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You are here : nwu-Essen / Research projects / Research projects 2006 - 2009![]() |
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Project Vertical Linkage (Continuation) | ||||||||||||||
Vertical linkage and cumulative learning in the science classroom Applicants for grant: Prof. Dr. Hans E. Fischer, Prof. Dr. Elke Sumfleth Assistant in Project: Dr. Knut Neumann, Anna Lau Project periode: 10.2006-9.2009 Publications of the Project |
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Project Learning Processes (Continuation) | ||||||||||||||
Diagnosing and promoting learning process in science instruction Applicants for grant: Dr. Joachim Wirth, Prof. Dr. Detlev Leutner, Prof. Dr. Hans E. Fischer Assistants in Project: Jill Gößling, Jessica Marschner Project periode: 01.2007 - 01.2010 The aim of this project is to improve diagnosing and promoting of the regulation of learning processes in science instruction. Therefore, an already existing computer-based learning environment on “buoyancy in fluids” is to be used to investigate the regulation of learning processes in which declarative and procedural scientific knowledge is applied to acquire knowledge about a specific content domain. In addition, a further computer-based learning environment on “acids and bases” will be developed and evaluated. To foster strategy use and the regulation of learning processes micro-adaptive online-aids will be developed and implemented into the computer-based learning environments. Two different types of adaptive online-aids will be distinguished: (1) aids which foster the appropriate strategy use and (2) aids which foster identification and avoidance of mistakes. On the one hand, the inevitable online-acquisition of these online-aids will be accomplished with the help of already existing computer-based measures of strategy use and regulation. On the other hand, new computer-based measures for diagnosing mistakes will be developed and evaluated. Publications of the Project |
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Project Visualisation (Continuation) | ||||||||||||||
Visualization of science text contents Applicants for grant: Prof. Dr. Detlev Leutner, Prof. Dr. Elke Sumfleth Assistant in Project: Dr. Hubertina Thillmann, Claudia Leopold, Annett Schwamborn Project periode: 10.2007 - 09.2010 The purpose of the visualization project is aimed at developing a theoretical basis for a computer-based visualization tool for fostering learning processes in science text comprehension. The visualization tool helps students to construct external visual representations of text paragraphs. The main advantage of such a tool is that it provides specific support during the visualization process and thus reduces time and effort while constructing external representations. |
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Project Small Group Learning (Continuation) | ||||||||||||||
Small Group Learning Applicant for grant: Prof. Dr. Elke Sumfleth Assistant in Project: Isabel Wahser Project periode: 10.2006-9.2009 Structuringtraining to deal with mistakes in process orientated learning in cooperative small groups in chemistry education Publications of the Project |
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Project Diagnosis of Competence | ||||||||||||||
Diagnosis of competence in physics education in grade 5 to 10 Applicants for grant: Prof. Dr. Hans E. Fischer, Dr. Knut Neumann Assistants in Project: Dr. Alexander Kauertz, Hendrik Härtig, Irene Neumann Project periode: 01.2007 - 01.2010 Klieme et al. (2003) identify the operationalization of national education standards as main goal in development of our educational system. In science education national education standards for the secondary level were published in 2005. The operationalisation, that is description and empirical testing of a respective competence model within these standards, poses a challenge for research in science education.Aim of this project therefore is the development and empirical prove of a model for structure of competence and respective paper and pencil test. The study will embrace two steps: 1. Testing the competence structure described by the model as an internal aspect of construct validity and 2. investigating external aspects of construct validity. Publications of the Project |
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Project Final High School Examination | ||||||||||||||
Conditions and effects of central and local final examinations in science education Applicants for grant: Prof. Dr. Klaus Klemm, Dr. Isabell van Ackeren Assistant in Project: Dr. Rainer Block Project periode: 01.2007 - 01.201004.2007-12.2009 After many heated discussions about education policy, Germans have become aware of the urgent necessity of modifying their academic control system methodically. The implementation of central secondary-school final examinations is a fairly distinctive example of the many reforms that are put into practice in Germany at the present time. The central secondary-school final examination represents an important summative evaluation method, in which all pupils in one federal state finally have to work on the same assignment of tasks in certain subjects at exactly the same time. Publications of the Project |
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Project PLUS-Study | ||||||||||||||
Changes of Teachers’ professional knowledge, teaching strategies and students’ motivation from primary to secondary school Applicants for grant: Prof. Dr. Kornelia Möller, Prof. Dr. Hans E. Fischer Assistant in Project: Katharina Fricke, Dr. Alexander Kauertz, Thilo Kleickmann, Kim Lange Project periode: 10.2006-9.2009 International studies show differences in achieving most important aims of teaching, motivation and skills, depending on school level. A significant difference -especially concerning physics- is expected between primary and secondary school affecting students’ transition from primary to secondary level. Since there is a lack of systematic comparative studies investigating this transition this project analyses differences in teachers’ orientation to students’ interests, abilities and comprehension in science lessons focusing physics content. Additionally, differences in teachers’ professional knowledge and effects of teachers’ orientation and professional knowledge on students’ motivation and skills will be investigated. |
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Project Quality of Instruction in Biology | ||||||||||||||
The quality of instruction and the inherent structure of biological knowledge in relation to students’ achievement Applicants for grant: Dr. Birgit J. Neuhaus, Prof. Dr. Angela Sandmann Assistant in Project: Stefanie Wüsten Project periode:10.2006-9.2009 Research on instructional quality identified a multitude of isolated factors influencing students’ achievement. Whereas most studies focus on general aspects of teaching, the present study intends to extend those aspects to subject-specific aspects and to examine the interaction of both. |
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Project Context and Concept-Mapping in Biology and Chemistry | ||||||||||||||
Influence of context and concept maps on success in learning and motivation in Biology and Chemistry Applicants for grant: Prof. Dr. Angela Sandmann, Prof. Dr. Elke Sumfleth Assistant in Project: Sabine Fechner, Marion Haugwitz Project periode: 10.2006-9.2009 This study investigates whether concept mapping as a learning strategy is able to support the integration of new conceptual knowledge into prior knowledge in a cooperative and context-oriented learning environment. It also considers whether context-oriented instruction has a positive effect on learning outcomes with situational interest as a mediating variable. The experimental study takes into account the two variables context and concept mapping and assesses their effects on students’ achievement by means of a two-factorial control-group design. Publications of the Project |
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Project Homework | ||||||||||||||
Practice of homework in the Chemistry classroom Applicants for grant: Prof. Dr. Elke Sumfleth, Dr. Isabell von Ackeren Assistant in Project: Corinna Kieren Project periode: 10.2006-9.2009 Under certain conditions homework studies show positive effects on students’ cognitive achievement. With respect to chemistry education, different types of homework like, for example, experimental tasks or laboratory reports can be introduced apart from regular homework practice. The goal of this research project is to collect and analyse data on current homework practice in German chemistry education. Therefore teachers of 10th-grade students in German secondary schools are questioned. The data collection takes place in Baden-Wuerttemberg, Schleswig-Holstein - both with PISA peak values - and North Rhine-Westphalia, for which the PISA data points out significant differences with regard to the duration of homework. With reference to the standards of optimal homework which have been worked out in research so far actual homework practice will be categorised (e.g. regarding the frequency, the length, the kind of setting, the complexity of tasks and the form of checking of chemistry homework). Through the formation of extreme groups (optimal homework versus dysfunctional and no homework) an intervention study is planned in order to make predictions whether modifying the 'homework design' results in higher learning outcomes in chemistry education. Furthermore, possibilities of improvement are offered. Publications of the Project |
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![]() | current research projects from 2009 | ||||||||
![]() | Research projects 2006 - 2009 | ||||||||
![]() | Research Projects 2003-2006 | ||||||||
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![]() | Dissertations | ||||||||
![]() | Dissertations finished | ||||||||
![]() | Dissertations (finished since Jan. 2009) | ||||||||
![]() | Dissertations finished before 2009 | ||||||||
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