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Research projects![]() | Members of staff![]() | Dissertations & Publications![]() | Events, Lectures and Colloquiums![]() | Service![]() | ||||||||||
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You are here : nwu-essen / Research projects / current research projects from 2009![]() |
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Project Experimentation | ||||||||||||||
TP1: Enhancing experimental methods in the science classroom |
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Project Visualisation | ||||||||||||||
TP 2: Visualisation in science classroom - Evaluation on the basis of biological issues |
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Project Competence in Physics | ||||||||||||||
TP 4: Competence in Physics in upper Secondary School The development and the evaluation of subject-specific competencies is an essential requirement in determining the structure of pupils’ competencies. At the moment, there is no empirically secured model of physics competence for upper secondary education. The DFG-Project „Physics Competencies in Upper Secondary Education“ aims to develop a model of competence for secondary education. Starting point are national and international curricula and the norms and A-level tasks that are agreed between the German federal states (EPA). More details |
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Project Central Final High School Examination | ||||||||||||||
TP 5: Conditions and tasks for local and central final examination in science classroom Assuming that highly standardized exit examinations can cut the room for manoeuvre of school actors and thus better direct their work, the project takes a comparative look at the effects of the highly standardized state-wide exit examinations at the end of upper secondary schooling in Finland, Ireland and the Netherlands. More details |
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Project Longitudinal Analysis PLUS | ||||||||||||||
TP 6: Pupils’ perception of science education and development of motivational and self-centred variables in the transition from primary to secondary school (longitudinal study PLUS) |
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Project Effects of Context | ||||||||||||||
TP 7: Systematically changed contexts and their influence on the learning of biological and chemical concepts Please see German page for more information |
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Project Homework in the Chemistry classroom | ||||||||||||||
TP 8: Practice of homework in the Chemistry classroom Students tend to make a minor effort doing their homework, probably considering homework a waste of time. However, various studies have shown a positive effect of homework effort on achievement. As a result, the question arises what role motivation plays with regard to homework effort and achievement and how the latter can be affected by the nature of homework assignments. More details |
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Project Contexts and Competence in Physics | ||||||||||||||
TP 9: Contexts and Competence in Physics Context is part of the new approach of tasks’ development and part of physics competence. A systematic consideration in competency models has not been possible, yet, because of the rather vague definition of context. More details |
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Project Instructional prompts | ||||||||||||||
TP 11: Content based and strategic prompts at cooperative learning with biological tasks Worked-out examples enable the learning of scientific concepts. Furthermore, they foster problem solving skills (Pirolli & Recker, 1995; Renkl, 2002; Mackensen-Friedrichs, 2004). The learning outcomes are mainly affected by the instructional design (Atkinson et al., 2000; Renkl, 2005) and the students’ self-explanations (Chi et al., 1989; Renkl, 1999; Lind, Friege, & Sandmann, 2005). Self-explanations differ in intensity and quality depending on the extent of prior content knowledge, i.e. students with high prior content knowledge (experts) vs. students with low prior content knowledge (novices) (Kroß & Lind, 2001; Lind, Friege & Sandmann, 2005). |
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Project Biological Test Questions | ||||||||||||||
TP 12: Concrete biological examples and their influence on tasks' difficulty The difficulty of test items seems to be influenced by the biological example in the item. Items containing plants as an example are more difficult than those containing animals or humans. More details |
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Project Processes of Regulation | ||||||||||||||
TP 13: Metacognitive and motivational processes of regulation at self-regulated learning while experimentation Self-regulation of learning occurs on a metacognitive as well as on a motivational level (cf. Boekaerts, 1997; Zimmerman, 2000). The role of metacognition and motivation during learning has already been comprehensively investigated (i.a. Thillmann, 2008). In contrast, research on the regulation of motivation is still restricted to its assessment and the support of motivational regulation received almost no research attention so far (cf. Wolters, 1998, 2003). Thus, the purpose of this project is to experimentally investigate the effect of motivational regulation prompts in comparison to metacognitive regulation prompts in order to support the self-regulation of learning in a computer-based learning environment on experimentation. Metacognitive regulation prompts are expected to support the use of experimentation strategies (Thillmann, 2008), while motivational regulation prompts are expected to support the use of adequate motivational strategies. Dependent variables are knowledge about and use of cognitive experimentation strategies, as well as motivational strategies and acquired knowledge about the content of the learning environment. From a theoretical point of view, new insights into the role of motivational regulation in the learning process are expected. From a practical point of view, we expect a contribution to the evaluation of alternative approaches for the support of self-regulated learning in learning by experimenting. More details |
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Project PLUS-C | ||||||||||||||
TP 14: Teachers' professional knowledge and action and students achievement-A comparative study of Physics and Chemistry classrooms within the subject area of physical condition of water Please see German page for more information |
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![]() | current research projects from 2009 | ||||||||
![]() | Research projects 2006 - 2009 | ||||||||
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![]() | Dissertations | ||||||||
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![]() | Dissertations (finished since Jan. 2009) | ||||||||
![]() | Dissertations finished before 2009 | ||||||||
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