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Emotions and motivation are important prerequisites, mediators, and outcomes of learning and achievement. In this article, [the authors] first review major theoretical approaches and empirical findings in research on students' emotions and motivation in mathematics, including a discussion of how classroom instruction can support emotions and motivation. Based on this review, [they] encourage researchers from mathematics education and other disciplines of educational research to combine their efforts. Second, [the authors] provide an overview of the contributions in this special issue, most of which reflect such a combination of efforts by considering perspectives from both mathematics education and other fields of educational research. Finally, [they] consider the neglect of intervention studies and outline directions for future research. [The authors] identify intervention studies that target emotions and motivation as one promising but so far underrepresented line of research in mathematics education and review results from existing intervention studies. For future research, [they] suggest that researchers should implement fine-grained concepts, assessment instruments, theoretical hypotheses, and methods of analysis tailored to the specific features of the mathematical domain to adequately investigate students' emotions and motivation in this domain. (DIPF/Orig.).

PURPOSE: Multifunctionality in LCA can be solved by several allocation procedures. Various official guidelines give divergent recommendations in which allocation procedure to apply, and up to now, no consensus has been reached. We aim to identify the obstacles to a consistent allocation approach that can be applied to all product categories and is supported by a broad range of stakeholders. METHODS: Based on a systematic framework for consistent allocation, developed by Schrijvers et al. (Int J Life Cycle Assess, 2016), we identify five review criteria that indicate the degree of consistency in the proposed allocation procedure of official guidelines. Several relevant guidelines, i.e. ISO 14044, ISO/TR 14049, ISO/TS 14067, the ILCD Handbook, BP X30-323-0, PAS 2050, the Greenhouse Gas Protocol, EN15804, PEF Guide and guidance documents for EPDs and PCRs, are reviewed according to these criteria. RESULTS AND DISCUSSION: None of the investigated guidelines fully follows the systematic framework for allocation. Often, different approaches are recommended for co-products and recycled materials, although the boundary between these flows is not always clear. Many guidelines do not recognize the existence of different LCA goals; therefore, elements of attributional and consequential LCAs are often mixed. The market situation of the recycled material is not always taken into account, e.g. in the mandatory 50/50 method of the PEF Guide. The ILCD Handbook and the General Programme Instructions for the International EPD® System provide most consistent guidance. We argue that consistency does not require a one-formula-fits-all method, as this would favour some product categories and only responds to a certain LCA goal. CONCLUSIONS AND PERSPECTIVES: A critical review of guidelines against a systematic framework for allocation of co-products and recycled materials shows that few guidelines propose a consistent allocation approach. The main obstacles for consistency are the different approaches for co-production and (different types of open-loop) recycling and disregarding of different LCA goals and recycled material markets. We recommend to include material specific guidance in Product Category Rules on the determination of market prices, quality determining factors and relevant material properties for different applications.

In educational research, there are promising findings which suggest it is useful to have students work on a task before instruction takes place. This also involves using task formats that follow the principle of comparison with and without predefined categories. To date, few studies have evaluated the learning processes induced by comparing contrasting cases before instruction takes place. As comparing requires further analytic cognitive processes, such as recognizing, differentiating, and organizing, a construct based on analytic competence was developed to evaluate 149 student teachers’ task solutions using qualitative content analysis. One experimental group compared cases using self-generated categories (invention activity); the other group was given categories to compare the cases (worked solution). After comparing the cases, the students were introduced to classroom management, a topic that is relevant for prospective teachers. The purpose of this task was to acquire knowledge about and develop a professional vision of classroom management. In addition, to evaluating participants’ task solutions, a standardized questionnaire was used to collect data on the extrinsic and intrinsic cognitive load of the students. Students in the worked solution condition achieved significantly higher analytic solution quality and experienced significantly lower intrinsic cognitive load than students in the invention activity condition. Both experimental groups perceived an average low extrinsic cognitive load. (DIPF/Orig.) In der Lehr-Lernforschung gibt es vielversprechende Befunde, nach denen es sinnvoll erscheint, Lernende eine Aufgabe bearbeiten zu lassen, bevor die Instruktion erfolgt. Dabei kommen auch Aufgabenformate zum Einsatz, die dem Prinzip des Vergleichens mit und ohne vorgegebene Kategorien folgen. Bisher liegen wenige Studien zur Auswertung von Lernprozessen vor, die durch das Vergleichen kontrastierender Fälle ausgelöst werden, bevor die Instruktion erfolgt. Da Vergleichen analytischer kognitiver Prozesse wie erkennen, differenzieren und organisieren bedarf, wurde ein Konstrukt basierend auf der Analysekompetenz entwickelt, um 149 Aufgabenbearbeitungen von Lehramtsstudierenden mittels qualitativer Inhaltsanalyse auszuwerten. Eine Experimentalgruppe verglich die Fälle mittels selbstentwickelter Kategorien (Invention Activity), die andere Gruppe erhielt Kategorien, um die Fälle zu vergleichen (Worked Solution). Nachdem die Studierenden die Fälle verglichen hatten, erhielten sie eine Einführung in das für angehende Lehrpersonen bedeutsame Thema Klassenführung. Ziel der Aufgabe war es Wissen zu Klassenführung zu erwerben sowie die professionelle Wahrnehmung von Klassenführung anzubahnen. Zusätzlich zur Auswertung der Aufgaben wurden mithilfe eines standardisierten Fragebogens Daten zur extrinsischen und intrinsischen kognitiven Belastung der Studierenden erhoben. Die Studierenden in der Bedingung Worked Solution erreichten eine signifikant höhere analytische Bearbeitungsqualität und empfanden eine signifikant geringere intrinsische kognitive Belastung als die Studierenden in der Bedingung Invention Activity. Beide Experimentalgruppen nahmen eine durchschnittlich geringe extrinsische kognitive Belastung wahr. (DIPF/Orig.)

Multiple studies have shown benefits of problem-solving prior to instruction (cf. Productive Failure, Invention) in comparison to direct instruction. However, students' solutions prior to instruction are usually erroneous or incomplete. In analogy to guided discovery learning, it might therefore be fruitful to lead students towards the discovery of the canonical solution. In two quasi-experimental studies with 104 students and 175 students, respectively, [the authors] compared three conditions: problem-solving prior to instruction, guided problem-solving prior to instruction in which students were led towards the discovery of relevant solution components, and direct instruction. [They] replicated the beneficial effects of problem-solving prior to instruction in comparison to direct instruction on posttest items testing for conceptual knowledge. [A] process analysis further revealed that guidance helped students to invent better solutions. However, the solution quality did not correlate with the posttest results in the guided condition, indicating that leading students towards the solution does not additionally promote learning. This interpretation is supported by the finding that the two conditions with problem-solving prior to instruction did not differ significantly at posttest. The second study replicated these findings with a greater sample size. The results indicate that different mechanisms underlie guided discovery learning and problem-solving prior to instruction: In guided discovery learning, the discovery of an underlying model is inherent to the method. In contrast, the effectiveness of problem-solving prior to instruction does not depend on students' discovery of the canonical solution, but on the cognitive processes related to problem-solving, which prepare students for a deeper understanding during subsequent instruction. (Orig.).

Dance in Bali, Indonesia, known as Balinese dance, has so far been taught by traditional instruction methods that involve repeated program imitation and correction. However, in recent years, an instruction method for beginners known as \"Dasar,\" has been proposed by an instructor. The purpose of this paper is to consider the problems currently faced while teaching Balinese dance by analyzing the characteristics of the new method of instruction. As a result of analyzing Dasar and comparing it with traditional instruction methods, we found that this method coincides with the changes in the environment for Bali dance and the children who study it. With these environmental changes, passing on Balinese dance to the younger generation, using traditional instruction methods has become difficult. Tailored to such an environment, Dasar, with its uniform instruction methods and presentation of basic movements was proposed with the intention of establishing new standards for teaching all types of Balinese dance. Initially, it may seem as though Dasar adopted an instructional method that did not previously exist. A clear effort by an instructor has been made to recognize and protect diversity while categorizing elements into the old and the new of Bali island culture to further promote dance. (Autor).

In diesem Beitrag präsentieren und diskutieren wir Mixed Methods im Kontext der Lehr-Lernforschung. \" Bildung und Erziehung\" stellen sehr komplexe Forschungsgebiete dar. Diese Komplexität spiegelt sich auf den verschiedenen Ebenen des Bildungssystems wider, die in hohem Maße miteinander verflochten sind und bei denen mehrere Perspektiven berücksichtigt werden müssen. Auch der schulische Unterricht zeichnet sich durch wechselseitige Beziehungen unterschiedlichster Faktoren aus. Basierend auf diesen Überlegungen stellen wir zuerst das Angebot-Nutzungs-Modell vor, das eines der zentralen Rahmenmodelle zur Erklärung der Qualität von Lehr-Lernprozessen darstellt. Danach geben wir einen Überblick über die methodologischen Grundlagen der Lehr-Lernforschung. Es werden zwei methodologische Ansätze näher erläutert und ihre Stärken und Schwächen herausgearbeitet. Daran anschließend stellen wir zwei Studien aus unserem eigenen Forschungsprogramm vor und gehen auf ihre methodische und methodologische Umsetzung ein. Dadurch veranschaulichen wir wesentliche Herausforderungen, aber auch Potenziale von Mixed-Methods-Studien für die Durchführung an Schulen. Abschließend erörtern wir Implikationen für die schulbezogene Mixed-Methods-Forschung und entwickeln Vorschläge, wie diese Ansätze in der angewandten Schulforschung verbessert werden können. In this paper, we present and discuss mixed methods research in the context of research on learning and instruction. Education as a field of research can be viewed as highly complex. This complexity is reflected at various levels of the educational system, which are highly interrelated, and where multiple perspectives must be considered, as well as in the reciprocal and intertwined relationships between factors related to learning and instruction. Therefore, we first introduce one of the central theories on the quality of learning and instruction: the offer-and-use model. Second, we review the methodological foundations of research on learning and instruction. Two methodological approaches are discussed in more detail and their strengths and weaknesses are elaborated. Third, we present two studies from our research program and focus on their methodological implementation. Thus, we illustrate significant challenges and opportunities for implementing a mixed methods study in schools. Finally, we discuss the implications for school-based mixed methods research. We conclude the paper with general suggestions on how mixed methods approaches might be further advanced in applied school-based research.

To promote student learning in a relearning situation in university-level mathematics, [the authors] developed the learning method TAU (Think Ask Understand). TAU provides support (i.e. a role script) for students' interaction during a collaborative problem-solving phase at the beginning of the learning process, while content-related instruction is delayed until a subsequent phase. As the contents targeted in university-level mathematics are complex, withholding instruction will most likely result in students' failure to solve problems, even in relearning situations. However, there is reason to believe [...] that due to their collaborative grappling with the contents, students will be better prepared to benefit from the subsequent instruction phase and thus ultimately learn more than students who receive instruction right at the beginning. In a four-week, in vivo experiment with 76 students, [the authors] compared TAU to a direct instruction condition (i.e. a condition in which students received instruction right at the beginning). Post-test analyses showed a significant interaction effect between condition and week: Students in the TAU condition outperformed students in the direct instruction condition in all weeks but the first. The results suggest that the more students were familiarized with TAU, the better their learning outcomes became. [The] process data further [indicates] that students collaborated fruitfully in accordance with the role script and increasingly internalized the script. This collaboration may then have paved the way for increased learning from the subsequent instruction. [The] results provide evidence that delaying instruction can also promote learning in relearning situations and at the university level. Moreover, [the] findings call into question whether all support must be delayed; the primary issue may not be whether or not to provide support, but rather when to provide which kind of support. (Orig.).

In this article, the author examines the link between high-stakes testing policies and classroom instruction. Using data from classroom observations and interviews with teachers, he argues that these policies influence instruction but are mediated by teachers and filtered through their collegial interactions. He shows that teachers link the influence of high-stakes testing policies to instructional content (the knowledge and skills that they emphasize) more often than pedagogy (how they engage students around instructional content). As a result, didactic instruction dominates, especially in predominantly low-income and African American schools, in a policy environment that encourages addressing racial and class achievement gaps by increasing the use of interactive forms of instruction. The author concludes that researchers should be cautious not to overstate the impact of these policies on pedagogy and educational equity.

Long description: Die Weiterentwicklung der Aufgabenkultur bildet in der vorliegenden Arbeit den Rahmen von zwei voneinander unabhängig durchgeführten empirischen Studien. In der ersten Studie wurde mit einem umfangreichen Fragebogen der Aufgabeneinsatz im Physikunterricht aus der Sicht von Schülerinnen und Schülern untersucht. Die Ergebnisse ermöglichen einen Überblick über zentrale Aspekte der Aufgabenkultur im aktuellen Physikunterricht in der Sekundarstufe I und II, wie beispielsweise die Einbettung von Aufgaben in den Unterricht, das Kompetenzerleben und der methodische Einsatz von Aufgaben. In der zweiten Studie wurde der Productive Failure Ansatz im Vergleich zur Direkten Instruktion bei der Bearbeitung optischer Blackboxen im Anfangsunterricht Physik der Jahrgangsstufe 6 eingesetzt. Damit erfolgte erstmals eine Übertragung des Productive Failure Ansatzes auf experimentelle Aufgabenstellungen im Physikunterricht. Bei diesem Ansatz steht die Bearbeitung von Aufgaben ohne vorherige Instruktion im Mittelpunkt der Stunde. Im Vergleich zwischen den beiden Instruktionsansätzen werden die Lernergebnisse, die Motivation, der Cognitive Load, die Verständlichkeit der Instruktionen und die Erfolgszuversicht nach dem Lösen der Blackboxen untersucht. Davon ausgehend erfolgt abschließend die Bewertung des Productive Failure Ansatzes hinsichtlich seines geeigneten Beitrages zur Weiterentwicklung der Aufgabenkultur im Physikunterricht.

Der vorliegende Beitrag bietet eine theoretische Darlegung von Instruktion und Konstruktion, sowie dem handlungsorientierten Lernen. Möglichkeiten der Umsetzung, Ziele und auch Chancen von Handlungsorientierung werden dabei anhand einer Unterrichtskonzeption aus der Ernährungsbildung erläutert. (DIPF/Orig.).