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Am 16. September ist der neue Forschungsüberblick der Transfer Unit Wissenschaftskommunikation erschienen. Darin untersucht Dr. Carolin Enzingmüller vom IPN, und Mitglieds des Kieler Netzwerks für Wissenschaftskommunikation (KielSCN), die Wirkung visueller Wissenschaftskommunikation.
Abschließend sind alle Interessierten eingeladen, die Möglichkeiten und Herausforderungen
The ability to write argumentative essays is an important requirement in EFL curricula in Germany and Switzerland, with grammar and lexis serving as indispensable elements of this task. The literature shows that acquiring advanced grammatical and lexical skills is challenging for students, especially genre-specific lexical abilities. In this longitudinal study, we investigate how grammatical and lexical skills develop in two educational systems among learners at upper secondary schools (operationalized as number of grammatical and lexical errors). Based on texts from n = 470 learners at two time points at the beginning and end of Year 11, it shows that learners in both countries made more lexical than grammatical errors (partial η2 = .17). There were no differences between the countries. Longitudinal analyses revealed moderate positive developments in both grammatical and lexical skills over the course of one school year (partial η2 = .08). The study confirms the importance of vocabulary for advanced L2 writers, which seems to pose a larger challenge than grammar and warrants special attention in EFL writing at upper secondary school. Implications for teacher education and classroom practice such as the emulation of model texts are discussed, with a focus on lexical chunks typical of argumentative writing.
Karriere Leichte Sprache Gebärdensprache EnglishDeutsch Startseite Forschen Alle
In der neusten Folge des IPN-Podcasts „Im Dialog“ diskutieren hochkarätige Expert:innen das Potenzial von Large Language Models (LLMs) wie ChatGPT für das deutsche Bildungssystem. Der Anlass für diese fokussierte Diskussion ist das von der Ständigen Wissenschaftlichen Diskussion (SWK) kürzlich veröffentlichte Impulspapier „Large Language Models und ihre Potenziale im Bildungssystem“, das richtungsweisende Empfehlungen zur Integration von LLMs in Schulen enthält. Ein praxisnaher Leitfaden zum Thema „KI und Schule“ wurde zuvor von der Deutschen Telekom Stiftung herausgegeben, der eine Fülle an praktischen Impulsen bietet.
Ein Skript, in dem Sie alle Inhalte nachlesen können inklusive Shownotes erhalten
In ihrem neuen Gutachten „Lehrkräftegewinnung und Lehrkräftebildung für einen hochwertigen Unterricht“ empfiehlt die Ständige Wissenschaftliche Kommission der Kultusministerkonferenz (SWK) Maßnahmen für ein wissenschaftsbasiertes, klar strukturiertes Qualifikationssystem für Lehrkräfte in Studium, Vorbereitungsdienst und während des Berufs. Für den zweiten Weg ins Lehramt hat die SWK Modelle für einen Master mit anschließendem Vorbereitungsdienst entwickelt.
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The ability to write argumentative essays is an important requirement in EFL curricula in Germany and Switzerland, with grammar and lexis serving as indispensable elements of this task. The literature shows that acquiring advanced grammatical and lexical skills is challenging for students, especially genre-specific lexical abilities. In this longitudinal study, we investigate how grammatical and lexical skills develop in two educational systems among learners at upper secondary schools (operationalized as number of grammatical and lexical errors). Based on texts from n = 470 learners at two time points at the beginning and end of Year 11, it shows that learners in both countries made more lexical than grammatical errors (partial η2 = .17). There were no differences between the countries. Longitudinal analyses revealed moderate positive developments in both grammatical and lexical skills over the course of one school year (partial η2 = .08). The study confirms the importance of vocabulary for advanced L2 writers, which seems to pose a larger challenge than grammar and warrants special attention in EFL writing at upper secondary school. Implications for teacher education and classroom practice such as the emulation of model texts are discussed, with a focus on lexical chunks typical of argumentative writing.
Karriere Leichte Sprache Gebärdensprache EnglishDeutsch Startseite Forschen Alle
Although curriculum materials are essential for implementing instructional innovations, little is known about how exactly they support teachers’ enactment of innovative approaches and how explicitly they must integrate their key components. The paper contributes to reducing this research gap for one instructional innovation: explicit strategy instruction for word problem comprehension strategies. In our qualitative video study, teachers participated in a professional development on explicit strategy instruction and experimented with it in their classrooms. We compared the teachers’ enactment of strategy instruction in two implementation conditions: in the strong material support condition, teachers received curriculum materials in which components of strategy instruction were explicitly integrated. In the weak material support condition, the curriculum materials only provided the sequence of word problems, but the teachers had to implement explicit strategy instruction themselves. In the qualitative analysis of four cases of teachers’ videorecorded enactment, we unpacked how one teacher with weak support provided only limited learning opportunities by non-targeted enactment, with limited measurable student strategic learning gains. However, in the same condition, another teacher provided productive learning opportunities by explicit and targeted strategy instruction in spite of weak material support. In the strong material support condition, learning opportunities were assured even in a case of partially non-targeted enactment (yet high measurable student strategic learning gains). The findings bear consequences for combining curriculum materials with strong support and professional development.
Karriere Leichte Sprache Gebärdensprache EnglishDeutsch Startseite Forschen Alle
Although curriculum materials are essential for implementing instructional innovations, little is known about how exactly they support teachers’ enactment of innovative approaches and how explicitly they must integrate their key components. The paper contributes to reducing this research gap for one instructional innovation: explicit strategy instruction for word problem comprehension strategies. In our qualitative video study, teachers participated in a professional development on explicit strategy instruction and experimented with it in their classrooms. We compared the teachers’ enactment of strategy instruction in two implementation conditions: in the strong material support condition, teachers received curriculum materials in which components of strategy instruction were explicitly integrated. In the weak material support condition, the curriculum materials only provided the sequence of word problems, but the teachers had to implement explicit strategy instruction themselves. In the qualitative analysis of four cases of teachers’ videorecorded enactment, we unpacked how one teacher with weak support provided only limited learning opportunities by non-targeted enactment, with limited measurable student strategic learning gains. However, in the same condition, another teacher provided productive learning opportunities by explicit and targeted strategy instruction in spite of weak material support. In the strong material support condition, learning opportunities were assured even in a case of partially non-targeted enactment (yet high measurable student strategic learning gains). The findings bear consequences for combining curriculum materials with strong support and professional development.
Karriere Leichte Sprache Gebärdensprache EnglishDeutsch Startseite Forschen Alle
