Multidisciplinary Research on Teaching and Learning

by W. Schnotz (Editor), A. Kauertz (Editor), H. Ludwig (Editor), A. Mïller (Editor), J. Pretsch (Editor)

Overview

This collection indicates how research on teaching and learning from multiple scientific disciplines such as educational science and psychology can be successfully pursued by a co-operation between researchers and school teachers. The contributors adopt different methodological approaches, ranging from field research to laboratory experiments.

Product Details

ISBN-13:	9781137467737
Publisher:	Palgrave Macmillan UK
Publication date:	04/07/2015
Edition description:	2015
Pages:	298
Product dimensions:	5.51(w) x 8.50(h) x 0.03(d)

About the Author

Christiane Baadte, University of Koblenz-Landau, Germany

Olena Bien, University of Koblenz-Landau, Germany

Kathrin Bürger, RWTH Aachen University, Germany

Eva Christophel, University of Koblenz-Landau, Germany

Natalie Gouasé, University of Koblenz-Landau, Germany

Sebastian Gröber, University of Kaiserslautern, Germany

Johannes Groß, Primary School Teacher, Germany

Andreas Helmke, University of Kaiserslautern, Germany

Rosa Hettmannsperger, Ludwigsburg University of Education, Germany

Nora Heyne, University of Kaiserslautern, Germany

Constanze Juchem-Grundmann, University of Kaiserslautern, Germany

Pascal Klein, University of Kaiserslautern, Germany

Jochen Kuhn, University of Kaiserslautern, Germany

Gerlinde Lenske, University of Duisburg-Essen, Germany

Peter H. Ludwig, University of Koblenz-Landau, Germany

Christoph Mengelkamp, University of Wuerzburg, Germany

Stephan Merten, University of Koblenz-Landau, Germany

Loredana Mihalca, University of Koblenz-Landau, Germany

Renate Rasch, University of Koblenz-Landau, Germany

Jochen Scheid, University of Koblenz-Landau, Germany

Christoph Schneider, University of Koblenz-Landau, Germany

Wilfried Smidt, University of Koblenz-Landau, Germany

Xin Song, Fujian Normal University, China

Nina Sturm, University of Koblenz-Landau, Germany

Patrik Vogt, University of Education Freiburg, Germany

Christian Weber, University of Koblenz-Landau, Germany

Katrin Weisenburger, University of Koblenz-Landau, Germany

Table of Contents

PART I: SELF-REGULATION AND INSTRUCTION 1. Educational Processes in Early Childhood Education: Activities of Target Children in Preschools; Wilfried Smidt 2. The Stability and Variability of Goals in Learning Contexts: A Systematic Literature Review and a Quantitative Investigation; Kathrin Bürger 3. Self-Regulation in Computer-Based Learning Environments: Effects of Learner Characteristics and Instructional Support; Loredana Mihalca, Wolfgang Schnotz and Christoph Mengelkamp 4. Does the Quality of the Application of Learning Strategies Foster Text Comprehension? A Reanalysis of Video Data; Christoph Schneider, Christian Weber, Peter H. Ludwig and Katrin Weisenburger 5. Supporting Students' Self-Regulated Learning with Teachers' Feedback: Professional Experience as a Moderator of Teachers' Attitude-Behavior Contingency; Eva Christophel and Christiane Baadte PART II: LANGUAGE LEARNING AND LANGUAGE COMPREHENSION 6. A Cognitive Linguistic Approach to Teaching English Prepositions; Xin Song, Wolfgang Schnotz and Constanze Juchem-Grundmann 7. The Individual Theories of Teachers about Vocabulary Work with Mono- and Plurilingual Students in the German Language Classroom; Olena Bien, Stephan Merten and Wolfgang Schnotz 8. Child Respondents – Do They Really Answer What Scientific Questionnaires Ask For?; Gerlinde Lenske and Andreas Helmke 9. Video-Based Analyses of Reading Instruction in the Fourth Grade Based on the Observation System LUPE; Nora Heyne PART III: MATHEMATICS AND SCIENCE EDUCATION 10. Which Heuristic Operations do Primary School Students Use When Solving Complex Story Problems?; Johannes Groß, Natalie Gouasé, Renate Rasch and Wolfgang Schnotz 11. Forms of Representation for Solving Mathematical Word Problems – Development of an Intervention Study;Nina Sturm and Renate Rasch 12. Understanding Basic Concepts in Ray Optics: A Representational Approach; Rosa Hettmannsperger, Wolfgang Schnotz, Andreas Müller and Jochen Scheid 13. Scientific Experiments, Multiple Representations, and Their Coherence: A Task-Based Elaboration Strategy for Ray Optics; Jochen Scheid, Andreas Müller, Rosa Hettmannsperger and Wolfgang Schnotz 14. Smartphones and Co. in Physics Education: Effects of Learning with New Media Experimental Tools in Acoustics; Jochen Kuhn and Patrik Vogt 15. Video Analysis Exercises in Regular Introductory Mechanics Physics Courses: Effects of Conventional Methods and Possibilities of Mobile Devices; Pascal Klein, Jochen Kuhn, Andreas Müller and Sebastian Gröber