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Aufsatz
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Between Trust and Ambivalence: How Does Trainee Teachers’ Perception of the Relationship With Their Mentors Explain How Trainee Teachers Experience Their Work?
(2023-11-23)
The study aims to identify profiles of trainee teachers in terms of their stress and work experiences and to uncover profile differences in regard to dropout intentions and perceived relationships between trainee teachers and their mentors. Based on data from 1,756 German trainee teachers, three distinct stress and work experience profiles could be identified. Trainee teachers with high levels of stress and negative work experiences exhibit higher dropout intentions and experience their relationship with their mentors ...
Aufsatz
![Open Access](/themes/Mirage2/images/Open_Access_logo_PLoS_transparent.svg)
Learning with a double-edged sword? beneficial and detrimental effects of learning tests—taking a first look at linkages among tests, later learning outcomes, stress perceptions, and intelligence
(2021-08-31)
It has often been shown that tests as intentionally hindered and difficult learning tasks increase long-term learning compared to easier tasks. Previous work additionally indicated that higher intelligence might serve as a prerequisite for such beneficial effects of tests. Nevertheless, despite their long-term learning effects, tests were also found to be evaluated as more negative and to lead to more stress and anxiety compared to easier control tasks. Stress and anxiety, in turn, often yield detrimental effects on ...
Aufsatz
![Open Access](/themes/Mirage2/images/Open_Access_logo_PLoS_transparent.svg)
Validation of cognitive load during inquiry-based learning with multimedia scaffolds using subjective measurement and eye movements
(2021-08-31)
Subject-method barriers and cognitive load (CL) of students have a particular importance in the complex learning process of scientific inquiry. In this work, we investigate the valid measurement of CL as well as different scaffolds to reduce it during experimentation. Specifically, we examine the validity of a subjective measurement instrument to assess CL [in extraneous cognitive load (ECL), intrinsic cognitive load, and germane cognitive load (GCL)] during the use of multimedia scaffolds in the planning phase of ...
Aufsatz
![Open Access](/themes/Mirage2/images/Open_Access_logo_PLoS_transparent.svg)
Review on the Prevalence and Persistence of Neuromyths in Education – Where We Stand and What Is Still Needed
(2021-07-21)
The buzzword brain-based learning emerged in the 1970s and continues to fascinate teachers and learners in schools and universities today. However, what interested teachers often fail to realize is that brain-based or brain-friendly learning can not only be a plausible concept, but also a myth when applied incorrectly. Numerous empirical studies reveal a high degree of support for misconceptions about learning and the brain, known as neuromyths, among both pre-service and in-service teachers. When applied in the ...
Aufsatz
![Open Access](/themes/Mirage2/images/Open_Access_logo_PLoS_transparent.svg)
Course characteristics influencing students’ oral participation in higher education
(2022-11-21)
Many teachers strive for lively student participation in class. This field study examined aspects of learning environments in higher education with regard to their connection with students’ oral engagement. Overall, six factors that might increase or decrease oral participation were investigated: the number of teacher questions, course atmosphere, level of demand, student preparation (e.g., through homework), class size, and subject discipline. The sample consisted of 80 courses of diverse disciplines at a public ...
Aufsatz
![Open Access](/themes/Mirage2/images/Open_Access_logo_PLoS_transparent.svg)
Comparing teaching examples: effects on the solution quality and learning outcomes of student teachers’ professional vision of classroom management
(2023-11-01)
Young teachers, in particular, often face difficulties in managing their classrooms. A professional vision of classroom management can support teachers in managing a classroom effectively. This element of professional competence is often promoted in teacher training using video-based approaches, e.g., videoing own lessons including expert feedback, analyzing instructional videos and accompanying transcripts and analyzing videos of own and others teaching. This study used the learning format of comparing contrasting ...
Aufsatz
![Open Access](/themes/Mirage2/images/Open_Access_logo_PLoS_transparent.svg)
An Exploratory Analysis of Transactive Interaction Patterns in Cooperative Learning Using Sequential Analysis
(2023-08-03)
For cooperative learning to be effective, the quality of student–student interaction is crucial. Interactions, which are transactive in nature, are positively related to students’ learning success during cooperative learning. However, little is known about typical interaction patterns during transactive interaction in face-to-face cooperative learning. Therefore, the current study aims to analyze typical interaction patterns of transactive interaction in cooperative learning. Sixty-eight students from seventh to tenth ...
Aufsatz
![Open Access](/themes/Mirage2/images/Open_Access_logo_PLoS_transparent.svg)
Promoting pre-service teachers’ professionalism in steam education and education for sustainable development through mathematical modelling activities
(2023-06-19)
To successfully solve the complex challenges facing us in the 21st century, people with expertise in the science, technology, engineering, arts and mathematics (STEAM) fields and other fields are needed, especially for their interdisciplinary way of thinking and working. These competencies should be learned in school, which first implies teacher education to that effect. In this article, a detailed theoretical reflection on the connections or overlapping areas between STEAM education and the dimension of sustainability ...
Aufsatz
![Open Access](/themes/Mirage2/images/Open_Access_logo_PLoS_transparent.svg)
Fostering diagnostic competence in prospective mathematics elementary teachers through epistemic activities
(2023-12-21)
Research on fostering teachers’ diagnostic competence and thinking has become increasingly important. To this end, research has already identified several aspects of effective fostering of teachers’ diagnostic competence. One of the aspects is assignment of the role as a teacher in interventions but, so far, assignment of the role of student has hardly been considered. Based on a model of the diagnostic thinking process, this paper operationalizes the role of the student by solving specific tasks and the role of the ...