Fostering collaborative knowledge construction with visualization tools

This study investigates to what extent collaborative knowledge construction can be fostered by providing students with visualization tools as structural support. Thirty-two students of Educational Psychology took part in the study. The students were subdivided into dyads and asked to solve a case problem of their learning domain under one of two conditions: 1) with content-specific visualization 2) with content-unspecific visualization. Results show that by being provided with a content-specific visualization tool, both the process and the outcome of the cooperative effort improved. More specifically, dyads under that condition referred to more adequate concepts, risked more conflicts, and were more successful in integrating prior knowledge into the collaborative solution. Moreover, those learning partners had a more similar individual learning outcome

Correction: Large cortical bone pores in the tibia are associated with proximal femur strength

[This corrects the article DOI: 10.1371/journal.pone.0215405.

Lehrer und Schüler beim Übergang von der Grundschule in eine weiterführende Schule - neue Perspektiven und Befunde

Gräsel C, Wild E. Lehrer und Schüler beim Übergang von der Grundschule in eine weiterführende Schule - neue Perspektiven und Befunde. Unterrichtswissenschaft. 2009;37(4):290-293

Übergänge

Gräsel C, Wild E, eds. Übergänge. Unterrichtswissenschaft. 2009;37(4)

Gender-Biased Adaptations in Educational Adaptive Hypermedia

this paper we address the question of what are the causes of this problem and how it can be relieved by adaptive mean

Quantitative Forschung zur Analyse der Schulwirklichkeit

Böhm-Kasper O, Göbel K, Gräsel C. Quantitative Forschung zur Analyse der Schulwirklichkeit. In: Moser H, ed. Forschung in der Lehrerbildung. Professionswissen für Lehrerinnen und Lehrer. Vol 10. Baltmannsweiler: Schneider-Verl. Hohengehren; 2011: 29-56