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Multidisciplinary Research on Teaching and Learning

  • Book
  • © 2015

Overview

Editors:
  1. Wolfgang Schnotz

    1. University of Koblenz-Landau, Germany

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  2. Alexander Kauertz

    1. University of Koblenz-Landau, Germany

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  3. Heidrun Ludwig

    1. University of Koblenz-Landau, Germany

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  4. Andreas Müller

    1. University of Geneva, Switzerland

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  5. Johanna Pretsch

    1. University of Koblenz-Landau, Germany

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-xxiv
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  2. Self-Regulation and Instruction

    1. Front Matter

      Pages 1-1
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    2. Educational Processes in Early Childhood Education: Activities of Target Children in Preschools

      • Wilfried Smidt
      Pages 3-18

    3. The Stability and Variability of Goals in Learning Contexts: A Systematic Literature Review and a Quantitative Investigation

      • Kathrin Bürger
      Pages 19-43

    4. Self-Regulation in Computer-Based Learning Environments: Effects of Learner Characteristics and Instructional Support

      • Loredana Mihalca, Wolfgang Schnotz, Christoph Mengelkamp
      Pages 44-67

    5. Does the Quality of the Application of Learning Strategies Foster Text Comprehension? A Reanalysis of Video Data

      • Christoph Schneider, Christian Weber, Peter H. Ludwig
      Pages 68-85

    6. Supporting Students’ Self-Regulated Learning with Teachers’ Feedback: Professional Experience as a Moderator of Teachers’ Attitude—Behavior Contingency

      • Eva Christophel, Christiane Baadte
      Pages 86-105

  3. Language Learning and Language Comprehension

    1. Front Matter

      Pages 107-107
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    2. A Cognitive Linguistic Approach to Teaching English Prepositions

      • Xin Song, Wolfgang Schnotz, Constanze Juchem-Grundmann
      Pages 109-128

    3. The Individual Theories of Teachers about Vocabulary Work with Mono- and Plurilingual Students in the German Language Classroom

      • Olena Bien, Stephan Merten, Wolfgang Schnotz
      Pages 129-145

    4. Child Respondents — Do They Really Answer What Scientific Questionnaires Ask For?

      • Gerlinde Lenske, Andreas Helmke
      Pages 146-166

    5. Video-Based Analyses of Reading Instruction in the Fourth Grade Based on the Observation System LUPE

      • Nora Heyne
      Pages 167-183

  4. Mathematics and Science Education

    1. Front Matter

      Pages 185-185
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    2. Which Heuristic Operations Do Primary School Students Use When Solving Complex Story Problems?

      • Johannes Groß, Natalie Gouasé, Renate Rasch, Wolfgang Schnotz
      Pages 187-200

    3. Forms of Representation for Solving Mathematical Word Problems — Development of an Intervention Study

      • Nina Sturm, Renate Rasch
      Pages 201-223

    4. Understanding Basic Concepts in Ray Optics: A Representational Approach

      • Rosa Hettmannsperger, Wolfgang Schnotz, Andreas Müller, Jochen Scheid
      Pages 224-238

    5. Scientific Experiments, Multiple Representations, and Their Coherence: A Task-Based Elaboration Strategy for Ray Optics

      • Jochen Scheid, Andreas Müller, Rosa Hettmannsperger, Wolfgang Schnotz
      Pages 239-252

    6. Smartphones & Co. in Physics Education: Effects of Learning with New Media Experimental Tools in Acoustics

      • Jochen Kuhn, Patrik Vogt
      Pages 253-269

    7. Video Analysis Exercises in Regular Introductory Physics Courses: Effects of Conventional Methods and Possibilities of Mobile Devices

      • Pascal Klein, Jochen Kuhn, Andreas Müller, Sebastian Gröber
      Pages 270-288

  5. Back Matter

    Pages 289-298
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Keywords

About this book

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.

Editors and Affiliations

  • University of Koblenz-Landau, Germany

    Wolfgang Schnotz, Alexander Kauertz, Heidrun Ludwig, Johanna Pretsch

  • University of Geneva, Switzerland

    Andreas Müller

About the editors

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 KatrinWeisenburger, University of Koblenz-Landau, Germany

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