Unterrichtswissenschaft最新文献

Informed trust in science is necessary for the 'interfaces' within the flow of knowledge between citizens' everyday understanding of the pandemic and the dynamically evolving state of knowledge in the sciences. This is the core thesis of this paper. Without science, the COVID-19 pandemic can neither be understood nor controlled, and for this to happen, citizens must engage with science based knowledge. However, such knowledge is dynamic (evolving and intertwined with normative issues). Furthermore, science based knowledge competes with pseudoscientific contributions. As non-experts, laypersons must therefore decide whom to trust. The paper describes the concept of functional scientific literacy as a prerequisite of informed trust. The knowledge bases for judgments of informed trust should be taught in school and judging rationally about the trustworthiness of science-related knowledge claims should be practiced.

Learning settings in and out of school are increasingly relying on the use of virtual reality applications, such as 360° videos, to make learning an exciting and vivid experience for students. This applies especially to history-learning contexts. Learning with immersive representations of history-related contents requires a critical examination and reflective processing of the learning content. Cognitive strategies, such as organizing and elaborating information correspond with competencies which are assumed to be important for students' critical examination and reflective processing of history-related content. Research on self-regulated learning (SRL) suggests that the use of cognitive strategies can be promoted through respective SRL trainings. Thus, in the present quasi-experimental study (N = 164), we investigated the effectiveness of a SRL training, which adds to regular instruction on processing history-related learning materials, for students' use of cognitive strategies when examining immersive history-related 360° videos. Our results show that students who practiced analyzing 360° videos within an explicit SRL training used more cognitive strategies than students who received an implicit SRL training on how to analyze these videos. Further findings suggest that the use of these cognitive strategies probably helped students of the training condition (explicit SRL training) to make less imprecise or trivial analyses and to draw more reflective conclusions than students of the control condition (implicit SRL training). By combining research on SRL and history education, our study may provide a new impulse for empirical research on competence-oriented learning with history-related virtual reality media.

The digital transformation is increasingly shaping the education system and school development. In this context, the implementation of educational technologies in schools and classrooms plays a critical role. In systemic terms, this is a school development task that involves sustainable and continuous changes at all levels of school and poses (new) challenges for the groups of school stakeholders. In addition to the development of organizational, teaching and personnel dimensions, this also requires changes in the technology and cooperation mechanisms specific to the needs of individual schools. By means of a case study, this study analyzes the implementation and execution of the self-evaluation tool SELFIE at a school using a multimethodological approach. The results of the self-evaluation (n = 265) as well as findings from multi-episodic interviews (n = 11) with various school actors are presented and interpreted in consideration of the school development dimensions. In the discussion, SELFIE is first critically reflected as an eligible digital tool for self-evaluation in relation to the implementation of educational technologies. Second, its effects on the school development dimensions are discussed. Finally, an outlook on the potentials as well as critical challenges of SELFIE with regard to school development for research and practice is given.

Even if the term is not a uniform one and is characterized by different disciplines, the use of (mostly computer-supported) devices and media for analyzing, designing and/or supporting teaching and learning processes can be subsumed under Educational Technologies. Educational technologies are very diverse and can be used on the levels of individual or collaborative learning, teaching, and even school organization. Despite efforts to build a technical infrastructure in schools, national educational monitoring indicates that the perceived ease of use of educational technologies has not increased as a result. The articles in this issue also illustrate the diversity of educational technologies. This diversity is accompanied by the fact that the conditions under which the respective technology unfolds the desired benefit are very heterogeneous and generalizable statements on the successful use of educational technologies can only be formulated with difficulty. Nevertheless, research efforts in the field of educational technologies seem to be worthwhile in order to exploit their potential for pedagogical and teaching processes.