Zobrazeno 1 - 10
of 54
pro vyhledávání: '"Stephan Dutke"'
Publikováno v:
Frontiers in Education, Vol 9 (2024)
IntroductionThe flipped classroom (FC) model shifts the initial presentation of new content from in-class to out-of-class, while in-class time focuses on elaborating previously presented content. Although FC’s benefits on learning outcomes are well
Externí odkaz:
https://doaj.org/article/e35e89a4e17740ef89c2661c86367048
Autor:
Daniel Ebbert, Stephan Dutke
Publikováno v:
Research in Learning Technology, Vol 28, Iss 0, Pp 1-14 (2020)
Students’ usage of lecture recordings can be characterised by usage frequency, repetitiveness and selectivity in watching, lecture attendance, and social context and location in which students watch the lecture recordings. At the University of Mün
Externí odkaz:
https://doaj.org/article/05351ec4d4cd4196beff2e2665efcbf4
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
This study investigated situational changes in learners’ degree of autonomous regulation during other-initiated learning activities and examined the influence of the instructional style on such changes. To this end, relative autonomous motivation o
Externí odkaz:
https://doaj.org/article/4b3af77f6c484bb4acd4dacf0776bbed
Publikováno v:
Pedagogika, Vol 68, Iss 4 (2019)
Abstract We describe basic concepts of contemporary teacher education from a psychological perspective, typified with examples from teacher education programs run at the University of Münster, Germany. After describing the context of teacher educ
Externí odkaz:
https://doaj.org/article/8f2dd902d35d42f8a29735d8316dc849
Publikováno v:
Instructional Science.
Research suggests that explanatory pictures support learning, whereas pictures that distract processing resources from the main ideas of a text may impair learning and are considered as seductive illustrations. However, non-explanatory pictures that
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d0aeb674399cdd55290833b82c434b8e
https://doi.org/10.1007/s11251-023-09618-8
https://doi.org/10.1007/s11251-023-09618-8
Autor:
Jonathan Barenberg, Stephan Dutke
Publikováno v:
Unterrichtswissenschaft. 50:17-36
ZusammenfassungIn Schule und Hochschule werden Tests meist als Instrument zur Leistungsüberprüfung und -bewertung eingesetzt. Dabei weisen Ansätze des evidenzbasierten Lehrens und Lernens darauf hin, dass Testen als Abrufübung auch zur Lernförde
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1d84010d5bb1613b91943a475bb2415f
https://doi.org/10.1007/s42010-021-00138-3
https://doi.org/10.1007/s42010-021-00138-3
Autor:
Stephan Dutke, Jonathan Barenberg
Publikováno v:
Psychology Learning & Teaching. 21:99-112
This study investigated the effects of retrieval practice on the cognitive and metacognitive learning outcome in a psychology lecture at university. In a within-subjects design, N = 180 students completed an intermediate knowledge test in the 9th ses
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::28a44acc51888a697f7bf24b9af04cfa
https://doi.org/10.1177/14757257211049312
https://doi.org/10.1177/14757257211049312
Publikováno v:
Psychologie in Erziehung und Unterricht. 68:199-212
Umgang mit Heterogenitat im schulischen Kontext ist eine zentrale Herausforderung fur Lehrkrafte. Durch die Bund-Lander-Forderrichtlinie „Qualitatsoffensive Lehrerbildung“ (QLB) des BMBF (2018) wurde der Umgang mit Heterogenitat von Schulerinnen
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b5554f7fd0afc3cd17e9afb84e2c72d7
https://doi.org/10.2378/peu2021.art14d
https://doi.org/10.2378/peu2021.art14d
Autor:
Sebastian Scholz, Stephan Dutke
Publikováno v:
European Journal of Psychology and Educational Research. 4:13-24
Teachers often face complex educational judgments and research has shown that teachers are prone to be influenced by unrelated information in their judgments and decisions. To investigate the influence of potential misinformation we employed a list-m
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ef6e63a738f925c4ae6ddb50fc1c8034
https://doi.org/10.12973/ejper.4.1.13
https://doi.org/10.12973/ejper.4.1.13
Publikováno v:
Applied Cognitive Psychology. 35:700-710
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::79b075c6bc5a11a24f08edf1eb3677ff
https://doi.org/10.1002/acp.3796
https://doi.org/10.1002/acp.3796