Constructivism in Practice: an Exploratory Study of Teaching Patterns and Student Motivation in Physics Classrooms in Finland,Germany and Switzerland

For the last three decades, moderate constructivism has become an increasingly prominent perspective in science education. Researchers have defined characteristics of constructivist-oriented science classrooms, but the implementation of such science teaching in daily classroom practice seems difficult. Against this background, we conducted a sub-study within the tri-national research project Quality of Instruction in Physics (QuIP) analysing 60 videotaped physics classes involving a large sample of students (N?=?1192) from Finland, Germany and Switzerland in order to investigate the kinds of constructivist components and teaching patterns that can be found in regular classrooms without any intervention. We applied a newly developed coding scheme to capture constructivist facets of science teaching and conducted principal component and cluster analyses to explore which components and patterns were most prominent in the classes observed. Two underlying components were found, resulting in two scales—Structured Knowledge Acquisition and Fostering Autonomy—which describe key aspects of constructivist teaching. Only the first scale was rather well established in the lessons investigated. Classes were clustered based on these scales. The analysis of the different clusters suggested that teaching physics in a structured way combined with fostering students’ autonomy contributes to students’ motivation. However, our regression models indicated that content knowledge is a more important predictor for students’ motivation, and there was no homogeneous pattern for all gender- and country-specific subgroups investigated. The results are discussed in light of recent discussions on the feasibility of constructivism in practice.     

The efficacy of embedding special education instruction in teacher preparation programs in the United States

This study examined the effects of embedding special education instruction into preservice general education assessment courses. Participants were teacher candidates in the United States enrolled in a required evaluation and measurement course (n=208). A self-report survey was developed assessing knowledge of and attitudes toward teaching students with learning disabilities. Results indicated that embedded instruction significantly increased teacher candidate's knowledge of inclusion terminology and assessment adaptations (p<.01), and improved confidence levels in meeting the needs of students with learning disabilities improved by 60% over the control group. These results suggest the need to provide faculty in the content area adequate professional development opportunities to ensure that current special education best practices are embedded across the curriculum of teacher candidates.     

The Representation of Altruistic and Egoistic Motivations in Popular Music over 60 Years

Content analyses examining the values expressed in popular music have been predominantly ad hoc, limited to antisocial themes, and lacking a comprehensive theoretical coding scheme. We applied a content analytic scheme based in the model of intuitive morality and exemplars (MIME) to examine altruistic and egoistic values in popular music over 60 years. Findings show (a) more frequent representation of egoistic than altruistic motivations, and (b) the profusion of egoistic motivations focused mostly on romantic (in adult-targeted music) but also platonic (in child-targeted music) relationships.     

Jugendkulturen zwischen Globalisierung und Ethnisierung

Zeitschrift für Erziehungswissenschaft - Wie formt sich der Prozess der Globalisierung in den Lebensstilen Jugendlicher aus? Dieser allgemeinen Fragestellung gehen wir im folgenden am Beispiel...     

Students’ individual schematization pathways - empirical reconstructions for the case of part-of-part determination for fractions

According to the design principle of progressive schematization, learning trajectories towards procedural rules can be organized as independent discoveries when the learning arrangement invites the students first to develop models for mathematical concepts and model-based informal strategies; then to explore the strategies and to discover pattern for progressively developing procedural rules. This article contributes to the theoretical and empirical foundation of the design principle of progressive schematization by empirically investigating students’ individual schematization pathways on the micro-level for the specific case of part-of-part determination of fractions. In design experiments series in laboratory settings, nine pairs of sixth graders explored the part-of-part determination and progressively schematized their graphical strategies before discovering the procedural rule. The qualitative in-depth analysis of 760 min of video shows that progressive schematization is a multi-facetted process that cannot be described by internalization of graphical procedures alone. Instead, the compaction of concepts- and theorems-in-action is crucial, especially for the goal of justifiable procedural rules.     

The face(t)s of biotech in the nineties: how the German press framed modern biotechnology

The following article deals with the different images of modern biotechnology created by the German press in the last decade of the twentieth century. To describe these images we have chosen the theoretical concept of framing, which in general denotes the idea that the media deal with certain issues in different ways and that therefore the coverage offers different perspectives to the reader. We understand a frame as a certain pattern of a text that is composed of several different text elements. We assume that some of these text elements group together systematically in a specific way, thereby forming a certain pattern that can be identified across several texts in a sample. These patterns we call frames. By means of cluster analysis we are able to identify not only predefined but also newly emerging frames and the way framing of an issue changes over time. This methodological approach allows us to give a dynamic overview of how the German press dealt with biotechnology in the early and late nineties.     

The public perception of doping in sport in Switzerland, 1995-2004

The article reports findings on the perception of doping and anti-doping policies from four representative population surveys carried out in 1995, 1998, 2001, and 2004, as well as from a 2005 - 2006 survey of top-level athletes in Switzerland. The results show a growing public awareness for doping issues and increasing support for a comprehensive anti-doping strategy in Switzerland. The vast majority of the Swiss population and top-level athletes are strongly against doping and support a strategy that combines strict prohibition and sanctioning with informational and educational efforts. The perception of the doping issue and the strategic preferences in fighting doping stated by the public are largely in line with the current anti-doping strategy followed by the Swiss authorities. The results thus suggest a successful use of information resources by the authorities to create public awareness and to communicate its strategy.     

The performativity of sports statistics: towards a research agenda

Statistical analysis has become increasingly integral to contemporary sports. Most existing studies, regardless of whether they endorse or criticise the growing influence of statistical analysis in professional sports, attribute agential capacities exclusively to humans. In this conceptual article, we challenge both what we call ‘instrumentalist’ and ‘romantic’ approaches by applying insights from the expanding literature on the performative effects of statistical models in economic markets to the area of sports. Rather than understanding statistics as mirrors of an objective reality, we conceptualise them as interventions in the analysis and conduct of sports. The use of sophisticated techniques for data collection and analysis by scouts, managers, referees and athletes has profound feedback effects on how these sports professionals come to understand their sport and seek to improve their performance. An interdisciplinary performative understanding of statistics allows for an unpacking of the socio-material mechanisms through which data-heavy analytical technologies shape processes of valuation, commercialisation and regulation in professional sports.     

Expertise reversal effects in writing-to-learn

This article presents two longitudinal studies that investigated expertise reversal effects in journal writing. In Experiment 1, students wrote regular journal entries over a whole term. The experimental group received a combination of cognitive and metacognitive prompts. The control group received no prompts. In the first half of the term, the experimental group applied more cognitive and metacognitive strategies in their journals and showed higher learning outcomes than the control group. Towards the end of the term, the amount of cognitive and metacognitive strategies elicited by the experimental group decreased while the number of cognitive strategies applied by the control group increased. Accordingly, the experimental group lost its superiority on learning outcomes. In order to avoid these negative long-term effects of prompts, a gradual and adaptive fading-out of the prompts was introduced in the experimental group in Experiment 2 while a control group received permanent prompts. The results showed that, over the course of the term, the fading group applied increasingly more cognitive strategies while the control group applied fewer and fewer cognitive strategies. Accordingly, at the end of the term, the permanent prompts group showed substantially lower learning outcomes than the fading group. Together, these results provide evidence for an expertise reversal effect in writing-to-learn. The more the students became skilled in journal writing and internalized the desired strategies, the more the external guidance by prompts became a redundant stimulus that interfered with the students’ internal tendency to apply the strategies and, thus, induced extraneous cognitive load. Accordingly, a gradual fading-out of the prompts in line with the learners’ growing competencies proved to be effective in mitigating the negative side-effects of the provided instructional support.