Cybermobbing stellt ein nicht zu unterschätzendes Problem der heutigen Sozialen Medien dar. In diesem Beitrag interessiert, (1) ob sich Einstellungen gegenüber Cybermobbing empirisch erfassen lassen und (2) welche Einstellungen Schülerinnen und Schüler gegenüber Cybermobbing haben. ie Stichproben der vorliegenden Untersuchung entstammen der IEA-Ländervergleichsstudie ICILS (Schweizer Modul) und der Studie Lebenswelten Ostschweizer Jugendlicher (LeOJ). Das Alter der befragten Schülerinnen und Schüler liegt zwischen 12 und 16 Jahren. Zur Erfassung der Einstellung gegenüber Cybermobbing wurde ein Instrument neu entwickelt, welches hier vorgestellt wird. Die beiden Datengrundlagen bestätigen ein theoretisch begründetes g-Faktormodell. Die Ergebnisse zeigen, dass die Schülerinnen und Schüler gegenüber Cybermobbing in deutlicher Mehrheit negativ eingestellt sind.

Educational technologies are not homogeneous. This chapter proposes a framework to categorize various technologies in the K-12 educational setting into groups of operational technologies and pedagogical technologies by whether they directly participate in the process of teaching and learning. Furthermore, pedagogical technologies are split into tool-based and program-based technologies based on whether they are teacher-driven tools or algorithm-driven learning programs. Efficient adoption of tool-based technologies requires a redefinition of learning goals to embrace student-centered education. Program-based technologies need more research to be fully understood and improved, and current ones are underresearched and fail to engage and motivate students to learn.

Der Beitrag untersucht die Frage, inwiefern die Qualität des beziehungsorientierten Classroom Managements (CRM) von Seiten der Lehrperson mit den überfachlichen Kompetenzen (üK) ihrer Schüler/-innen zusammenhängt. Die Daten sind bei Schweizer Kindern/Jugendlichen der 3. bis 9. Klasse mit Hilfe eines Fragebogens erhoben worden. Anhand von Strukturgleichungsmodellen lässt sich zeigen, dass die fremdeingeschätzten Kompetenzen der Klassenlehrperson – sowohl hinsichtlich Beziehungs- als auch Disziplinmanagement – signifikant mit selbst eingeschätzten personalen und sozialen Kompetenzen korrelieren. Bilanz: Bei der Förderung überfachlicher Kompetenzen ist die Lehrkraft als Person bedeutsam. (Verlag)

Considering mathematics education as a DESIGN SCIENCE has strong roots in Germany. E. Ch. Wittmann in particular contributed to the establishment of this approach. From a DESIGN SCIENCE perspective, substantial learning environments play a crucial role. They comprise mathematical tasks which are connected in an operative way, indicative of a specific epistemological structure. In such substantial learning environments, students are actively immersed in learning mathematics, and the learning environments allow for the pursuit of individual and differentiated learning processes. In this chapter, we first address the scope of Design Science and pay attention to characteristics of the learning environments and how teaching experiments can be conducted. We then focus on key ideas and their role as a design principle. In the next section, we provide a comprehensive example of designing a learning environment. Lastly, we shift our attention to the Design Research approach, which complements designing substantial learning environments by empirically studying the initiated learning processes to gain evidence for both theoretical considerations and design principles.

Der vorliegende Beitrag untersucht vor dem Hintergrund der Fremdsprachenreform in der Schweiz, welche motivationalen Orientierungen für das Lernen von Englisch und Französisch am Ende der Primarstufe vorliegen und wie sich die Spra-chenlernmotivation am Übergang in die Sekundarstufe I entwickelt. Die Ergebnisse aus der Längsschnittstudie (n = 314) zeigen, dass am Ende der Primarstufe ein deutlich günstigeres Motivationsmuster für das Lernen von Englisch als für Französisch vor-liegt. Am Stufenübergang sinkt in beiden untersuchten Sprachen die intrinsische Motivation, besonders stark beim Französisch-lernen. Die Umkehrung der Sprachenreihenfolge (Englisch- vor Französischunterricht) hat keine signifikanten Effekte auf die Motivation, später Französisch zu lernen.

This research presents an empirical model based on expectancy-value theory to explain students’ attitudes toward science-based technology. The question is how students’ attitudes are connected with their aspirations for a career in the technology and engineering fields. There is a high demand for technology professionals, but students’ interest in such careers is low. The context of this study is a cooperation project involving local industry and Swiss secondary schools that aims to foster students’ interest in science-based technology. We conducted a mix-methods study with a sample of 337 students in secondary school (grades 7–9) and 12 science teachers. Based on the questionnaire data, we created a structural equation model to analyze the relationships between students’ expectancy-value attitudes and career interests. Context variables, such as gender, parents’ professions, and having a workshop at home complement the model. With the help of the data collected in the teacher interviews, the results were validated and elaborated. The findings indicate students’ attitudes and interest in science-based technology were rather low in general, and as expected, they were significantly lower for girls. Our 2-factor empirical model showed a stronger focus on application than on theory. Self-concept and values were predictors of career interests, but not of interest in applied science. Context variables also played a significant role. Triangulation of the data helped validate the measured constructs. In conclusion, our results indicate that school science lessons might not offer sufficient experiences in applied science to secondary school students. Interest in a career in the technology and engineering fields can be triggered by integrating more engineering experiences in the science classroom.

The challenge of educational game design is to develop solutions that please as many players as possible, but are still educationally effective. Educational game designers need to understand how users interact with different types of user interfaces and how this interaction affects users’ educational experiences and effectiveness of learning. In this research we utilized eye tracking method in order to explore the game-based learning process and the perception of user interfaces of four educational games. Based on perceptual data we evaluated the playing behavior of 43 Finnish and Austrian children aged from 7 to 13. The results indicated that players’ perception patterns varied a lot and some players even missed relevant information during playing. The results showed that extraneous elements should be eliminated from the game world in order to avoid incidental processing in crucial moments. Animated content easily grasps player’s attention, which may disturb learning activities. Especially low performers and inattentive players have difficulties in distinguishing important and irrelevant content and tend to stick to salient elements no matter of their importance for a task. However, it is not reasonable to exclude all extraneous elements because it decreases engagement and immersion. Thus, balancing of extraneous and crucial elements is essential. Overall, the results showed that eye tracking can provide important information from game based learning process and game designs. However, we have to be careful when interpreting the perceptual data, because we cannot be sure if the player understands everything that he or she is paying attention to. Thus, eye tracking should be complemented with offline methods like retrospective interview that was successfully used in this research.

Ziel der Untersuchung war es zu analysieren, inwiefern die sprachliche Komplexität von Texten aus in der Schule und Freizeit gelesenen Büchern mit der Lesekompetenz und dem Wortschatz von Schülerinnen und Schülern zusammenhängt. Zur Bearbeitung der Fragestellung wurden Daten von N = 405 Neuntklässlerinnen und Neuntklässlern der Bamberger Längsschnittstudie BiKS (Bildungsprozesse, Kompetenzentwicklung und Selektionsentscheidungen im Vorschul- und Schulalter) ausgewertet. Auf Basis der Angaben zu den in der Schule und Freizeit im letzten halben Jahr gelesenen Büchern konnte kein eindeutiges Befundmuster im Hinblick auf Zusammenhänge zwischen der sprachlichen Komplexität der angegebenen Bücher und dem Wortschatz beziehungsweise der Fähigkeit zum verstehenden Lesen von Texten etabliert werden. Im Beitrag diskutiert werden Herausforderungen bezüglich der Interpretation eines solchen Befundmusters sowie das Forschungsdesiderat weiterer transdisziplinärer, die Bildungsforschung und Computerlinguistik einbindenden, Forschung.

Dynamic structural equation modeling was applied to examine feelings of competence and in the moment motivation among pre-service science teachers (N = 101) enrolled in a course on practical biology during their second semester. The student teachers completed a short questionnaire 18 times, and the interaction between their feelings of competence and momentary motivation over time was examined in relation to control-value theory. The autoregressive values of both variables were significant, and a pattern was observed of low competence at the beginning of the course session, combined with low motivation in the moment. Feelings of competence increased by the end of each course session but returned to a low level at the beginning of the next session. Momentary motivation followed this back-and-forth shifting somewhat but showed more carryover effects. The student teachers’ motivation depended on their feelings of competence from the previous moment in the biology course session, but feelings of competence did not depend on their motivation.

Aus dem Vergleich der Lehrerinnen- und Lehrerbildungsstrukturen an Universitäten und Pädagogischen Hochschulen in Deutschland, Österreich und der Schweiz sowie der Diskussion des Forschungsstands zeigt sich, dass sich die beiden Hochschul­typen annähern: Während die universitäre Lehrerinnen- und Lehrerbildung vermehrt Praxis­bezüge integriert, verstärken die Pädagogischen Hochschulen Wissenschaft und ­Forschung.

Measuring human aptitude and learning processes has a very long tradition and the research community established well-elaborated test theories. Since the advent of learning analytics, a new community is contributing to the theories and methodologies of measuring learning. In this paper we introduce Competence-based Knowledge Space Theory as a combinatorial, multi-dimensional framework for modelling and assessing competencies and competence development over time. A particular strength of the approach is the conceptual and methodological separation of latent aptitude (competencies, knowledge) and observable performance as indicators for aptitude. In the Lea´s Box project, the approach has been realized and deployed as online learning analytics platform tailored to the needs of conventional classroom settings (i.e., only little, heterogeneous, and incomplete data as basis for analytics). The paper illustrates the potential strengths of the approach and gives and outlook for future developments.