Didaktische Modelle mathematisch-naturwissenschaftlichen Unterrichts und ihre Umsetzung in der Unterrichtswirklichkeit : Eine empirische Untersuchung zur Evaluation didaktischer Modelle mathematisch-naturwissenschaftlichen Unterrichts in der gymnasialen Oberstufe

Auf Basis einer historisch-systematischen Analyse didaktischer Modelle und ihrer Bedeutung für mathematisch-naturwissenschaftlichen Unterricht wird untersucht, wie sich die verschiedenen didaktischen Modelle in der Unterrichtswirklichkeit präsentieren. Es wird der Frage nachgegangen, welche Prinzipien im naturwissenschaftlichen Unterricht von Lehrerinnen und Lehrern bewusst oder unbewusst umgesetzt werden, warum sie ihren Unterricht auf diese Art gestalten, wie Schülerinnen und Schüler diesen Unterricht wahrnehmen und welche Stärken bzw. Schwächen den verschiedenen Prinzipien zu eigen ist. Beantwortet werden diese Fragen auf Grundlage einer multimodalen empirischen Erhebung, in deren Rahmen NS = 141 Schülerinnen und Schüler schriftlich befragt, mit NL = 8 Lehrpersonen umfangreiche Interviews geführt und NUS = 128 Unterrichtsstunden systematisch beobachtet wurden. Es gelingt die Identifikation von Schlüsselkompetenzen, die essenziell für gelungenen Unterricht sind. Schülerinnen und Schüler schätzen besonders Unterricht, der durch Notengerechtigkeit ausgezeichnet ist, in dem sich die Lehrperson emotional warmherzig zeigt, der motiviert und Interesse weckt, in dem ein „roter Faden“ erkennbar ist, der nicht überwiegend frontal gestaltet ist, sondern Raum für Eigenaktivität lässt, der durch einen funktionalen Einsatz von Medien als Instrumente der Ergebnissicherung und Veranschaulichung gekennzeichnet ist und der klare Ziele besitzt. Dabei sind Systematik und Emotionalität der Lehrperson von besonderer Bedeutung – sie stellen primäre, unverzichtbare Bedingungen für den Unterrichterfolg dar. Zugleich wird deutlich, dass zumindest für mathematisch-naturwissenschaftlichen Unterricht eine Theorie geleitete Praxis nicht oder nur sehr eingeschränkt vorliegt. Die Lehrerausbildung bleibt tendenziell wirkungslos, da sie nur sehr eingeschränkt auf die Unterrichts- und Erziehungspraxis als zukünftige Lehrerin bzw. als zukünftiger Lehrer abgestimmt ist. Dies gilt sowohl für das universitäre Studium als auch für das zweite Staatsexamen im Studienseminar. Erschwerend kommt hinzu, dass positive Ausbildungsteile nicht auf eine systematische Lehre zurückzuführen sind, sondern auf einzelne Ausbilder, die durch ihre Persönlichkeit und individuelle Gestaltung der Lehre dafür Sorge tragen, dass praxisrelevante Kenntnisse und Kompetenzen vermittelt werden. Insofern sprechen selbst ggf. vorliegende Ausbildungserfolge gegen die Vorstellung einer Lehrerausbildung, die adäquat Theorie für die spätere Praxis bereitstellt.Teaching Mathematics and Science - the Evaluation of Didactic Models On the basis of a historical-systematic analysis of didactic models and their relevance for teaching mathematics and sciences it is analysed how different didactic models present themselves in reality. The following questions are raised: Which principles are applied by teachers in science classes, consciously or unconsciously? Why do they structure their lessons the way the do? How do pupils perceive the lessons? Which are the advantages respectively disadvantages of different principles? A multimodal empirical analysis gives answers to these questions. NP = 141 pupils were questioned, extensive interviews were conducted with NT = 8 teachers, and NCS = 128 classroom sessions were observed systematically. Fair assessment, positive regard and empathy, a recognizable structure, teaching methods which are non-directive, the functional use of media as instruments of clarifying and visualizing learning, and clear-cut objectives are identified as key competencies which are essential for effective teaching. Proceeding systematically and a positive emotional attitude towards the pupils are indispensable conditions for effective teaching. Furthermore it becomes evident, at least for teaching mathematics and sciences, that practice closely guided by a certain didactic theory does not exist. Teacher training has nearly no effects on effective teaching, because it is not oriented on educational practice and teaching. This applies to studying as well as to post-graduate training. Aggravatingly, positive aspects of training are not the consequence of systematic qualification, but of good tutoring and personal commitment

Distance learning in higher education during COVID-19 : The role of basic psychological needs and intrinsic motivation for persistence and procrastination–a multi-country study

Due to the COVID-19 pandemic, higher educational institutions worldwide switched to emergency distance learning in early 2020. The less structured environment of distance learning forced students to regulate their learning and motivation more independently. According to self-determination theory (SDT), satisfaction of the three basic psychological needs for autonomy, competence and social relatedness affects intrinsic motivation, which in turn relates to more active or passive learning behavior. As the social context plays a major role for basic need satisfaction, distance learning may impair basic need satisfaction and thus intrinsic motivation and learning behavior. The aim of this study was to investigate the relationship between basic need satisfaction and procrastination and persistence in the context of emergency distance learning during the COVID-19 pandemic in a cross-sectional study. We also investigated the mediating role of intrinsic motivation in this relationship. Furthermore, to test the universal importance of SDT for intrinsic motivation and learning behavior under these circumstances in different countries, we collected data in Europe, Asia and North America. A total of N = 15,462 participants from Albania, Austria, China, Croatia, Estonia, Finland, Germany, Iceland, Japan, Kosovo, Lithuania, Poland, Malta, North Macedonia, Romania, Sweden, and the US answered questions regarding perceived competence, autonomy, social relatedness, intrinsic motivation, procrastination, persistence, and sociodemographic background. Our results support SDT’s claim of universality regarding the relation between basic psychological need fulfilment, intrinsic motivation, procrastination, and persistence. However, whereas perceived competence had the highest direct effect on procrastination and persistence, social relatedness was mainly influential via intrinsic motivation.Peer reviewe

Distance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination–a multi-country study

Due to the COVID-19 pandemic, higher educational institutions worldwide switched to emergency distance learning in early 2020. The less structured environment of distance learning forced students to regulate their learning and motivation more independently. According to self-determination theory (SDT), satisfaction of the three basic psychological needs for autonomy, competence and social relatedness affects intrinsic motivation, which in turn relates to more active or passive learning behavior. As the social context plays a major role for basic need satisfaction, distance learning may impair basic need satisfaction and thus intrinsic motivation and learning behavior. The aim of this study was to investigate the relationship between basic need satisfaction and procrastination and persistence in the context of emergency distance learning during the COVID-19 pandemic in a cross-sectional study. We also investigated the mediating role of intrinsic motivation in this relationship. Furthermore, to test the universal importance of SDT for intrinsic motivation and learning behavior under these circumstances in different countries, we collected data in Europe, Asia and North America. A total of N = 15,462 participants from Albania, Austria, China, Croatia, Estonia, Finland, Germany, Iceland, Japan, Kosovo, Lithuania, Poland, Malta, North Macedonia, Romania, Sweden, and the US answered questions regarding perceived competence, autonomy, social relatedness, intrinsic motivation, procrastination, persistence, and sociodemographic background. Our results support SDT’s claim of universality regarding the relation between basic psychological need fulfilment, intrinsic motivation, procrastination, and persistence. However, whereas perceived competence had the highest direct effect on procrastination and persistence, social relatedness was mainly influential via intrinsic motivation.</p