Aufgabenpräferenzen für den Literaturunterricht

Winkler, Iris

doi:10.1007/978-3-531-92698-8

Cited by 13 publications

(14 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…(…) It would be an illusion to believe that, where ten thousands of men gather, illegal prostitution does not increase.' 5 The framing of the football-macho gained public attention when the German team did not want to join the anti-trafficking campaign.…”

Section: Football Masculinity and Sex (Work)mentioning

confidence: 99%

Discourses on forced prostitution, trafficking in women, and football: a comparison of anti‐trafficking campaigns during the World Cup 2006 and the European Championship 2008

Kimm

Sauer

2010

Soccer & Society

View full text Add to dashboard Cite

Section: Football Masculinity and Sex (Work)mentioning

confidence: 99%

Discourses on forced prostitution, trafficking in women, and football: a comparison of anti‐trafficking campaigns during the World Cup 2006 and the European Championship 2008

Kimm

Sauer

2010

Soccer & Society

View full text Add to dashboard Cite

“…This article conceives that learning tasks initiate, navigate and support students' content-related learning processes. Based on the assumption that learning tasks in classroom settings are assigned purposefully, three types of learning tasks are differentiated according to their general didactic goal (Winkler, 2011). These are: Investigation tasks that aim to investigate content-related questions; exercise tasks which place emphasis on practising processes and strategies; and evaluation tasks which target self-regulated learning, that is, they raise the question if solution strategies and results are adequate with respect to the task.…”

Section: Tasksmentioning

confidence: 99%

“…Teachers have a major influence on which kind of learning tasks are assigned and how learning tasks are processed. It can be supposed that the teacher's choice of tasks depends on their professional beliefs (Winkler, 2011). For a further description of tasks, the distinction between surface and deep structures of learning, again, is an important one.…”

Section: Tasksmentioning

confidence: 99%

“…The direction of cognitive processes is also coded on a nominal scale. Three directions of cognitive processes are distinguished (Winkler, 2011), namely (1) generating (the text comprehension result is missing and has to be generated), (2) reconstructing (the text comprehension result is given and has to be reconstructed), and (3) evaluating (the text comprehension result is given and has to be evaluated).…”

Section: Task Requirementmentioning

confidence: 99%

See 1 more Smart Citation

Cognitive activation in L1 literature classes. A content-specific framework for the description of teaching quality

Winkler¹

2020

L1 Educational Studies in Language and Literature

View full text Add to dashboard Cite

In recent years, the scientific determination of teaching quality has become a central topic and productive field within empirical classroom research. With respect to L1 literature education, there is no framework within which attempts can be made to consistently interpret domain-specific criteria of teaching quality. Against this background, this paper follows two main questions: What does teaching quality in L1 literature classrooms mean? How can teaching quality be operationalised? This paper argues that the construct of cognitive activation offers a suitable approach to integrate existing specifications of teaching quality in L1 literature classrooms and to identify and define characteristics of a content-specific view. The key result presented in this paper is a highly inferential coding system that operationalises cognitive activation for L1 literature classes. The operationalisation regards tasks in process to be indicators for cognitive activation. The theoretical conceptualisation is based on empirical data from a pilot study for the research project KoALa (Cognitive Activation through Tasks in Literature Classes). In this pilot study, six literature lessons were videotaped, involving analysis of the same short story with six different teachers and classes (107 students, grade 8, German "Gymnasium").

show abstract

“…In the first case, fixed knowledge is transmitted to the learner via instruction. Hence, we speak of instructionist (Winkler, 2011) or transmissive approaches to teaching (Voss et al, 2011, 238). In the second case, as there can be no direct access to the internal structures of learners (Reusser 2006, 154), learning is active and thus knowledge must be constructed by the learners themselves (Maiwald, 2010, 83).…”

Section: 'Knowledge Is Made' Versus 'Knowledge Is Discovered'mentioning

confidence: 99%

Constructivism in literature education: Introduction to the thematic binder

Magirius¹

2018

L1 Educational Studies in Language and Literature

View full text Add to dashboard Cite

Constructivist learning theories emphasize learning as a process of construction without externally predetermined results. Applied to literature education they have potential not only to foster literary learning but to empower pupils to better understand themselves, their culture and society. Although this thematic binder is predicated on the notion that teachers play a key role in successful school education, teachers are of course part of a larger picture. While the introductory article focuses on the discourse of literature education in Germany, the other texts in this collection give access to experiences about the demands and limitations of constructivism in other political and cultural environments by comparing curricula, discourses on literature education and teachers' beliefs and practices in different countries. This is aimed at avoiding harsh generalizations and premature judgments.

show abstract

Aufgabenpräferenzen für den Literaturunterricht

Cited by 13 publications

References 0 publications

Discourses on forced prostitution, trafficking in women, and football: a comparison of anti‐trafficking campaigns during the World Cup 2006 and the European Championship 2008

Discourses on forced prostitution, trafficking in women, and football: a comparison of anti‐trafficking campaigns during the World Cup 2006 and the European Championship 2008

Cognitive activation in L1 literature classes. A content-specific framework for the description of teaching quality

Constructivism in literature education: Introduction to the thematic binder

Contact Info

Product

Resources

About