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Large language models (LLMs) are now widely accessible, reaching learners across all
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Alle vier Wochen erscheint eine neue Folge mit wechselnden Gästen und Fragestellungen

Gemeinsam haben die Geschäftsführung des IPN, der Personalrat sowie die Referentin für Diversität, Gleichstellung und Nachwuchsförderung eine Dienstvereinbarung ausgearbeitet, die sich umfangreich mit dem Thema „Awareness“ auseinandersetzt und die zum Jahresanfang in Kraft getreten ist.
ein, ein diskriminierungsfreier, sicherer und gewaltfreier Ort zu sein, an dem alle

DigiProMIN Fachbereich Informatik
Struktur Der Moodle-Kurs wird als ein digitaler Selbstlernkurs gestaltet, der an alle

Als zentrale Anlaufstelle bündelt dieses die Open-Science-Aktivitäten über alle Sektionen

While existing surveys on professional development (PD) programs for mathematics teachers revealed a substantial growth in PD research studies, there has been a call for more in-depth reports. Inspired by reviews on practice-based pre-service teacher education, this systematic review focuses on PD activities developed and investigated for enhancing teachers’ practices for handling relevant tasks of mathematical teaching, to provide an overview of the state of PD research for practicing teachers. To accomplish this, keywords were used to identify relevant research, complemented by hand-searched papers which are in the core of the topic yet do not use the keywords. Based on the full-text analysis of 32 peer-reviewed studies, this systematic review uncovered the emphasis of the most studies on the task of supporting and enhancing student learning followed by noticing and assessing student thinking, with variation in associated teaching practices. Differences in the level of reporting on PD activities were revealed concerning both the PD design and the research about PD. Tendencies in the types of frameworks for designing PD were also found, with almost half the studies situating teacher learning in practice. Overall, this review not only advances the field by making findings on teacher practices to handle tasks of teaching more comparable, but by gaining insights into the types of corresponding PD activities.
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While existing surveys on professional development (PD) programs for mathematics teachers revealed a substantial growth in PD research studies, there has been a call for more in-depth reports. Inspired by reviews on practice-based pre-service teacher education, this systematic review focuses on PD activities developed and investigated for enhancing teachers’ practices for handling relevant tasks of mathematical teaching, to provide an overview of the state of PD research for practicing teachers. To accomplish this, keywords were used to identify relevant research, complemented by hand-searched papers which are in the core of the topic yet do not use the keywords. Based on the full-text analysis of 32 peer-reviewed studies, this systematic review uncovered the emphasis of the most studies on the task of supporting and enhancing student learning followed by noticing and assessing student thinking, with variation in associated teaching practices. Differences in the level of reporting on PD activities were revealed concerning both the PD design and the research about PD. Tendencies in the types of frameworks for designing PD were also found, with almost half the studies situating teacher learning in practice. Overall, this review not only advances the field by making findings on teacher practices to handle tasks of teaching more comparable, but by gaining insights into the types of corresponding PD activities.
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Comprehension of expository texts is an important prerequisite for self-regulated learning. Processes of passive validation and metacognitive monitoring are thought to be involved in building a coherent situation model of a text. Inconsistency tasks are often used to measure these processes. Several studies have shown longer reading times for inconsistent sentences than for consistent sentences. However, it remains unclear whether the additional time arises from passive disruptions of the reading process when encountering an inconsistency or from metacognitive processes of reanalysis of previous text. To address this issue, we recorded the reading behavior of 96 university students with an eye-tracker while they read inconsistent and consistent expository texts. We analyzed first-pass reading (first-pass reading time, lookbacks) and reanalysis (rereading time, revisits) at the level of the (in)consistent target word, at the sentence-final word of the target sentence, and in the pre-target text. Our results did not strongly support the hypothesis that immediate changes in reading behavior when inconsistencies are first encountered influence the detection and processing of inconsistencies. Our results partially supported the hypothesis that processes of text reanalysis, specifically of the source of inconsistency, increase the probability of identifying an inconsistency. The findings indicate that a purposeful reanalysis of passages that appear inconsistent to readers improves situation model construction for (short) expository texts about conceptually difficult topics. Learning from texts thus requires metacognitive comprehension monitoring beyond passive validation processes.
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Being able to comprehend informal arguments in scientific texts is important for scientific literacy in higher education. Successful intervention studies demonstrating that these skills can be trained in university students have not yet provided evidence that gains of explicit training can be maintained beyond immediate post-training assessment. In this study, we tested whether the gains in argument structure comprehension achieved using a self-directed, web-based training intervention could be maintained over several weeks as an indication of sustained improvement in scientific literacy. We also explored characteristics of students and their engagement with the training intervention that resulted in significant and sustained improvements of their argument structure comprehension skills. One hundred students took part in a voluntary supplement to their university courses, completing an online pretest, a 45-minute training session, a posttest (n = 88), and a followup test (n = 31). Training effects at posttest were compared with an active control group. The results suggest that the training group exhibited significant gains in argument structure comprehension. These gains were maintained across a four-week period. Students with low starting ability profited the most from the training and gains in argument comprehension were greatest for complex arguments. Training results were positively related to student motivation and this effect was fully mediated by their engagement with the training exercises. The results demonstrate that training gains can be maintained after immediate posttraining assessment and suggest that training is particularly effective for low-performing students, for complex arguments, and when students are motivated and engage with the training exercises.
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Understanding the global cycling of carbon is critical to participate in the current public discussion on climate change in an informed manner. Fostering system thinking is key to reach this goal. Of the various influences on students’ development of system thinking in relation to the carbon cycle, the present study focuses on the influence of textbooks – both their explanatory texts and the activities they provide for students. Research-based information pertaining to ways students work on acquiring system thinking skills when solving textbook tasks on the carbon cycle is scarce. Therefore, this study investigates two research questions: (1) Which system thinking skills are addressed in German biology textbook tasks on the carbon cycle? and (2) Which entities and activities from different levels of biological organization do students deal with when working on the tasks? The second research question relates to the argument that the multi-level character of the carbon cycle causes particular learning difficulties for students. Following a qualitative content analysis, two coding schemes are developed and applied. The main results: the system thinking skills “identifying system organization” and “analyzing system behavior” are more frequently addressed than “system modeling”. The selection of entities and activities of the carbon cycle in the tasks depicts a variety of individual aspects but often does not allow a continuous tracing of dynamics in the carbon cycle along carbon flows. We suggest a greater emphasis on systems modeling in carbon cycle tasks and that the selection of entities and activities should support knowledge integration.
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