Charakterisierung und Strukturierung von Kontexten im naturwissenschaftlichen Unterricht – Vorschlag einer theoretischen Modellierung

Vorst, Helena van; Dorschu, Alexandra Vivien; Fechner, Sabine; Kauertz, Alexander; Krabbe, H.; Sumfleth, Elke

doi:10.1007/s40573-014-0021-5

Cited by 30 publications

(22 citation statements)

References 27 publications

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“…In the discipline of science education, previous studies evaluating the characteristics of contexts come to inconsistent results. Some research has focused on authenticity and familiarity (Van Vorst et al, 2015) while other research has pointed to controversiality (Marks & Eilks, 2010). The findings of the present study reveal the need for "realistic" contexts, which confirms the notion of "authenticity".…”

Section: Characteristics Of Contexts For Cs Educationsupporting

confidence: 83%

“…In addition to investigating the source of contexts, previous studies have investigated other characteristics that play a role in determining effective contexts (e.g., Habig et al, 2018;Van Vorst et al, 2015). Van Vorst et al (2015) reviewed the characteristics of contexts stemming from prior research, and suggested a framework with authenticity and familiarity of contexts as main elements. Authenticity involves being genuine and trustworthy.…”

Section: Characteristics Of Contextsmentioning

confidence: 99%

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Omnipresent yet elusive: Teachers’ views on contexts for teaching algorithms in secondary education

Nijenhuis-Voogt

Bayram-Jacobs

Meijer

et al. 2020

Computer Science Education

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Background and Context: Although context-based teaching and learning has been investigated extensively in science education, little is known regarding the use of contexts for teaching CS in secondary education. Objective: The aim of this study was to examine the characteristics of contexts suitable for teaching algorithms and to investigate teachers' considerations regarding those contexts. Method: This study examines teachers' practices and reasoning concerning the use of contexts and is based on explorative, empirical research. Data were collected through semi-structured interviews with seven CS teachers and analyzed qualitatively. Findings: The results of this study reveal several characteristics of effective contexts for teaching algorithms and show teachers' ambitions to address the variation within the student population when selecting contexts that advance students' algorithmic thinking. Implications: The found characteristics may serve as recommendation for designing contexts. Development of teacher education and professionalization activities may benefit from the discussion of teachers' motives and concerns.

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Section: Characteristics Of Contexts For Cs Educationsupporting

confidence: 83%

Section: Characteristics Of Contextsmentioning

confidence: 99%

Omnipresent yet elusive: Teachers’ views on contexts for teaching algorithms in secondary education

Nijenhuis-Voogt

Bayram-Jacobs

Meijer

et al. 2020

Computer Science Education

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“…Bei der Umsetzung einer Kontextualisierung können verschiedene Kontextdimensionen berücksichtigt werden (Gilbert 2006;van Vorst et al 2015;Walkington und Hayata 2017). Walkington und Hayata (2017) fokussieren in ihrem Ansatz das Kontextualisieren von Lernaufgaben in individuelle Interessen von Schülerinnen und Schülern.…”

Section: Berücksichtigung Der Individuellen Interessen Durch Kontextuunclassified

Außerschulische Interessen als Ressource für die individualisierte Vermittlung der Variablenkontrollstrategie in der Grundschule

Laufs

Kempert

2021

Unterrichtswiss

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ZusammenfassungInteresse stellt eine günstige Ausgangsbedingung für Lernprozesse dar. Lernförderliche Effekte des Interessenseinbezugs, wie eine erhöhte Aufmerksamkeit und ein erhöhtes Engagement, sind für die Altersgruppe der Sekundarschülerinnen und -schüler in unterschiedlichen Domänen gut belegt. Dieser Beitrag hat zum Ziel, den Forschungsstand zum Zusammenhang von Interesse und Lernen um die Altersgruppe der Grundschulkinder im Inhaltsbereich des frühen naturwissenschaftlichen Sachunterrichts zu ergänzen. An N = 162 Grundschulkindern der dritten und vierten Jahrgangsstufe wird im Rahmen einer experimentellen Interventionsstudie untersucht, ob eine an individuellen Interessen ausgerichtete und so kontextualisierte Vermittlung der Variablenkontrollstrategie (VKS) positive Effekte auf (1) das situationale Interesse am Lernkontext und am Lerngegenstand und (2) auf den Lernerfolg hat. Darüber hinaus wird überprüft, (3) ob die angenommenen positiven Effekte einer kontextualisierten Vermittlung auf den Lernerfolg über das situationale Interesse in der Lernsituation vermittelt werden.Die Ergebnisse belegen eine erfolgreiche Manipulation des situationalen Interesses am Lernkontext und am Lerngegenstand durch die kontextualisierte Vermittlung. Multivariate Analysen weisen ein erhöhtes situationales Interesse am Lernkontext und am Lerngegenstand der Experimentalgruppe 1 gegenüber der Experimentalgruppe 2 und der Kontrollgruppe nach. Differenzierte Analysen zum Lernerfolg der VKS zeigen, dass die an individuellen Interessen ausgerichtete Vermittlung in der Experimentalgruppe 1 zwar zu einem signifikanten Vorteil gegenüber der Kontrollgruppe, jedoch lediglich zu einem deskriptiven Vorteil gegenüber der Experimentalgruppe 2 führt. In einem Mediationsmodell zeigen sich entgegengesetzte Effekte des Interesses am Lernkontext und des Interesses am Lerngegenstand auf die Posttestleistung. Die Befunde werden vor dem Hintergrund der hohen Bedeutung von individualisierenden didaktischen Konzepten im Grundschulunterricht diskutiert.

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“…Worldwide, educational curriculum reforms have focused on using contexts within science education as a mean to provide students with direct applicability of science content in their everyday life (Gilbert, 2006;Savelsberg et al, 2016). As discussed by research, such contexts can be classified based on two levels: the surface structure (problem situation) and the deep structure (scientific model) (Löffler et al, 2018;Mestre, 2002;van Vorst et al, 2014). Following this approach, Löffler and Kauertz (2016) established a context model that allows the identification of sets of information at the surface level and the deep level, and at the same time, pinpointing sets of information that link both levels together.…”

Section: Context Modelmentioning

confidence: 99%

The Effects of Context-based Problem-solving Tasks on Students’ Interest and Metacognitive Experiences

Pozas

Löffler

Schnotz

et al. 2020

Open Education Studies

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Prior knowledge, motivational factors, and metacognition have been long considered basic elements for successful problem-solving process. However, the interplay of these variables with context-based task characteristics has rarely been explored in research. The present study aimed at investigating how context-based task characteristics influence these three elements, and further expands to explore potential differentiated effects across physics’ topics. A multivariate analysis of covariance was conducted with 232 participants from high-track schools in Germany to investigate the effects of task characteristics and task topic with regard to their motivational and metacognitive variables. Overall results indicated that students’ situational interest and estimate of solution correctness decrease through time as a result from their interaction with the tasks characteristics. Furthermore, between-subject factor analyses revealed important differences across the task topics of mechanics and thermodynamics. Finally, the covariate of prior knowledge was positively significant across all analyses. The findings demonstrate the importance of appropriate design of context-based tasks to positively influence students’ motivation and metacognitive processing. Implications of the results, as well as further lines of research are discussed.

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Charakterisierung und Strukturierung von Kontexten im naturwissenschaftlichen Unterricht – Vorschlag einer theoretischen Modellierung

Cited by 30 publications

References 27 publications

Omnipresent yet elusive: Teachers’ views on contexts for teaching algorithms in secondary education

Omnipresent yet elusive: Teachers’ views on contexts for teaching algorithms in secondary education

Außerschulische Interessen als Ressource für die individualisierte Vermittlung der Variablenkontrollstrategie in der Grundschule

The Effects of Context-based Problem-solving Tasks on Students’ Interest and Metacognitive Experiences

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