Cilj istraživanja bio je utvrditi koliko aktivno uključivanje učenika u nastavu utječe na kvalitetu stečenih znanja, kao i na motivaciju te stav učenika prema aktivnoj nastavi. Istraživanje je ...provedeno na uzorku od 64 učenika u tri šesta odjeljenja u osnovnoj školi A.B. Šimića u Zagrebu. Učenici su podijeljeni u eksperimentalnu i kontrolnu skupinu. Eksperimentalna skupina je nastavnu jedinicu Listopadna šuma obradila uz aktivnu nastavu u grupnom, samostalnom i radu u parovima kroz zadatke i nastavu u prirodi. Kontrolna skupina poučavana je klasičnim frontalnim radom nastavnika. Od instrumenata za prikupljanje podataka korištene su tri pisane provjere znanja te anketa za učenike. Pisana provjera provedena je prije istraživanja i nakon svakog provedenog dijela aktivne nastave, a anketiranje učenika na kraju provedenog istraživanja. Rezultati pokazuju povećanu motivaciju, ali i uspješnost učenja u aktivnoj nastavi, a posebno u aktivnostima koje uključuju nastavu u prirodi. Učenici svaku aktivnu tehniku učenja koja im omogućuje slobodu istraživanja i rada izvan učionice doživljavaju pozitivno. Logaritamski oblik regresije bolje objašnjava postignuti uspjeh učenika, ali linearni model još uvijek pokazuje zadovoljavajuću pouzdanost te umanjuje značaj rijetkih pojedinačnih rezultata uspješnosti pa ga je bolje koristiti za prikaz ukupne slike uspješnosti u provjerama znanja. Rezultati istraživanja potvrđuju potrebu korištenja aktivne nastave uz naglasak na boravak učenika u prirodi i korištenje različitih oblika rada koji potiču
This anthology presents successful examples of "research work" by teacher education students. Seminar concepts from the fields of natural sciences, music, educational science, mathematics and art, ...applied social psychology and the subject of German are presented. The volume is framed by a comprehensive theoretical introduction to the concept of research-based learning and its implementation at Leuphana University Lüneburg.
In diesem Sammelband werden gelungene Beispiele von „Forschungsarbeiten“ von Studierenden der Lehrkräftebildung dargestellt. Dazu werden Seminarkonzepte aus den Bereichen Naturwissenschaften, Musik, Bildungswissenschaft, Mathematik und Kunst, der angewandten Sozialpsychologie sowie dem Unterrichtsfach Deutsch vorgestellt. Gerahmt wird der Band durch eine umfangreiche theoretische Einführung in das Konzept des forschenden Lernens und seiner Umsetzung an der Leuphana Universität Lüneburg
The book deals with the question of categorization and diagnostic processes in the school sys-tem and the therewith linked specification of normality and deviation. The problem is elabo-rated by a ...historical-systematic approach: On the basis of current discourses on (un-)desirable characteristics and behavior in school, the question of how these categories have developed in the Swiss educational landscape since the establishment of the public elementary school around 1830 until the beginning of the 20th century is analysed. Among others one guiding principle is, that ideas, concepts, their implementation as well as related measures and actor participation have developed upon the connected history, culture and related systems and that these can only be understood and reflected within this context.The problem is elaborated on the basis of various sources from the pedagogical environment in Switzerland in the 19th century. These can be assigned to the context of the professionali-sation and training of teachers from 1830 onwards. On the one hand, there are pedagogical teaching materials and textbooks from the teacher training seminars of the defined research period. On the other hand, there are profession-specific newspapers – such as the “Schweize-rische Lehrerzeitung” – in which discourses of the teaching staff as well as of other actors are explored in order to negotiate the ideas of normality and deviation. By means of the analysis of the source corpus, in conjunction with discourse-analytical approaches and actor-centered institutionalism, key components in relation to the diagnosis of deviant children at school as well as processes of category formation and application are can be illustrated and analysed. The findings are finally discussed and problematised in the context of educational theories.One of the findings is, that in the development and application of categories it becomes apparent that different categories and patterns of differentiation are applied over different thematic epochs. It is interesting to note that this does not involve a replacement of existing attributions, but rather an addition by new categories, and thus an accumulation of the same. The variety of possibilities for classifying the “abnormal” at school thus increases conti-nuously over time. This accumulation again is associated with new measures and institutional changes. The increasing involvement of various actors and the professionalisation processes taking place are main factors therein. For example, it can be seen that teachers – and thus also elementary schools – did not just rely on achievement-based categories or relevant behavioral patterns at school when deciding to exclude children. They also relied on moral concepts and notions of what was considered “ideal”. Around 1900, the focus was increasingly on assessing socio-economic factors and the “bourgeois” status of family constellations. Among others, poverty, working mothers, “immoral” lifestyles, intellectual limitations or alcoholism served as explanations for schoolchildren’s “deviant” behavior or their bad school marks.
Das Buch setzt sich mit der Frage nach Kategorisierungs- und Diagnoseprozessen im System Schule und einer damit verbundenen Festlegung von Normalität und Abweichung ausein-ander. Die Problemstellung wird anhand eines historisch-systematischen Zugangs bearbeitet: Ausgehend von aktuellen Diskursen über (un-)erwünschte Eigenschaften und Verhaltens-weisen in der Schule wird die Frage bearbeitet, wie sich diese Kategorien in der Bildungs-landschaft der Schweiz seit der Konstituierung der öffentlichen Volksschule um 1830 bis zu Beginn des 20. Jahrhunderts entwickelt haben. Dabei steht u.a. der leitende Gedanke im Zentrum, dass Ideen, Konzepte, deren Umsetzung sowie damit verbundene Massnahmen und Akteursbeteiligungen aus der jeweiligen Geschichte, Kultur und damit verbundenen Systemen gewachsen sind und diese nur in diesem Zusammenhang verstanden und reflek-tiert werden können.Anhand unterschiedlicher Quellen aus dem schulpädagogischen Umfeld der Schweiz im 19. Jahrhundert wird die Problemstellung untersucht. Diese sind dem Kontext der Professionali-sierung und Ausbildung von Lehrpersonen ab 1830 zuzuordnen. Zum einen handelt es sich um Pädagogiklehrmittel bzw. -bücher aus den Lehrerinnen- und Lehrerseminaren des Unter-suchungszeitraums. Zum anderen um professionsspezifische Zeitungen – wie zum Beispiel die Schweizerische Lehrerzeitung – in denen Diskurse der Lehrerschaft wie auch weiterer Akteure zur Aushandlung von Normalitäts- und Abweichungsthematik erforscht werden. Anhand der Analyse des Quellenkorpus werden in Verbindung mit diskursanalytischen An-sätzen und dem akteurszentrierten Institutionalismus maßgebliche Komponenten in Bezug auf die Diagnostizierung abweichender Kinder in der Schule veranschaulicht, Prozesse der Kategorienbildung und -anwendung analysiert und im Kontext erziehungswissenschaftlicher Theoriebildung problematisiert.In der Entwicklung und Anwendung von Kategorien wird etwa ersichtlich, dass über ver-schiedene thematische Epochen unterschiedliche Kategorien und Differenzierungsmuster Anwendung finden. Dabei scheint interessant, dass dabei nicht eine Ablösung bestehender Zuschreibungen, sondern vielmehr eine Ergänzung durch neue Kategorien und somit eine Akkumulation ebendieser stattfindet. Die Vielfalt der Einteilungsmöglichkeiten in den Be-reich des „Anormalen“ in der Schule vergrössert sich über die Zeit somit kontinuierlich. Die-se Akkumulation wiederum ist mit neuen Massnahmen und institutionellen Veränderungen verbunden. Die zunehmende Involvierung verschiedener Akteure sowie stattfindende Pro-fessionalisierungsprozessen sind darin als massgebliche Faktoren festzuhalten. Es zeigt sich beispielsweise, dass Lehrpersonen – und somit auch die Volksschule – sich bei ihren Entschei-den, abweichende, „anormale“ Schulkinder auszuschliessen, nicht nur auf leistungsbezogene Kategorien oder schulrelevante Verhaltensweisen beziehen, sondern auch auf gesellschaftliche Wert- und Idealvorstellungen. Um 1900 etwa wurde der Fokus verstärkt auf die Beurteilung sozioökonomischer Faktoren und der „Bürgerlichkeit“ von Familienkonstellationen gelegt. Armut, arbeitende Mütter, unsittliche Lebensweisen, intellektuelle Einschränkungen oder „Alkoholismus“ dienten als Erklärungen für abweichendes Verhalten oder schlechte Leistun-gen von Schulkindern.
This research is concerned with investigating the attitudes of 3rd year secondary pupils towards CDT; with establishing any differences, in both attitudes and personality in the way the two sexes ...regard CDT and why more girls do not continue with the subject after the 3rd year. The field study for this was completed in 1982. There was a follow up of the sample at the post 16+ stage in order to investigate the actual take-up of further study of CDT subjects to examination level at 16+ and to compare those who passed well ('high flyers') with those who only gained a low pass grade Clow achievers') and compare attitudes and examination performance in the sample schools. The research began with three questionnaires designed and administered in 1982 in several coeducational schools in Hertfordshire - two attitude questionnaires to 405 pupils (301 boys & 104 girls) in 7 schools and the 'engineer' questionnaire to 150 pupils (87 boys & 63 girls) in 3 schools. A total of four questionnaires were used - an attitude questionnaire with a five point Likert scale; an open-response attitude questionnaire and a questionnaire designed to find out how the pupils perceive the engineer. Cattell's HSPQ was also used. Across the whole of the five attitude scales, the two sexes presented completely different profiles. Both sexes expressed a desire for more practical work. Pro-CDT pupils were influenced by a family member with technical skills and tended to be tough-minded rather than tender-minded. Boys who are in favour of CDT are likely to be far more controlled and conscientious; introverts rather than extraverts; neurotic rather than stable and slightly more inclined to like working with things rather than people. In contrast, pro-CDT girls are likely to be stable extraverts, with a slight tendency to prefer working with people and to be lax and expedient. These terms are explained within the thesis. Girls were on the whole more concerned about the form of the lessons, claimed to be more relaxed in workshop sessions in CDT and enjoyed the lessons more than boys. The boys in their personality responses revealed some degree of concern and anxiety. However, there was an almost total rejection by the girls for continuing CDT - especially amongst the intelligent ones - although they found the subject enjoyable and within their capabilities. The girls' attitudinal responses showed that in CDT they lacked confidence with tools and machines even after three years in secondary education. This may be related to their previous lack of 'tinkering' experience. Boys seemed to have a far greater enjoyment and appreciation of the value and skills of practical technical work although they tended to be weak mathematically and less inclined than girls to continue with graphical work. They expressed a greater intention of continuing with CDT and taking up a technical career. Twice as many boys (80%) took up technical studies (CDT) as opposed to technical drawing (41%). Only one girl took any CDT subjects. In practically-based CDT examinations, the 'high flyers' demonstrated a greater pro-CDT stance and found the work more relaxing than the 'low achievers'. In graphical examinations, the 'high flyers' were more critical of the way the subject was taught; were more concerned about the effects of technology on society and were far more relaxed compared with the 'low achievers'. These findings are compared with other research that was going on at the same time. It is hypothesized from the findings that more girls may take up CDT if there was an increase in investigative work and a greater time allocation. Possible sources of further research are discussed in the concluding chapter.
The study investigated pupil visual attending behavior toward the teacher within naturalistic classroom settings. Eight teachers in traditional classroom settings were asked to select four pupils, ...subsequently labeled accepted, indifferent, concerned, and rejected. Both teacher lecturing behavior time and pupil visual attending behavior toward the teacher were recorded. Significant differences were found on pupil visual attending behavior between pupil categories, and a significant two-way interaction was found for visual attending behavior with pupil sex and category as main effects. The importance of contextually designed studies of teacher-pupil behavior exchange is discussed.
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