44 research outputs found
Heike Bock, Konversionen in der frühneuzeitlichen Eidgenossenschaft, 2009
No abstract available
Lern-Verlaufs-Monitoring LEVUMI Lehrerhandbuch
Die Lernplattform LEVUMI ist ein gemeinsames Forschungsprojekt der Wissenschaftler Markus Gebhardt (Technische Universität München), Kirsten Diehl (Europa-Universität Flensburg) und Andreas Mühling (Universität Kiel), mit dem Ziel einerseits die Forschung zur Lernverlaufsdiagnostik zu vertiefen und andererseits der Schulpraxis ein praktikables Onlineinstrument anzubieten. Im Lehrerhandbuch wird die Theorie und die Benutzung unserer Lernverlaufsmessung erklärt, sowie die Lernverlaufstests zur Leseflüssigkeit und den Buchstabentest beschrieben
Complexity in Education for Sustainable Consumption—An Educational Data Mining Approach using Mysteries
Systems thinking is one of the skills necessary for sustainable behavior, especially regarding sustainable consumption. Students are faced with complexity and uncertainty while taking part in it and other daily life aspects. There is a need to foster their competence in this field. From a classroom point of view, the mystery method is an example for implementing education for sustainable consumption and working with complex and uncertain content. With the mystery method students construct an influence diagram, which consists of concepts and requires several skills, especially in decision-making. Using these diagrams as a form of assessment is desirable but also very difficult, because of the mentioned complexity and uncertainty that is part of the task itself. The study presented here tackles this problem by creating an expert based reference diagram that has been constructed with the help of educational data mining. The result shows that it is possible to derive such a reference even if parts remain ambiguous due to the inherent complexity. The reference may now be used to assess students’ systems thinking abilities, which will be undertaken in future research. Beside this, the reference can be used as a reflective tool in lessons, so students can compare their own content knowledge and discuss differences to the experts’ reference
Programmieren lernen mit dem genetischen Ansatz
Durch die Einführung von verpflichtendem Informatikunterricht in immer mehr Bundesländern steigt der Bedarf an Konzepten und konkretem Unterrichtsmaterial zur Umsetzung der Fachanforderungen und Curricula. Dieser Beitrag beschreibt ein Konzept, das im Rahmen eines Pilotprojektes für das Pflichtfach Informatik in Schleswig-Holstein für den Anfangsunterricht im Programmieren entwickelt wurde, sowie das auf der Grundlage des Konzeptes erstellte Unterrichtsmaterial. Den Fachanforderungen folgend betont das Konzept besonders das informatische Denken, die Themenorientierung und die prozessbezogenen Kompetenzen und verfolgt seine Ziele mithilfe eines genetischen Ansatzes. Das Unterrichtsmaterial besteht aus einer Folge von Arbeitsbögen und weiteren medialen Hilfsmitteln, die den gesamten Unterrichtsverlauf eines halben Jahres abdecken. Es steht online zur Verfügung
The Mystery Method Reconsidered—A Tool for Assessing Systems Thinking in Education for Sustainable Development
Influence diagrams, derived from the mystery method as its learning output, represent
an externalization of systems thinking and are, therefore, valid to research; so far they have not been
conceptualized in the research literature for teaching systems thinking in education for sustainable
development. In this study, 31 of those diagrams are confronted with (1) three different expert
references, in (2) two different ways, by (3) three different scoring systems to determine which
evaluation option is both valid and easy to implement. As a benchmark, the diagrams’ diameters
are used, which allows statements about the quality of the maps/diagrams in general. The results
show that, depending on the combination of variables that play a role in the evaluation (1, 2, 3),
the quality of the influence diagram becomes measurable. However, strong differences appear in
the various evaluation schemes, which can be explained by each variable’s peculiarities. Overall,
the tested methodology is effective, but will need to be sharpened in the future. The results also offer
starting points for future research to further deepen the path taken here