The compatibilities and discrepancies of various school subjects regarding indicators for talente... more The compatibilities and discrepancies of various school subjects regarding indicators for talented students are taking as a starting point to combine and categorize general indicators. The scholastic talent indicator matrix combines talent indicators from various school subjects into general talent indicators.
This study offers new evidence for the validity of the interpretation of the Rey Visual Design Le... more This study offers new evidence for the validity of the interpretation of the Rey Visual Design Learning Test (RVDLT) test score. The RVDLT is a design memory test that requires constructive output (drawings of memorized test items) in the recall phase. We mainly focused on response processes and tested the effect of a verbal and a motor memory strategy on test performance. Strategies were only explained and participants (12- to 15-year-olds) were stimulated to use them in a subsequent test session. In the verbal encoding condition, participants were instructed to name the test items of the RVDLT. In the copy condition, participants copied test items with an empty pen concurrent with test item presentation (rehearsal of motor sequences). Test performances were compared to a control group. No significant difference in RVDLT test score was detected between the verbal encoding group and the control group. However, the copy group scored significantly lower than the other two groups. Results are discussed in light of the validity of the test interpretation.
This article investigates whether learning by doing is more beneficial than learning by viewing. ... more This article investigates whether learning by doing is more beneficial than learning by viewing. 60 university students followed two ZAPs. The students were randomly assigned to either of two groups, a learning-by-doing group that followed the ZAPs normally and a learning-by-viewing group that were offered a print-out of the ZAPs. Three knowledge measures (factual declarative knowledge, conceptual declarative knowledge and procedural knowledge) were taken. The analysis focuses on comparison between and within groups. Results showed significant difference between both groups on the efficiency measure for ZAP1. All other differences were not statistically significant, suggesting that learning-by-doing and learning-by-viewing with ZAPs are equally effective. Doing as well as viewing seems to invoke cognitive activity and lead to learning. Implications for further research are discussed.
IntroductionThe topics of bullying, school anxiety and school absenteeism are of steady interest ... more IntroductionThe topics of bullying, school anxiety and school absenteeism are of steady interest for the scientific community in recent decades. However, it seems surprising that investigations into the combination of these constructs are rare, especially considering their interconnectedness. Due to the lack of joint investigation of these factors, it is hardly possible to compare results of these related, yet distinct factors across other studies, let alone the predictive power of specific factors. The goal of the current study is to investigate how bullying, school anxiety and school absenteeism are related, considering the variables gender and grade level.MethodsFor this purpose, N = 195 secondary school children in the 7th–9th grades in northern Germany were surveyed via self-report questionnaires and additionally collecting their school records. We present complex descriptive analyses with scales and subscales of bullying, anxiety and absenteeism. Further, a structural equation...
This article investigates whether learning by doing is more beneficial than learning by viewing. ... more This article investigates whether learning by doing is more beneficial than learning by viewing. 60 university students followed two ZAPs. The students were randomly assigned to either of two groups, a learning-by-doing group that followed the ZAPs normally and a learning-by-viewing group that were offered a print-out of the ZAPs. Three knowledge measures (factual declarative knowledge, conceptual declarative knowledge and procedural knowledge) were taken. The analysis focuses on comparison between and within groups. Results showed significant difference between both groups on the efficiency measure for ZAP1. All other differences were not statistically significant, suggesting that learning-by-doing and learning-by-viewing with ZAPs are equally effective. Doing as well as viewing seems to invoke cognitive activity and lead to learning. Implications for further research are discussed.
This study offers new evidence for the validity of the interpretation of the Rey Visual Design Le... more This study offers new evidence for the validity of the interpretation of the Rey Visual Design Learning Test (RVDLT) test score. The RVDLT is a design memory test that requires constructive output (drawings of memorized test items) in the recall phase. We mainly focused on response processes and tested the effect of a verbal and a motor memory strategy on test performance. Strategies were only explained and participants (12- to 15-year-olds) were stimulated to use them in a subsequent test session. In the verbal encoding condition, participants were instructed to name the test items of the RVDLT. In the copy condition, participants copied test items with an empty pen concurrent with test item presentation (rehearsal of motor sequences). Test performances were compared to a control group. No significant difference in RVDLT test score was detected between the verbal encoding group and the control group. However, the copy group scored significantly lower than the other two groups. Results are discussed in light of the validity of the test interpretation.
Proceedings of the 14th Workshop in Primary and Secondary Computing Education
The compatibilities and discrepancies of various school subjects regarding indicators for talente... more The compatibilities and discrepancies of various school subjects regarding indicators for talented students are taking as a starting point to combine and categorize general indicators. The scholastic talent indicator matrix combines talent indicators from various school subjects into general talent indicators.
A general definition of structural knowledge has not yet been established. This article provides ... more A general definition of structural knowledge has not yet been established. This article provides a working definition of structural knowledge (related to the concept of deep understanding) from literature analysis. Common knowledge tests are compared on the theoretical basis of this working definition. The following comparison is done via an altered version of the SWOT (strengths, weaknesses, opportunities and threats) evaluation paradigm. This comparison between the different methods is further analyzed to generate design rules that can be applied to create a test that accounts better for the working definition of structural knowledge. These rules are then used exemplarily to create a test on a school course of chemistry. The test is initially tested at a small scale to explore its possibilities and then evaluated by the same SWOT analysis that was used earlier. The findings are mostly of prospective value for the paper at hand due to time constrains, small sample size as well as l...
Die schulischen Entwicklungsmöglichkeiten leistungsstarker und potenziell besonders leistungsfähi... more Die schulischen Entwicklungsmöglichkeiten leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler in der Schule unabhängig von Herkunft, Geschlecht und sozialem Status im Regelunterricht zu fördern, ist eines der Ziele des BMBF-Projekts LemaS (Leistung macht Schule) bzw. des Teilprojekts MINT-Informatik. Mithilfe einer Literaturrecherche wird ein erster theoretischer Merkmalskatalog aufgestellt, der zur möglichen Identifizierung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler in der Sekundarstufe I beitragen soll.
A general definition of structural knowledge has not yet been established. This article provides ... more A general definition of structural knowledge has not yet been established. This article provides a working definition of structural knowledge (related to the concept of deep understanding) from literature analysis. Common knowledge tests are compared on the theoretical basis of this working definition. The following comparison is done via an altered version of the SWOT (strengths, weaknesses, opportunities and threats) evaluation paradigm. This comparison between the different methods is further analyzed to generate design rules that can be applied to create a test that accounts better for the working definition of structural knowledge. These rules are then used exemplarily to create a test on a school course of chemistry. The test is initially tested at a small scale to explore its possibilities and then evaluated by the same SWOT analysis that was used earlier. The findings are mostly of prospective value for the paper at hand due to time constrains, small sample size as well as l...
Proceedings of the 14th Workshop in Primary and Secondary Computing Education, 2019
The compatibilities and discrepancies of various school subjects regarding indicators for talente... more The compatibilities and discrepancies of various school subjects regarding indicators for talented students are taking as a starting point to combine and categorize general indicators. The scholastic talent indicator matrix combines talent indicators from various school subjects into general talent indicators.
We offer a quantitative, yet partial perspective on CS education with multiple tasks belonging to... more We offer a quantitative, yet partial perspective on CS education with multiple tasks belonging to the field of CS and their predictive factors. The results show how different predictors work for different tasks. The paper may offer insights into how CS education can be individualised and inspire new research into different directions.
Education should ensure that all children can move safely in the digital world, understand the ph... more Education should ensure that all children can move safely in the digital world, understand the phenomena and be able to play an active and self-determined role in shaping the future. A positive informatics-based self-concept (i.e. a self-concept regarding topics of informatics in school) is an important step towards this goal. In this study the informatics-based self-concept of primary school children is compared between children who had informatics1 lessons and children who did not. This study introduces a questionnaire that measures the informatics-based self-concept, which was filled out between May and June 2019 by primary school children from a project group (262 children) for informatics in the 3rd and 4th grade and a similar control group (61 children) without informatics. Results indicate that both groups have a rather high positive informatics-based self-concept, but that the children from the project group rated themselves more positively than the control group in all dime...
A general definition of structural knowledge has not yet been established. This article provides ... more A general definition of structural knowledge has not yet been established. This article provides a working definition of structural knowledge (related to the concept of deep understanding) from literature analysis. Common knowledge tests are compared on the theoretical basis of this working definition. The following comparison is done via an altered version of the SWOT (strengths, weaknesses, opportunities and threats)
This article investigates whether learning by doing is more beneficial than learning by viewing. ... more This article investigates whether learning by doing is more beneficial than learning by viewing. 60 university students followed two ZAPs. The students were randomly assigned to either of two groups, a learning-by-doing group that followed the ZAPs normally and a learning-by-viewing group that were offered a print-out of the ZAPs. Three knowledge measures (factual declarative knowledge, conceptual declarative knowledge and procedural knowledge) were taken. The analysis focuses on comparison between and within groups. Results showed significant difference between both groups on the efficiency measure for ZAP1. All other differences were not statistically significant, suggesting that learning-by-doing and learning-by-viewing with ZAPs are equally effective. Doing as well as viewing seems to invoke cognitive activity and lead to learning. Implications for further research are discussed.
Traditional education seems to focus on cognitive development, disregarding the affective. Via co... more Traditional education seems to focus on cognitive development, disregarding the affective. Via concept-context approach, a simulation of monetary and social mechanisms is built and examined on its merrits. The formal-creative approach seems very promising on all fronts.
The compatibilities and discrepancies of various school subjects regarding indicators for talente... more The compatibilities and discrepancies of various school subjects regarding indicators for talented students are taking as a starting point to combine and categorize general indicators. The scholastic talent indicator matrix combines talent indicators from various school subjects into general talent indicators.
This study offers new evidence for the validity of the interpretation of the Rey Visual Design Le... more This study offers new evidence for the validity of the interpretation of the Rey Visual Design Learning Test (RVDLT) test score. The RVDLT is a design memory test that requires constructive output (drawings of memorized test items) in the recall phase. We mainly focused on response processes and tested the effect of a verbal and a motor memory strategy on test performance. Strategies were only explained and participants (12- to 15-year-olds) were stimulated to use them in a subsequent test session. In the verbal encoding condition, participants were instructed to name the test items of the RVDLT. In the copy condition, participants copied test items with an empty pen concurrent with test item presentation (rehearsal of motor sequences). Test performances were compared to a control group. No significant difference in RVDLT test score was detected between the verbal encoding group and the control group. However, the copy group scored significantly lower than the other two groups. Results are discussed in light of the validity of the test interpretation.
This article investigates whether learning by doing is more beneficial than learning by viewing. ... more This article investigates whether learning by doing is more beneficial than learning by viewing. 60 university students followed two ZAPs. The students were randomly assigned to either of two groups, a learning-by-doing group that followed the ZAPs normally and a learning-by-viewing group that were offered a print-out of the ZAPs. Three knowledge measures (factual declarative knowledge, conceptual declarative knowledge and procedural knowledge) were taken. The analysis focuses on comparison between and within groups. Results showed significant difference between both groups on the efficiency measure for ZAP1. All other differences were not statistically significant, suggesting that learning-by-doing and learning-by-viewing with ZAPs are equally effective. Doing as well as viewing seems to invoke cognitive activity and lead to learning. Implications for further research are discussed.
IntroductionThe topics of bullying, school anxiety and school absenteeism are of steady interest ... more IntroductionThe topics of bullying, school anxiety and school absenteeism are of steady interest for the scientific community in recent decades. However, it seems surprising that investigations into the combination of these constructs are rare, especially considering their interconnectedness. Due to the lack of joint investigation of these factors, it is hardly possible to compare results of these related, yet distinct factors across other studies, let alone the predictive power of specific factors. The goal of the current study is to investigate how bullying, school anxiety and school absenteeism are related, considering the variables gender and grade level.MethodsFor this purpose, N = 195 secondary school children in the 7th–9th grades in northern Germany were surveyed via self-report questionnaires and additionally collecting their school records. We present complex descriptive analyses with scales and subscales of bullying, anxiety and absenteeism. Further, a structural equation...
This article investigates whether learning by doing is more beneficial than learning by viewing. ... more This article investigates whether learning by doing is more beneficial than learning by viewing. 60 university students followed two ZAPs. The students were randomly assigned to either of two groups, a learning-by-doing group that followed the ZAPs normally and a learning-by-viewing group that were offered a print-out of the ZAPs. Three knowledge measures (factual declarative knowledge, conceptual declarative knowledge and procedural knowledge) were taken. The analysis focuses on comparison between and within groups. Results showed significant difference between both groups on the efficiency measure for ZAP1. All other differences were not statistically significant, suggesting that learning-by-doing and learning-by-viewing with ZAPs are equally effective. Doing as well as viewing seems to invoke cognitive activity and lead to learning. Implications for further research are discussed.
This study offers new evidence for the validity of the interpretation of the Rey Visual Design Le... more This study offers new evidence for the validity of the interpretation of the Rey Visual Design Learning Test (RVDLT) test score. The RVDLT is a design memory test that requires constructive output (drawings of memorized test items) in the recall phase. We mainly focused on response processes and tested the effect of a verbal and a motor memory strategy on test performance. Strategies were only explained and participants (12- to 15-year-olds) were stimulated to use them in a subsequent test session. In the verbal encoding condition, participants were instructed to name the test items of the RVDLT. In the copy condition, participants copied test items with an empty pen concurrent with test item presentation (rehearsal of motor sequences). Test performances were compared to a control group. No significant difference in RVDLT test score was detected between the verbal encoding group and the control group. However, the copy group scored significantly lower than the other two groups. Results are discussed in light of the validity of the test interpretation.
Proceedings of the 14th Workshop in Primary and Secondary Computing Education
The compatibilities and discrepancies of various school subjects regarding indicators for talente... more The compatibilities and discrepancies of various school subjects regarding indicators for talented students are taking as a starting point to combine and categorize general indicators. The scholastic talent indicator matrix combines talent indicators from various school subjects into general talent indicators.
A general definition of structural knowledge has not yet been established. This article provides ... more A general definition of structural knowledge has not yet been established. This article provides a working definition of structural knowledge (related to the concept of deep understanding) from literature analysis. Common knowledge tests are compared on the theoretical basis of this working definition. The following comparison is done via an altered version of the SWOT (strengths, weaknesses, opportunities and threats) evaluation paradigm. This comparison between the different methods is further analyzed to generate design rules that can be applied to create a test that accounts better for the working definition of structural knowledge. These rules are then used exemplarily to create a test on a school course of chemistry. The test is initially tested at a small scale to explore its possibilities and then evaluated by the same SWOT analysis that was used earlier. The findings are mostly of prospective value for the paper at hand due to time constrains, small sample size as well as l...
Die schulischen Entwicklungsmöglichkeiten leistungsstarker und potenziell besonders leistungsfähi... more Die schulischen Entwicklungsmöglichkeiten leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler in der Schule unabhängig von Herkunft, Geschlecht und sozialem Status im Regelunterricht zu fördern, ist eines der Ziele des BMBF-Projekts LemaS (Leistung macht Schule) bzw. des Teilprojekts MINT-Informatik. Mithilfe einer Literaturrecherche wird ein erster theoretischer Merkmalskatalog aufgestellt, der zur möglichen Identifizierung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler in der Sekundarstufe I beitragen soll.
A general definition of structural knowledge has not yet been established. This article provides ... more A general definition of structural knowledge has not yet been established. This article provides a working definition of structural knowledge (related to the concept of deep understanding) from literature analysis. Common knowledge tests are compared on the theoretical basis of this working definition. The following comparison is done via an altered version of the SWOT (strengths, weaknesses, opportunities and threats) evaluation paradigm. This comparison between the different methods is further analyzed to generate design rules that can be applied to create a test that accounts better for the working definition of structural knowledge. These rules are then used exemplarily to create a test on a school course of chemistry. The test is initially tested at a small scale to explore its possibilities and then evaluated by the same SWOT analysis that was used earlier. The findings are mostly of prospective value for the paper at hand due to time constrains, small sample size as well as l...
Proceedings of the 14th Workshop in Primary and Secondary Computing Education, 2019
The compatibilities and discrepancies of various school subjects regarding indicators for talente... more The compatibilities and discrepancies of various school subjects regarding indicators for talented students are taking as a starting point to combine and categorize general indicators. The scholastic talent indicator matrix combines talent indicators from various school subjects into general talent indicators.
We offer a quantitative, yet partial perspective on CS education with multiple tasks belonging to... more We offer a quantitative, yet partial perspective on CS education with multiple tasks belonging to the field of CS and their predictive factors. The results show how different predictors work for different tasks. The paper may offer insights into how CS education can be individualised and inspire new research into different directions.
Education should ensure that all children can move safely in the digital world, understand the ph... more Education should ensure that all children can move safely in the digital world, understand the phenomena and be able to play an active and self-determined role in shaping the future. A positive informatics-based self-concept (i.e. a self-concept regarding topics of informatics in school) is an important step towards this goal. In this study the informatics-based self-concept of primary school children is compared between children who had informatics1 lessons and children who did not. This study introduces a questionnaire that measures the informatics-based self-concept, which was filled out between May and June 2019 by primary school children from a project group (262 children) for informatics in the 3rd and 4th grade and a similar control group (61 children) without informatics. Results indicate that both groups have a rather high positive informatics-based self-concept, but that the children from the project group rated themselves more positively than the control group in all dime...
A general definition of structural knowledge has not yet been established. This article provides ... more A general definition of structural knowledge has not yet been established. This article provides a working definition of structural knowledge (related to the concept of deep understanding) from literature analysis. Common knowledge tests are compared on the theoretical basis of this working definition. The following comparison is done via an altered version of the SWOT (strengths, weaknesses, opportunities and threats)
This article investigates whether learning by doing is more beneficial than learning by viewing. ... more This article investigates whether learning by doing is more beneficial than learning by viewing. 60 university students followed two ZAPs. The students were randomly assigned to either of two groups, a learning-by-doing group that followed the ZAPs normally and a learning-by-viewing group that were offered a print-out of the ZAPs. Three knowledge measures (factual declarative knowledge, conceptual declarative knowledge and procedural knowledge) were taken. The analysis focuses on comparison between and within groups. Results showed significant difference between both groups on the efficiency measure for ZAP1. All other differences were not statistically significant, suggesting that learning-by-doing and learning-by-viewing with ZAPs are equally effective. Doing as well as viewing seems to invoke cognitive activity and lead to learning. Implications for further research are discussed.
Traditional education seems to focus on cognitive development, disregarding the affective. Via co... more Traditional education seems to focus on cognitive development, disregarding the affective. Via concept-context approach, a simulation of monetary and social mechanisms is built and examined on its merrits. The formal-creative approach seems very promising on all fronts.
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