Universal Design for Learning: The More, the Better?

Roski, Marvin; Walkowiak, Malte; Nehring, Andreas

doi:10.3390/educsci11040164

Cited by 20 publications

(18 citation statements)

References 42 publications

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“…Beim BKT wird auf Grundlage von beantworteten Aufgaben die Wahrscheinlichkeit berechnet, dass Schüler:innen bestimmte fachliche Details (Knowledge Components) beherrschen. 63) Ein Online-Kurs für die Lehramtsausbildung in den Mint-Fächern soll Teilnehmenden künstliche Intelligenz und maschinelles Lernen näher bringen. 64)…”

Section: Künstliche Intelligenz Und Maschinelles Lernenunclassified

Trendbericht Chemiedidaktik 2023

Rosenberg,

Rautenstrauch

2023

Nachr Chem

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Experimente und Unterrichtskonzepte zu den Themen Nachhaltigkeit, Lebensmittelchemie und Elektrochemie kommen in der experimentell‐konzeptionellen chemiedidaktischen Forschung am häufigsten vor, Katalyse dagegen wenig. Lehr‐Lern‐Forschung befasste sich im letzten Jahr verstärkt damit, wie Lehrkräfte digitale Medien in den Unterricht einbinden. Sehr heterogen waren die Untersuchungen, wie Inklusion und Differenzierung im naturwissenschaftlichen Unterricht gelingen.

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Section: Künstliche Intelligenz Und Maschinelles Lernenunclassified

Trendbericht Chemiedidaktik 2023

Rosenberg,

Rautenstrauch

2023

Nachr Chem

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“…Inclusive approaches are aimed at supporting all learners by exploiting the diversity of a group as a resource and an opportunity for individual and joint learning processes (Florian & Spratt, 2013). One such approach, Universal Design for Learning (CAST, 2018), has recently been employed for individualizing access to epistemic reflections in inclusive classrooms and for helping to foster epistemic beliefs in heterogeneous learning settings (Roski et al, 2021). Future studies might follow up on the idea of beneficial epistemic diversity by implementing similar collaborative settings in which students coming from different profiles work and reflect together.…”

Section: Relations Of Epistemic Belief Profiles With Grade and Trackmentioning

confidence: 99%

Epistemic Beliefs in Science—A Systematic Integration of Evidence From Multiple Studies

et al. 2022

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Recent research has integrated developmental and dimensional perspectives on epistemic beliefs by implementing an approach in which profiles of learners’ epistemic beliefs are modeled across multiple dimensions. Variability in study characteristics has impeded the comparison of profiles of epistemic beliefs and their relations with external variables across studies. We examined this comparability by integrating data on epistemic beliefs about the source, certainty, development, and justification of knowledge in science from six studies comprising N = 10,932 German students from elementary to upper secondary school. Applying latent profile analyses to these data, we found that profiles of epistemic beliefs that were previously conceptualized were robust across multiple samples. We found indications that profiles of epistemic beliefs homogenize over the course of students’ education, are related to school tracking, and demonstrate robust relations with students’ personal characteristics and socioeconomic background. We discuss implications for the theory, assessment, and education of epistemic beliefs.

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“…In order to properly understand the functioning of UD in education, it is necessary, according to Edyburn (2020), to identify three types of examples of its implementation, namely: platform tools, web applications and built-in support. Roski, Walkowiak, Nehring (2021) emphasize the importance of carefully adopting and implementing UDL principles for learning and ensuring its accessibility in the conditions of inclusive education. Students may have different opportunities even in an ordinary classroom; however, school closures and the technological requirements…”

Section: • 138mentioning

confidence: 99%

Training of teachers for the implementation of universal design in educational activities

Byrko¹,

Tolchieva

Babiak

et al. 2021

Laplage

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The purpose of the research is to determine ways in order to train teachers for the implementation of a universal design in educational activities at secondary education institutions. 378 teachers (Ukraine) on the Google-forms platform took part in the survey. It has been highlighted that the basic differences between the theory and practice of the implementation of inclusion and universal design are as follows: inclusion is more difficult to apply in practice; design needs clarification of some practical concepts. It has been determined that the most common methods of involving into the implementation of universal design are manifestation of enthusiasm, providing examples and feedback to students; representation through class discussions, laboratory experience and images; group discussions in the classroom, projects, workshops and tests. It has been noted that UD can be used to create educational applications in order to adapt the learning space to the needs of the student (elements of physical spaces and instructions in order to make them more accessible, useful, and comprehensive).

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Universal Design for Learning: The More, the Better?

Cited by 20 publications

References 42 publications

Trendbericht Chemiedidaktik 2023

Trendbericht Chemiedidaktik 2023

Epistemic Beliefs in Science—A Systematic Integration of Evidence From Multiple Studies

Training of teachers for the implementation of universal design in educational activities

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