Fünf evidenzbasierte Heuristiken für den Einsatz von Video in der universitären Lehrerausbildung

This article provides a research synthesis on the use of video in pre-service teacher education. Common ideas and evidences concerning the use of video in pre-service teacher education are reviewed. Based on the state-of-the-art in using video, five research-based heuristics are derived. Research findings of a number of studies are further used to illustrate the specification of heuristics. Specifically, a set of rules of thumb about when, how, and why to use video is presented to clarify the strengths and limitations of video as a medium to support pre-service teacher learning. (DIPF/Orig.)Der Beitrag liefert eine Forschungssynthese zur Nutzung von Video in der universitären Lehrerausbildung. Die Forschung wird dahingehend zusammengefasst, welche Ideen derzeit verfolgt werden und welche Evidenzen zur Nutzung von Video vorliegen. Basierend auf dem Forschungsstand leiten die Autoren fünf forschungsbasierte Heuristiken zum Einsatz von Video ab. Die Forschungsergebnisse einer Reihe ausgewählter Studien werden genutzt, um die Heuristiken weiter zu spezifizieren. Es werden Erfahrungsregeln vorgestellt, wann, wie und warum Video in der universitären Lehrerbildung eingesetzt werden kann. Die Erfahrungsregeln sollen helfen, Stärken und Schwächen von Video als ein Medium zur Unterstützung des Lernens von Lehramtsstudierenden zu klären. (DIPF/Orig.

Does knowledge help with the identification and control of a complex economics system?

Um Ansatzpunkte für instruktionale Förderungsmaßnahmen abzuleiten, wurde versucht, Probleme der Wissensanwendung bei einer komplexen ökonomischen Problemstellung zu identifizieren. Zu diesem Zweck wurde die Steuerung und Identifikation eines komplexen ökonomischen Systems durch Semiexperten (Mandl, Gruber & Renkl, 1992) und Novizen analysiert. Es wurden 18 Semiexperten (Graduierte Studenten der Wirtschaftswissenschaften) und 17 Novizen (Studenten der Psychologie und Pädagogik) untersucht. Sie explorierten und steuerten ein ökonomisches Planspiel, bei dem eine Fabrik zu leiten und deren Gewinn zu maximieren war. Die Ergebnisse zeigten, dass die Semiexperten Schwierigkeiten hatten, ihre im Vergleich zu den Novizen größere Wissensbasis zu nutzen: (1) Sie leiteten die Fabrik weniger erfolgreich als die Novizen, d.h. sie steuerten das System schlechter. (2) Sie konnten eine Explorationsphase nicht nutzen, um differenziertere und kohärentere mentale Modelle über das ökonomische System (Fabrik und entsprechender Markt) zu konstruieren als die Novizen. Erst nach der Systemsteuerung waren die mentalen Modelle der Semiexperten denjenigen der Novizen überlegen. Aus den Befunden werden pädagogische Schlussfolgerungen für die Förderung von Wissenserwerb und Wissensanwendung in komplexen Problemstellungen gezogen. (DIPF/Orig.)Difficulties of knowledge application in solving a complex economical problem were analyzed in order to get hints for the implementation of effective instructional support. For this purpose, intermediate experts and novices had to identify and control a computer-based economics simulation. Intermediate experts were graduate students of Economics (n = 18), novices were students of Psychology and Education (n = 17). The subjects had to explore a simulated jeans factory and, later on, to maximize the profit (system control). The results show that intermediate experts encountered difficulties in using their extensive knowledge base: (1) They were less successful than novices concerning the profit made in the economics computer simulation. (2) They were not able to use the exploration phase in order to construct more sophisticated and coherent mental models of the system than the novices. Not until the system control phase was finished the intermediates outperformed the novices with respect to the quality of their mental models. Conclusions about the educational consequences of the results are drawn. (DIPF/Orig.

"Ich muss noch mehr Beispiele erproben"

Das Forschungsprojekt "ForMat Forschende Mathematiklehrer" untersucht, wie sich Beliefs und Problemlösekompetenzen im Rahmen von Problemlöseseminaren verändern. Die von Lehramtsstudierenden in Forschungsheften bearbeiteten Probleme werden mittels einer empirisch gestützten Theorie zum Mathematischen Experimentieren ausgewertet. Im Vortrag wird dargelegt, wie sich Prozesse von offenen und individuellen Problembearbeitungen mittels eines Ratingverfahrens quantitativ und reliabel erfassen und bewerten lassen

Facilitating flexible problem solving: A cognitive load perspective

The development of flexible, transferable problem-solving skills is an important aim of contemporary educational systems. Since processing limitations of our mind represent a major factor influencing any meaningful learning, the acquisition of flexible problem-solving skills needs to be based on known characteristics of our cognitive architecture in order to be effective and efficient. This paper takes a closer look at the processes involved in the acquisition of flexible problem-solving skills within a cognitive load framework. It concludes that (1) cognitive load theory can benefit from putting more emphasis on generalized knowledge structures; (2

Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?

Teaching the contents of study materials by providing explanations to fellow students can be a beneficial instructional activity. A learning-by-teaching effect can also occur when students provide explanations to a real, remote, or even fictitious audience that cannot be interacted with. It is unclear, however, which underlying mechanisms drive learning by non-interactive teaching effects and why several recent studies did not replicate this effect. This literature review aims to shed light on when and why learning by non-interactive teaching works. First, we review the empirical literature to comment on the different mechanisms that have been proposed to explain why learning by non-interactive teaching may be effective. Second, we discuss the available evidence regarding potential boundary conditions of the non-interactive teaching effect. We then synthesize the available empirical evidence on processes and boundary conditions to provide a preliminary theoretical model of when and why non-interactive teaching is effective. Finally, based on our model of learning by non-interactive teaching, we outline several promising directions for future research and recommendations for educational practice

How can signaling in authentic classroom videos support reasoning on how to induce learning strategies?

Classroom videos are a viable means to implement evidence-informed reasoning in teacher education in order to establish an evidence-informed teaching practice. Although learning with videos relieves pre-service teachers from acting in parallel and might reduce complexity, the material still poses higher cognitive load than written text vignettes or other traditionally used static material. In particular, the information they deliver is transient and can, therefore, easily be missed. Signaling can guide learners’ attention to central aspects of a video, thereby reducing cognitive load and enhancing learning outcomes. In the current project, pre-service teachers acquired scientific knowledge about learning strategies and their promotion in a computer-based learning environment. We explored the effect of different arrangements of signaling in classroom video-examples on conceptual knowledge and the reasoning-component of professional vision. Therefore, we conducted a set of two studies with 100 student teachers including two signal arrangements in order to investigate how signaling can help learning to reason about classroom videos. In addition, we varied if participants received information on the use of signals in advance (informed) or not (uninformed). We measured conceptual knowledge by asking participants what they knew about self-regulation strategies. Additionally, we assessed reasoning by asking participants to notice sequences in a video where teachers induced learning strategies, and to reason in what respect the observed behavior was useful to induce the strategy. Uninformed signaling did not affect the acquisition of conceptual knowledge and reasoning. Informed signaling led to significantly better conceptual knowledge than uninformed signaling. It is argued that the signal-induced extraneous load exceeded the load reduction due to the signal’s selection advantage in the uninformed conditions. In a third, exploratory study, nine participants were interviewed on the perception of different signals and indicated that spotlight and zoom-in signals foster processing of classroom videos

When is Learning “Effortful”? Scrutinizing the Concept of Mental Effort in Cognitively Oriented Research from a Motivational Perspective

peer reviewedIn the context of instructional design and self-regulated learning research, the notion of mental effort allocation, monitoring, and control has gained increasing attention. Bringing together a cognitive perspective, focusing on Cognitive Load Theory, and a motivational perspective, merging central accounts from Situated Expectancy Value Theory and Self-Determination Theory, we plea for a three-fold conception of effort that clearly distinguishes the different psychological sources of experiencing and allocating effort in learning environments: effort-by-complexity, effort-by-need frustration, and effort-by-allocation. Such a detailed conception has important implications for how effort should be studied and how it can be influenced by instructional support or by the learning individual itself. A first conclusion we draw is that cognitively oriented research needs to be careful when taking students’ self-reports on the “effortfulness” of a task as an indication of the object-level cognitive requirements of the task, as such appraisals may also reflect the affective-emotional requirements of task execution as well as motivational beliefs regarding the likelihood of success and meaningfulness of a task. A second conclusion is that instructional procedures rooted in cognition-oriented theory ideally are complemented by motivation theory to support student learning optimally