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"Didaktik."
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Dimensional comparisons in the formation of faculty members' research and teaching self-concepts?
Dimensional comparisons-i.e., comparisons between achievements in different domains-have to date been examined particularly between students' achievements in different school subjects. Numerous studies have documented that dimensional comparisons between mathematical and verbal achievements significantly affect students' mathematical and verbal self-concepts. However, dimensional comparisons also take place and affect self-evaluations in other contexts. The present study is the first to examine indications of dimensional comparisons between faculty members' research and teaching achievements. For this purpose, we extended the reciprocal I/E model, which describes the relations between mathematical and verbal achievements and self-concepts over time, to the domains of research and teaching. We examined our generalized reciprocal I/E model in a sample of 681 faculty members from German universities by considering their research and teaching achievements and self-concepts at four measurement points over two years. Results of cross-lagged analyses indicated positive dimensional comparison effects: The participating faculty members reported higher (lower) research and teaching self-concepts after high (low) achievement not only in the same domain, but also in the other domain. This core finding has important implications for our knowledge of the impact of dimensional comparisons in the formation of domain-specific self-concepts, as well as for the debate about the research-teaching nexus, as it suggests a strong link between research and teaching in terms of self-assessments. (HRK / Abstract übernommen).
Journal Article
A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability
Indigenous knowledge provides specific views of the world held by various indigenous peoples. It offers different views on nature and science that generally differ from traditional Western science. Futhermore, it introduces different perspectives on nature and the human in nature. Coming basically from a Western perspective on nature and science, the paper analyzes the literature in science education focusing on research and practices of integrating indigenous knowledge with science education. The paper suggests Didaktik models and frameworks for how to elaborate on and design science education for sustainability that takes indigenous knowledge and related non-Western and alternative Western ideas into consideration. To do so, indigenous knowledge is contextualized with regards to related terms (e.g., ethnoscience), and with Eastern perspectives (e.g., Buddhism), and alternative Western thinking (e.g., post-human Bildung). This critical review provides justification for a stronger reflection about how to include views, aspects, and practices from indigenous communities into science teaching and learning. It also suggests that indigenous knowledge offers rich and authentic contexts for science learning. At the same time, it provides chances to reflect views on nature and science in contemporary (Western) science education for contributing to the development of more balanced and holistic worldviews, intercultural understanding, and sustainability.
Journal Article
The improvement of student teachers' instructional quality during a 15-week field experience: a latent multimethod change analysis/ Peter Holtz
Most studies evaluating the effectiveness of school internships have relied on self-assessments that are prone to self-presentational distortions. Therefore, the present study analyzed the improvement in the instructional quality of 102 student teachers (46 women) from a German university during a 15-week internship at a local secondary school across three rating sources: the student teachers themselves, their students, and their mentors (experienced teachers). A latent multimethod change analysis identified a significant increase in instructional quality during the practice semester. However, ratings from the three informant groups only marginally converged. (HRK / Abstract übernommen).
Journal Article
Teachers’ Understandings of Using a Game in Sustainability Education—A Case Study from Sweden
There is a pressing need for education regarding sustainability and previous research has focused more on students and less on teachers. This article explores teachers’ understandings of using the game Climate Call, which covers carbon dioxide content, in the General Science classroom to teach sustainability. This case study involved four teachers and six upper secondary classes in Sweden, from whom data was collected through fieldnotes, video recordings and interviews. The data has been analysed through the framework of the didactical tetrahedron, modelling the interactions between teacher, student, sustainability and the game in teaching and learning. The results indicate that teachers recognise new opportunities for teaching sustainability and for using the game’s content to highlight other aspects of the subject. The game also creates new interaction opportunities between students and teachers, though not all interactions were without obstacles.
Journal Article
Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World
The goal of this article is to engage in the examination and study of translanguaging, a rapidly expanding conceptual-cum-theoretical, analytical, and pedagogical lens that directly draws from contemporary perspectives on bi/multilingualism and that in many ways both informs and challenges existing theoretical positions and pedagogical practices on which much of the work of modern languages scholars has been based. (Verlag, adapt.).
Journal Article
Children’s perspectives on learning – An international Study in Denmark, Estonia, Germany and Sweden
This article explores how some children in Denmark, Estonia, Germany and Sweden describe their perspective on learning. The aim of theinternational study is to gain knowledge of how preschool children in Sweden, Denmark, Estonia and Germany reflect and perceive their learningin preschool and other surrounding social contexts. The results are based on 51 focus group interviews from 181 children. The results indicate that,in general, children from all four countries seem to be aware of their own learning. One can conclude that encouraging children to think about what they are doing and why they are doing it makes the activities more goal-oriented from the children’s perspective and thus more conscious. Children are able to describe their own perspectives on learning.
Journal Article
Feedback literacy: a critical review of an emerging concept
Systemic challenges for feedback practice are widely discussed in the research literature. The expanding mass higher education systems, for instance, seem to inhibit regular and sustained teacher-student interactions. The concept of feedback literacy, representing students’ and teachers’ capacities to optimize the benefits of feedback opportunities, has gained widespread attention by offering new ways of tackling these challenges. This study involves a critical review of the first 49 published articles on feedback literacy. Drawing on science and technology studies, and in particular on Popkewitz’s concept of fabrication, we explore how research has invented feedback literacy as a way of reframing feedback processes through the idea of individual skill development. First, we analyze how research has fabricated students and teachers through their feedback literacies that can be tracked, measured, and developed. Here, there exists a conceptual shift from analyzing feedback as external input to feedback literacy as a psychological construct residing within individuals. This interpretation carries positive implications of student and teacher empowerment, whilst downplaying policy-level challenges facing feedback interactions. The second contrasting fabrication positions feedback literate students and teachers as socio-culturally situated, communal agents. We conclude that feedback literacy is a powerful idea that, if used carefully, carries potential for reimagining feedback in higher education. It also, however, risks psychologizing students’ and teachers’ feedback behaviors amidst prevalent assessment and grading policies. We call for further reflexivity in considering whether feedback literacy research aims to challenge or complement the broader socio-political landscapes of higher education.
Journal Article
Towards Eco-reflexive Science Education
The modern world can be described as a globalized risk society. It is characterized by increasing complexity, unpredictable consequences of techno-scientific innovations and production, and its environmental consequences. Therefore, chemistry, just like many other knowledge areas, is in an ongoing process of environmentalization. For example, green chemistry has emerged as a new chemical metadiscipline and movement. The philosophy of green chemistry was originally based on a suggestion of twelve principles for environment-friendly chemistry research and production. The present article problematizes limitations in green chemistry when it comes to education. It argues that the philosophy of green chemistry in the context of education needs to be extended with socio-critical perspectives to form educated professionals and citizens who are able to understand the complexity of the world, to make value-based decisions, and to become able to engage more thoroughly in democratic decision-making on sustainability issues. Different versions of sustainability-oriented science/chemistry education are discussed to sharpen a focus on the most complex type, which is Bildung-oriented, focusing emancipation and leading to eco-reflexive education. The term eco-reflexive is used for a problematizing stance towards the modern risk society, an understanding of the complexity of life and society and their interactions, and a responsibility for individual and collective actions towards socio-ecojustice and global sustainability. The philosophical foundation and characteristics of eco-reflexive science education are sketched on in the article.
Journal Article