TY - JOUR A1 - Rheinberg, Falko T1 - Von Bochum über Heidelberg bis Potsdam T1 - From Bochum to Heidelberg till Potsdam BT - Ein Rückblick auf die Bochumer Schule der Motivationspsychologie und auf eigene Forschungsthemen JF - Zeitschrift für pädagogische Psychologie N2 - Dem Text liegt ein Vortrag zugrunde, der auf dem 31. Motivationspsychologischen Kolloquium (MPK) in Heidelberg 2015 gehalten wurde. Im ersten Teil bietet er einen Überblick über die Motivationsforschung am Bochumer Heckhausen-Lehrstuhl in den 70er-Jahren („Bochumer Schule“). Dabei werden neben Heinz Heckhausen einzelne Mitarbeiter und ihre Schwerpunkte vorgestellt sowie das stimulierende Arbeitsklima an diesem Lehrstuhl beschrieben. Entsprechend der Vortragseinladung wird im Anschluss die Entwicklung der eigenen Forschungsschwerpunkte skizziert. Noch unter Heckhausens Leitung waren dies zunächst die Forschung zur Bezugsnormorientierung und die Einzelfallanalysen zur Lernmotivation mit dem Erweiterten Kognitiven Motivationsmodell. Danach geht der Vortrag auf Forschungsthemen ein, die dann in Heidelberg und Potsdam dazukamen. Hier geht es um die Erforschung von Tätigkeitsanreizen und um das Flow-Erleben. Abschließend wird der Potsdamer Versuch skizziert, herauszufinden, auf welche Weise unterschiedliche Motivationsqualitäten den Lernprozess und seine Resultate beeinflussen. N2 - The talk contained in this contribution was held at the 31st MPK in Heidelberg in 2015. It deals with research on motivation done in the 1970s in Bochum by Heinz Heckhausen and his colleagues ("Bochum Research Group"). Heckhausen and each member of the group are shortly characterized through their individual work focus. The working atmosphere created in this group was highly cooperative and stimulating. In the second part, the speech deals with the topics the author worked on and how this research developed from the ideas of the Bochum group. These topics are reference norm orientation, single-case analysis of learning motivation, activity-related (vs. purpose-related) incentives, flow experience, and the investigation of the specific influences that different kinds of motivation have on self-regulated learning. KW - Activity-related incentives KW - flow experience KW - motivation to learn KW - reference norm orientation KW - Bezugsnormorientierung KW - Flow-erleben KW - Lernmotivation KW - Tätigkeitsanreize Y1 - 2017 U6 - https://doi.org/10.1024/1010-0652/a000206 SN - 1010-0652 SN - 1664-2910 VL - 31 IS - 3-4 SP - 175 EP - 189 PB - Hogrefe CY - Bern ER - TY - JOUR A1 - Vock, Miriam T1 - Akzeleration – schneller durch die Schule? JF - Handbuch Begabung Y1 - 2021 SN - 978-3-40725-886-1 SN - 978-3-40725-806-9 SP - 319 EP - 332 PB - Beltz CY - Weinheim ER - TY - JOUR A1 - Vock, Miriam A1 - Weigand, Gabriele A1 - Preckel, Franzis A1 - Fischer, Christian A1 - Käpnick, Friedhelm A1 - Perleth, Christoph A1 - Wollerstein, Werner T1 - Wissenschaftlicher Hintergrund des LemaS-Projekts BT - Forschungsstand zur Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler JF - Leistung macht Schule : Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler Y1 - 2021 SN - 978-3-40725-883-0 SN - 978-3-407-25836-6 SP - 23 EP - 30 PB - Beltz CY - Weinheim ET - 2 ER - TY - BOOK ED - Fischer, Christian ED - Weigand, Gabriele ED - Preckel, Christoph ED - Käpnick, Friedhelm ED - Vock, Miriam ED - Perleth, Chritoph ED - Wollersheim, Heinz-Werner T1 - Leistung macht Schule BT - Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler N2 - Der Band stellt die theoretischen Grundlagen, die inhaltlichen Schwerpunkte und methodischen Vorgehensweisen des international einmaligen Forschungs- und Schulentwicklungsprojekts zur Förderung leistungsstarker und potenziell besonders leistungsfähiger Schüler/innen vor. Eingebettet in die Bund-Länder-Initiative »Leistung macht Schule« arbeitet der Forschungsverbund LemaS mit bundesweit 300 Schulen aller Schulformen in Teilprojekten an Materialien für den potenzialfördernden Fachunterricht, an Konzepten zur diagnosebasierten Förderung (potenziell) leistungsstarker Kinder und Jugendlicher sowie an Maßnahmen zur leistungsfördernden Schulgestaltung und kooperativen Netzwekbildung. Die Beiträge zeigen die enge transdisziplinäre Verknüpfung aktueller theoretischer Ansätze und empirischer Erkenntnisse zur Leistungs- und Begabungsförderung im engen Dialog mit der Praxis. Y1 - 2020 SN - 978-3-407-25883-0 SN - 978-3-407-25836-6 PB - Beltz CY - Weinheim ET - 2 ER - TY - JOUR A1 - Heyder, Anke A1 - Brunner, Martin T1 - Teachers' aptitude beliefs as a predictor of helplessness in low-achieving students BT - Commonalities and differences between academic domains JF - Learning and individual differences N2 - Low-achieving students are at risk of experiencing a pattern of emotional, motivational, and cognitive deficits called school-related helplessness if they attribute their low achievement to low aptitude. Teachers' beliefs about the causes of students' low achievement are important sources of attributional information for students. In a sample of 2117 German ninth-graders attending the lowest track, 118 math and 129 German-language teachers, we tested whether teachers' beliefs about the extent to which aptitude causes achievement moderated the achievement-helplessness relation in students and whether there were differences between math and German. Multilevel analyses revealed that low prior achievement predicted higher helplessness in both subjects but the effect was stronger in math than in German. Teachers' beliefs amplified the achievement-helplessness relation in math but not in German. Results are discussed regarding domain-specific epistemological beliefs, and implications for research and practice are derived. KW - Helplessness KW - Teacher beliefs KW - Aptitude KW - Attribution theory KW - Domain differences Y1 - 2018 U6 - https://doi.org/10.1016/j.lindif.2018.01.015 SN - 1041-6080 SN - 1873-3425 VL - 62 SP - 118 EP - 127 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Krochmalnik, Daniel ED - Behr, Harry Harun ED - Böhme, Katja ED - Landthaler, Bruno ED - Schröder, Bernd T1 - Dreidimensionales Lernen JF - Zukunftsfähiger Religionsunterricht zwischen tradierter Lernkultur, jugendlicher Lebenswelt und religiöser Positionalität Y1 - 2021 SN - 978-3-7329-0473-0 SN - 978-3-7329-9526-4 VL - 7 SP - 49 EP - 62 PB - Frank & Timme CY - Berlin ER - TY - JOUR A1 - Schubarth, Wilfried T1 - Rezension zu: Moegling, Klaus: Kultureller Transfer und Bildungsinnovation: Wie Schulen die nächste Generation auf die Zukunft der Globalisierung vorbereiten können. - Immenhausen: Prolog-Verlag, 2017, 872 S. - ISBN: 978-3-93457-593-6 JF - Zeitschrift für Pädagogik Y1 - 2018 SN - 0044-3247 VL - 64 IS - 2 SP - 277 EP - 279 PB - Beltz CY - Weinheim ER - TY - JOUR A1 - Apelojg, Benjamin ED - Kirchner, Vera ED - Wüste, Andreas T1 - Forschendes Lernen im Praxissemester BT - Herausforderungen in der Unterrichtspraxis mit wissenschaftlichen Methoden begegnen JF - Unterricht Wirtschaft & Politik N2 - Das Praxissemester als praxisbezogenes Studienelement zur Förderung von Professions- und Reflexionskompetenzen ist in immer mehr Bundesländern integraler Bestandteil der Lehramtsausbildung. Eine zentrale Herausforderung ist hierbei die gelingende Integration von universitärer Theorie und schulischer Praxis. Das Forschende Lernen kann hierzu einen wichtigen Beitrag leisten, indem Herausforderungen aus der unterrichtlichen Praxis einem forschenden Blick unterzogen und mit wissenschaftlichen Methoden bearbeitet werden. Dies soll nicht zuletzt die Reflexionskompetenz der angehenden Lehrerinnen und Lehrer fördern. KW - Praxissemester KW - Forschendes Lernen KW - Prozessorientierte Didaktik Y1 - 2019 UR - https://www.friedrich-verlag.de/wirtschaft-politik/beruf-orientierung/forschendes-lernen-im-praxissemester-5020 SN - 2751-1243 SN - 2191-6624 IS - 2 SP - 41 EP - 44 PB - Friedrich Verlag GmbH CY - Hannover ER - TY - JOUR A1 - Apelojg, Benjamin ED - Banse, Gerhard ED - Grimmeis, Hermann T1 - Innovationen-Kreativität-Schule BT - eine Betrachtung verschiedener Innovationskonzepte aus der Sicht von Schule JF - Wissenschaft - Innovation- Technologie KW - Innovationen KW - Schule KW - Kreativität Y1 - 2014 SN - 978-3864640537 VL - 37 SP - 325 EP - 340 PB - Trafo-Verlag CY - Berlin ER - TY - JOUR A1 - Hochmuth, Jörg A1 - Kirchner, Vera T1 - Einstellungen von Wirtschaft unterrichtenden Lehrpersonen zu Fortbildungen in diesem Feld BT - Ergebnisse eines Online-Surveys im Rahmen des ELF-Projekts JF - Zeitschrift für ökonomische Bildung, Sondernummer N2 - Der vorliegende Beitrag gibt einen Überblick zum Forschungsdesign und den Ergebnissen einer bundesweiten Querschnittsuntersuchung (Online-Survey) mit Wirtschaft unterrichtenden Lehrpersonen (N=593) zu Fortbildungsangeboten im Feld der ökonomischen Bildung sowie deren Einstellungen dazu. Die erhobenen geringen Fortbildungsteilnahmen, die damit verbundenen Schwierigkeiten beim Auffinden passender Veranstaltungsthemen und -formate sowie artikulierte formal-organisatorische Wünsche der befragten Wirtschaftslehrkräfte werden dargestellt und vor dem Hintergrund bisheriger Erkenntnisse zur Wirksamkeit von Fortbildungen erörtert. Neben übergeordneten thematischen Fortbildungsbedarfen im Kontext der digitalen Transformation werden zudem etwaige Fortbildungsschwerpunkte unterschiedlicher Bedarfsgruppen (z. B. Berufs- und Quereinsteiger, fachfremd unterrichtende Lehrpersonen) anhand deren Selbsteinschätzung zum Wissen in Themenfeldern der ökonomischen Bildung diskutiert. Außerdem werden aus den Erkenntnissen abgeleitete konzeptionelle Prämissen für ein erprobungs- und anwendungsorientiertes Online-Fortbildungsangebot zum Lehren und Lernen mit digitalen Medien sowie ein darauf bezogenes zweites qualitatives Forschungsvorhaben als anknüpfendes Projekt beschrieben. N2 - This article provides an overview of the research design and the results of a nationwide cross-sectional study (online survey) with economics teachers (N=593) on training programs in the field of economic education and their attitudes towards them. The survey reveals the low participation of teachers in training programs, the associated difficulties in finding suitable training topics and formats, and the formal and organizational wishes of the economics teachers surveyed. In addition to the general need for trainings in the context of the digital transformation, possible focal points of trainings for different groups (career changers, teachers from other fields) are discussed on the basis of their self-assessment of knowledge in areas of economic education. In addition, conceptual premises derived from the findings for a test and application-oriented online training program for teaching and learning with digital media are described as well as a continuing second qualitative research project. Y1 - 2020 U6 - https://doi.org/10.7808/zfoeb.2020.10002.76 SN - 2196-3533 VL - Jahresband DeGÖB 2019/20 SP - 118 EP - 150 ER - TY - JOUR A1 - Hermanns, Jolanda A1 - Keller, David T1 - School-related content knowledge in organic chemistry BT - How does the Bachelor and Master studies? JF - Journal of chemical education / Division of Chemical Education, Inc., American Chemical Society N2 - In this paper the development, use, and evaluation of tasks based on the construct of school-related content knowledge are described. The tasks were used in seminars on organic chemistry for bachelor and master preservice chemistry teachers at a German university. For the evaluation a questionnaire with open and closed items was used. The tasks were rated by the preservice chemistry teachers as relevant for their future profession as a chemistry teacher if the content of the tasks is part of the school curriculum. If the content does not belong to the school curriculum, they rated the nature of the tasks still as relevant; they seem to recognize the importance of conceptual knowledge for their future profession. However, the master's preservice teachers argued with this conceptual knowledge more often than the bachelor's preservice teachers. Although the study is cross-sectional, a certain shift from the focus on the content to conceptual knowledge from bachelor's to master's preservice teachers can be observed. KW - Organic Chemistry KW - Second-Year Undergraduate KW - Analogies/Transfer Y1 - 2021 U6 - https://doi.org/10.1021/acs.jchemed.0c01415 SN - 0021-9584 SN - 1938-1328 VL - 98 IS - 3 SP - 763 EP - 773 PB - American Chemical Society CY - Washington ER - TY - GEN A1 - Ahlgrimm, Frederik A1 - Westphal, Andrea A1 - Heck, Sebastian T1 - Why students travel abroad (and so many others do not) BT - Exploring predictors and decision-making processes in study-related student travel N2 - Over the past few years, studying abroad and other educational international experiences have become increasingly highly regarded. Nevertheless, research shows that only a minority of students actually take part in academic mobility programs. But what is it that distinguishes those students who take up these international opportunities from those who do not? In this study we reviewed recent quantitative studies on why (primarily German) students choose to travel abroad or not. This revealed a pattern of predictive factors. These indicate the key role played by students’ personal and social background, as well as previous international travel and the course of studies they are enrolled in. The study then focuses on teaching students. Both facilitating and debilitating factors are discussed and included in a model illustrating the decision-making process these students use. Finally, we discuss the practical implications for ways in which international, studyrelated travel might be increased in the future. We suggest that higher education institutions analyze individual student characteristics, offering differentiated programs to better meet the needs of different groups, thus raising the likelihood of disadvantaged students participating in academic international travel. KW - internationalization KW - international academic mobility KW - study-related student travel KW - study abroad KW - teaching students KW - teacher education Y1 - 2018 SN - 978-84-9048-690-0 U6 - https://doi.org/10.4995/HEAd18.2018.8161 SP - 1135 EP - 1142 PB - Universitat Politecnica de Valencia CY - Valencia ER - TY - JOUR A1 - Klages, Benjamin A1 - Gerstenberg, Frauke A1 - Blaschke-Nacak, Gerald T1 - Pädagogische Teamgespräche in der Hochschule BT - zur Rekonstruktion machtstrukturierter Kommunikation als kollektives Lehrerhandeln JF - Pädagogische Teamgespräche : methodische und theoretische Perspektiven eines neuen Forschungsfeldes Y1 - 2018 SN - 978-3-7799-3738-8 SP - 263 EP - 281 PB - Beltz Juventa CY - Weinheim ER - TY - JOUR A1 - Kayser, Daniela Niesta A1 - Vock, Miriam A1 - Wojciechowicz, Anna Aleksandra T1 - Example of best practice BT - refugee teachers at the University of Potsdam. A requalification program for newly arrived teachers in Germany JF - Intercultural education N2 - The Refugee Teachers Program, established at the University of Potsdam, Brandenburg, in 2016, represents a successful model for training and integrating individuals with foreign teaching qualifications through an 18-month teaching and language course. Initially created to help meet the demand for teachers in Germany, the Refugee Teachers Program has been further refined over the course of the last three years in the light of expert meetings, theoretical considerations, and negotiations with the Brandenburg Ministry of Education. This was the first program of its kind in Germany, following an influx of people being forced to migrate from countries such as Syria, Afghanistan, and Iraq in 2015. The program responded to these international events by providing training, work, and refuge for migrants who already had teaching experience in their home countries. More than 85 participants successfully completed the program and many have taken up newly created positions as teachers and pedagogical assistants in German schools. However, a number of hurdles still remain before most of the program's graduates can be granted full employment as teachers in Germany. Y1 - 2021 U6 - https://doi.org/10.1080/14675986.2021.1851513 SN - 1467-5986 SN - 1469-8439 VL - 32 IS - 1 SP - 108 EP - 118 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Baumgardt, Iris T1 - Berufliche Orientierung von Kindern im Grundschulalter BT - Analyse von ausgewählten Projekten, Unterrichtsmaterialien und Lehrplänen N2 - Die berufliche Orientierung von Kindern im Grundschulalter ist bislang nur in Ansätzen erforscht. Gleichwohl gibt es berufsorientierende Angebote, die auf verschiedenen Ebenen Grundschulkinder adressieren. Die Untersuchung fokussiert aktuelle Forschungsergebnisse, ausgewählte Initiativen, Kinderbücher, Unterrichtsmaterialien usw. zur beruflichen Orientierung von Kindern. Mit dem Ziel der Entwicklung und Ausdifferenzierung eines facettenreichen beruflichen Selbstkonzeptes von Kindern werden spezifische Forschungs- und Entwicklungspotenziale aufgezeigt. Y1 - 2022 SN - 978-3-8340-2199-1 SN - 978-3-7639-7188-6 U6 - https://doi.org/10.3278/9783763971886 PB - Schneider Verlag Hohengehren GmbH CY - Baltmannsweiler ER - TY - JOUR A1 - Hermanns, Jolanda A1 - Keller, David T1 - How do preservice chemistry teachers rate tasks following the construct of school-related content knowledge in a concept-orientated course on organic chemistry? JF - Journal of chemical education / Division of Chemical Education, Inc., American Chemical Society N2 - In this paper, we describe a study on tasks following the construct of school-related content knowledge. We know from previous studies that such tasks were rated by the preservice chemistry teachers as important for their future profession. Those studies were conducted in a traditional course on organic chemistry which was organized around chemical families. Therefore, we used and evaluated the tasks again in a new course on organic chemistry which is organized around basic concepts in organic chemistry. The results of this evaluation show that the students rate the tasks equally well but use other arguments for their rating. They do not focus only on the content of the tasks and whether this content belongs to the school curriculum or not. The students of the conceptual course rated the content more often (95%) as important for their future profession compared with the students in the traditional course (57%). Both groups of students rated the importance of the nature of the task the same way. KW - Organic chemistry KW - Second-Year undergraduate KW - Alcohols KW - Curriculum KW - Molecular structure KW - Organic structure KW - Students Y1 - 2021 U6 - https://doi.org/10.1021/acs.jchemed.1c00593 SN - 0021-9584 SN - 1938-1328 VL - 98 IS - 11 SP - 3442 EP - 3449 PB - American Chemical Society CY - Washington ER - TY - JOUR A1 - Thorau, Christian T1 - Listening for leitmotifs BT - concept, theory, practice JF - The Cambridge companion to Wagner's Der Ring des Nibelungen N2 - Introduction to Wagner’s use of leitmotifs in the Ring and the discourse that accompanied and shaped the notion of this compositional technique from its beginnings. Special focus on the making of the concept (which Wagner neither initiated nor supported), on the idea of “foreboding and reminiscent melodic moments” he developed in Opera and Drama and on core motifs from the Ring that provide the material for four evenings of music drama and characterize the tetralogy as a whole (renunciation, woe, Rheingold, Ring, Valhalla, and redemption through love motifs). Aesthetic questions about Wagner’s trademark tool of composition are discussed from the listener’s perspective: Are we really supposed to learn leitmotifs like vocabulary and, if so, what did Wagner think about this? Did he anticipate that for the next 140 years nearly everyone who wanted to say something about his music would talk about leitmotifs? How can we dive into the magic web of the Ring’s leitmotifs without simply blindly memorizing dozens of melodies and their supposed meaning? KW - leitmotif KW - redemption KW - renunciation KW - compositional technique KW - Hans von Wolzogen Y1 - 2020 SN - 978-1-107-51947-3 SN - 978-1-107-10851-6 U6 - https://doi.org/10.1017/9781316258033.007 SP - 124 EP - 140 PB - Cambridge University Press CY - Cambridge ER - TY - JOUR A1 - Hermanns, Jolanda T1 - The task navigator following the STRAKNAP concept BT - Development, application, and evaluation of a new scaffold to support nonmajor chemistry students while solving tasks in organic chemistry JF - Journal of chemical education / Division of Chemical Education, Inc., American Chemical Society N2 - Educational Scaffolding was first mentioned in 1976 by Wood et al. Several examples for scaffolding in chemistry are also known from the literature. As written scaffolds, stepped supporting tools to support students while solving problems in organic chemistry were developed, applied, and evaluated. Although the students rated the tool as very helpful, a think-aloud study showed that the support given by this scaffold was not sufficient. As a further development of stepped supporting tools, task navigators were therefore developed, applied, and evaluated. This new scaffold gives tips on strategy, knowledge, and application of knowledge after the STRAKNAP concept. The evaluation of this tool shows that the students rated the tool as being very helpful. A think-aloud study showed that the scaffold supports the students while they solve a problem. Because of the stepwise construction of the task navigators and the providing of the knowledge needed for the application, the students can solve parts of the task successfully even if they do not solve all parts correctly; the students can always start from scratch. When students use the tool regularly, their knowledge of organic chemistry increases compared to students who did not use the tool at all. The task navigator is not only a scaffold for the content of the task but also for the development of methodological competences on the field of strategies and applying knowledge. KW - First-Year Undergraduate/General KW - Organic Chemistry KW - Distance KW - Learning/Chemistry Education Research Y1 - 2021 U6 - https://doi.org/10.1021/acs.jchemed.0c01162 SN - 0021-9584 SN - 1938-1328 VL - 98 IS - 4 SP - 1077 EP - 1087 PB - American Chemical Society CY - Washington ER - TY - JOUR A1 - Ludwig, Joachim T1 - A subject-theoretical perspective on transformative learning and transformative Bildung BT - Transformative Bildung as a Research Strategy on the Processes of Bildung JF - Transformative learning meets Bildung : an international exchange N2 - The German theory on transformative Bildung (Koller, Marotzki, & Sanders, 2007; Koller, 2012; Nohl, 2014) deals with transformation processes in human thinking. Bildung is defined as self and world reference, causing change in the fundamental orientation of people in the course of their biography. Y1 - 2017 SN - 978-94-6300-795-5 SN - 978-94-6300-796-2 SN - 978-94-6300-797-9 U6 - https://doi.org/10.1007/978-94-6300-797-9_4 VL - 21 SP - 43 EP - 55 PB - Sense Publishers CY - Rotterdam ER - TY - JFULL ED - Kirchner, Vera ED - Wüste, Andreas T1 - Unterricht Wirtschaft + Politik BT - Krisen überall? N2 - Krisen prägen unsere Zeit: Sei es zum Beispiel die Coronapandemie oder aktuell der Ukraine-Krieg. Die Folge: getriebene Politiker:innen und eine erschöpfte Gesellschaft? Wie also umgehen mit diesen multiplen Problemlagen und welche Rolle kann der Wirtschafts- und Politikunterricht hierbei spielen? Y1 - 2023 SN - 2751-1243 SN - 2191-6624 IS - 1 PB - Friedrich Verlag GmbH CY - Hannover ER -