Zobrazeno 1 - 10
of 17
pro vyhledávání: '"Ulrike-Marie Krause"'
Autor:
Ulrike-Marie Krause, Birgit Spinath, Eric Klopp, Heike Dietrich, Robin Stark, Frank M. Spinath, Ying Zhang, Roland Brünken
Publikováno v:
European Journal of Psychological Assessment. 36:212-215
Abstract. A growing body of studies has emphasized the need to consider method effects due to positively and negatively worded items for a better understanding of the factorial structure of psychological constructs. In particular, several researchers
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0aef66343de522f34a43e15440275e7a
https://doi.org/10.1027/1015-5759/a000484
https://doi.org/10.1027/1015-5759/a000484
Publikováno v:
Zeitschrift für Pädagogische Psychologie. 32:5-22
Zusammenfassung. Kompetenzen im Bereich wissenschaftlichen Denkens sind ein wichtiges Lernziel im Lehramtsstudium. Die vorliegende Studie untersucht, wie diese systematisch gefördert werden können. Im Rahmen einer experimentellen Interventionsstudi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9dadfa1e6bfb78417f7cbeadbd5adff1
https://doi.org/10.1024/1010-0652/a000219
https://doi.org/10.1024/1010-0652/a000219
Autor:
Vera Busse, Ulrike-Marie Krause
Publikováno v:
Learning and Instruction. 42:83-94
The article presents the results of a quasi-experimental intervention study with a 2 × 2 factorial design. We implemented a problem-based intercultural learning unit in four secondary schools (grades 9 to 12) and varied the teaching approach (analyt
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9ebed172a2d519bb146bb1390c67ddac
https://doi.org/10.1016/j.learninstruc.2016.01.006
https://doi.org/10.1016/j.learninstruc.2016.01.006
Autor:
Vera Busse, Ulrike-Marie Krause
Publikováno v:
Learning Environments Research. 18:425-452
This article explores to what extent a problem-based learning unit in combination with cooperative learning and affectively oriented teaching methods facilitates intercultural learning. As part of the study, students reflected on critical incidents,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::caa7a7358b26107f2447ae32196d6936
https://doi.org/10.1007/s10984-015-9193-2
https://doi.org/10.1007/s10984-015-9193-2
Autor:
Ulrike-Marie Krause, Roland Brünken, Frank M. Spinath, Eric Klopp, Birgit Spinath, Heike Dietrich, Robin Stark, Ying Zhang
Publikováno v:
Psychology Learning & Teaching. 14:115-130
The aim of the present study was to introduce a general theoretical model of scientific competencies in higher education and to adapt it to three social sciences, namely psychology, sociology, and political science, by providing evidence from expert
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3f20065d701e571795db6c7b58dbd126
https://doi.org/10.1177/1475725715592287
https://doi.org/10.1177/1475725715592287
Publikováno v:
Zeitschrift für Angewandte Linguistik. 2013:147-169
The present study aims at preparing students in the ninth grade of secondaryschool for apprenticeships by promoting their linguistic competencies.The study compares lower-track secondary school students who weretrained within a problem-based learning
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::52a496fa139a769671d54d71a63dfe3f
https://doi.org/10.1515/zfal-2013-0015
https://doi.org/10.1515/zfal-2013-0015
Autor:
Ulrike-Marie Krause, Robin Stark
Publikováno v:
Evaluation & Research in Education. 23:255-272
To examine the effects of reflection prompts, elaborated feedback and cooperation on learning and reflection, two experimental studies were conducted. For both studies, an example- and problem-based e-learning environment on correlation was used. In
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1dfbe77555aa7ad10d12d63badbb954e
https://doi.org/10.1080/09500790.2010.519024
https://doi.org/10.1080/09500790.2010.519024
Publikováno v:
Psychologie in Erziehung und Unterricht. 65:221
Die vorliegende Studie untersucht, wie wissenschaftliches Denken angehender Lehrkrafte anhand kooperativen fehlerbasierten Lernens gefordert werden kann. Hierzu wurde eine Lerneinheit konzipiert, die systematisch problem- und instruktionsorientiertes
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4f048706c030140ef19cc2066c5b3c27
https://doi.org/10.2378/peu2018.art13d
https://doi.org/10.2378/peu2018.art13d
Publikováno v:
Psychologie in Erziehung und Unterricht. 58:106-115
In einer Feldstudie wurde problembasiertes Lernen mit instruktionsorientiertem Lernen verglichen. Die Lehransatze wurden in zwei Hauptseminaren fur Lehramtsstudierende umgesetzt. Ziel der Seminare war die Vermittlung anwendbaren Theoriewissens zu den
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0ed49c98bfacb5423e836570e161cb05
https://doi.org/10.2378/peu2011.art27d
https://doi.org/10.2378/peu2011.art27d
Publikováno v:
Learning and Instruction. 19:158-170
This study examined whether cooperative learning and feedback facilitate situated, example-based e-learning in the field of statistics. The factors “social context” (individual vs. cooperative) and “feedback intervention” (available vs. not a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::428cff2ef2a331314a1610adabf00208
https://doi.org/10.1016/j.learninstruc.2008.03.003
https://doi.org/10.1016/j.learninstruc.2008.03.003