsenenbildungsforschung prim?r anhand von verbalen Interaktionen untersucht. Mit der inzwischen verbesserten Videotechnik besteht die M?glichkeit, die bisherige Beschr?nkung auf logozentrische Analysen aufzuheben. Aufschlüsse über Dateneigenschaften und Auswertungsm?glichkeiten bieten die videobasierte ethnographischen Soziologie, die ethnographische Schulforschung, die Unterichts(qualit?ts)forschung sowie die gespr?chsanalytische Erforschung multimodaler Interaktion. Trotz des Fehlens einer ausgearbeiteten Methodologie k?nnen prinzipielle, die Dimensionen Sequenzialit?t und Simultaneit?t und die verbale wie die visuelle Ebene berücksichtigende Analyseformen von Videos bestimmt werden. Die m?glichen Ertr?ge für die Erforschung des organisierten Lernens Erwachsener beziehen sich auf die Aspekte der um nonverbalen Aspekte vervollst?ndigten Interaktion, des Verhaltens der Gesamtgruppe sowie der Trennung zwischen Haupt- und Nebenbühne, des Umgangs mit Artefakten sowie der r?umlichen Vorgaben und ihrer Aneignung.      

So what are you going to do with that?: The promises and pitfalls of massive data sets

ABSTRACT

This article takes as its case study the challenge of data sets for text mining, sources that offer tremendous promise for DH methodology but present specific challenges for humanities scholars. These text sets raise a range of issues: What skills do you train humanists to have? What is the library's role in enabling and supporting use of those materials? How do you allocate staff? Who oversees sustainability and data management? By addressing these questions through a specific use case scenario, this article shows how these questions are central to mapping out future directions for a range of library services.     

Integrating science,mathematics, and environmental education: Resources and guidelines

Summary The integration of mathematics, science, and environmental education permits the students to gain from all three areas simultaneously. Science encompasses the art of questioning, investigating, hypothesizing, and discovering. Mathematics is the language that provides clarity, objectivity, and understanding. Many of the major contemporary issues involve societal issues stemming from advancements in science (Wiebe, Ecklund, & Hillen, 1986). Problem solving, creative mathematics and science thinking, core knowledge, decision making, and environmental training are all available in one time period in a properly conceived and directed activity. Teachers, too, are more interested when using methods and concepts more familiar to them. By increasing awareness and making a more effective use of classroom time we may get closer to producing the informed citizen needed for today’s world.     

Decision-making and control: perceived autonomy of teachers in Germany and Sweden

Teacher autonomy has become an increasingly popular research topic over the past decade, reflecting wider national and global education trends. In this light, this article investigates and compares the perceptions of German and Swedish teachers concerning their professional autonomy. We analyse teachers’ perceptions using a grid, and view teacher autonomy as a multidimensional phenomenon taking place in different domains (educational, social, developmental and administrative) and at different levels (classroom, school, profession). The findings show that the teachers interviewed in Germany and Sweden value autonomy in various domains and dimensions differently, even if there also are many similarities. In instruction, that is, the educational autonomy domain, they perceive themselves to be very autonomous, in particular in relation to choices of content and method. Autonomous work in the classroom arena is also seen as the very core of the teaching profession. Overall, German teachers perceive themselves to be significantly involved in more areas of their work, and they refer much more to decisions which are to be made, whereas their Swedish colleagues are more concerned about control. Finally, we discuss the findings in relation to different nation-specific forms of extended or restricted autonomy teacher autonomy.     

Patterns of student interaction in Clark-Trow subgroups

Previous research on the Clark-Trow model has failed to provide evidence on whether students classified into the same Clark-Trow subgroup interact with one another or are even aware of their common orientation. Yet, this is a basic tenet of claims that these subgroups operate as campus subcultures. This study investigated whether students who self-select into the same Clark-Trow subgroup interact significantly more often with each other than they do with members of the other three subgroups. The results tend to disconfirm expectations based on the Clark-Trow model and suggest these subgroups do not operate as student subcultures.     

School-based prevention: effects on obesity and physical performance after 4 years

Juvenile obesity is increasing worldwide. Preventive strategies are warranted. The school-based Children's Health Interventional Trial (the CHILT Project) combines health education and physical activity for children. The effect on obesity and physical performance was studied after four years in 12 primary schools compared with five control schools. Anthropometric data were recorded. Physical performance was measured by a coordination test for children (balancing backwards, one-legged obstacle jumping, lateral jumping, sideways movements) and a 6-min run (endurance). No difference in the prevalence and incidence of overweight and obesity was found between the intervention and control schools before and after the intervention. Remission of overweight was higher in the intervention schools (23.2 vs. 19.2%), but not significant. An increase in coordination related to lateral jumping and balancing backwards was apparent in the intervention schools (30.6, s = 10.8 vs. 26.1, s = 10.8, P = 0.005; 21.8, s = 11.8 vs. 19.4, s = 11.7, P = 0.007), and the increase in endurance performance tended to be higher in intervention schools (100.8, s = 122.7 vs. 92.8, s = 126.0, P = 0.055), adjusted for age, sex, baseline test result, and body mass index at final examination. Therefore, preventive intervention in primary school offers the possibility to improve physical performance in children. The prevalence and incidence of obesity were not affected.     

3. Dirk Tänzler/Hubert Knoblauch/Hans-Georg Soeffner (Hrsg.): Zur Kritik der Wissensgesellschaft. Konstanz: UVK Verlagsgesellschaft 2006. 300 S. ISBN 978-3-89669-674-8. Preis: 29,- €

Ohne Zusammenfassung     

Unterricht mit digitalen Medien — zwischen Innovation und Tradition?

Konzepte zum Einsatz von digitalen Medien verdeutlichen deren Potenziale hinsichtlich einer Unterstützung des problemorientierten, selbstbestimmten und kooperativen Lehrens und Lernens. Offen ist aber, ob Lehrerinnen und Lehrer dieses Potenzial auch wirklich nutzen. M?glicherweise werden die neuen Medien lediglich in überlieferte Handlungsmuster integriert. Ziel des Forschungsprojekts, über das hier berichtet wird, ist es, einen Beitrag zur Entwicklung einer Theorie zum Lehrerhandeln im Medienzusammenhang zu leisten. Dabei wurden (1) Handlungsmuster von Lehrpersonen beim Einsatz neuer Medien im Unterricht identifiziert und (2) Hypothesen über m?gliche Zusammenh?nge von Handlungsmuster, Medien-Expertisegrad und Fachzugeh?rigkeit generiert. — Es wurden Videoaufnahmen von 20 Unterrichtsstunden mithilfe eines niedrig-inferenten Kategoriensystems analysiert und hinsichtlich zugrundeliegender Grundmuster clusteranalytisch ausgewertet. Die Ergebnisse zeigen, dass auf einer zugrunde gelegten Skala mit den Polen „instruktional“ und „konstruktivistisch“ unterschiedliche Muster von Lehrerhandeln beim Einsatz digitaler Medien im Unterricht identifiziert werden k?nnen, die sich als traditionell-lehrerzentriert bzw. als innovativ-schülerorientiert beschreiben lassen.     

Students' understanding of cloud and rainbow formation and teachers' awareness of students' performance

This study describes primary school students’ knowledge about rainfall, clouds and rainbow formation together with teachers’ predictions about students’ performance. In our study, primary school students’ (N?=?177) knowledge about rainfall and rainbow formation was examined using structured interviews with open-ended questions. Primary school teachers’ (N?=?110) awareness of students’ understanding was measured with questionnaires and the results will be discussed in relation to teaching experience and the use of different teaching practices. Our results show that students in every grade hold a wide-ranging set of misconceptions that reflect different combinations of their own understanding and learnt scientific knowledge. Teachers tended to overestimate students’ performance and described second-grade students’ knowledge more accurately than fourth- and sixth-grade students’ knowledge. Teachers with less teaching experience were found to less overestimate and more underestimate sixth-grade students’ knowledge than teachers with more teaching experience.