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The Fashion DIET teaching and learning materials “Implementing ESD in Textile and Fashion Education” provide eight best practice examples, developed by lecturers and master students at the University of Education Freiburg. The teaching units comprise topics such as raw materials, circular fashion, visible mending and upcycling, craftivism and sustainable costume design as well as microplastics through textiles and a textile quartet. They are suitable for the secondary level of the general education system and/or for vocational education and training. Both theoretical and practical teaching sequences are offered. Teachers and trainers are invited to adapt them to the requirements of the learning group according to their own ideas.
We use numbers and fractions every day, for example when we are doing our shopping or baking a cake. But mathematics is, of course, much more: it is the language of science, or, to use Galileo's words, “the book of Nature is written in mathematical language” (Galileo, 1623) and some mathematical competencies beyond basic arithmetic are required in most professions. Basic mathematics, i.e., elementary arithmetic, elementary geometry and some elements of calculus, is taught in school, not just for everyday life, but as a tool for many different professions. In school, however, mathematics is either “loved” or “hated”, as Hersh and John-Steiner masterfully describe in their book “Loving and Hating Mathematics” (Hersh and John-Steiner, 2010). Research in mathematics education has definitely contributed to reducing school students' hatred of mathematics and this reduction may be seen as one of its many goals.
In contrast with mathematics, the field of mathematics education is strongly interdisciplinary; the closest field to influence it directly is psychology. In fact, mathematics education is consistently shaped by both behavioral and cognitive perspectives, since so many factors—the power of visualizations, the effect of representation formats, but also factors like gender, self-efficacy, etc.—influence and sometimes determine students' performance.
Our aim for this Research Topic and for the collection of papers we are now publishing has thus been to illustrate the relevance of such various psychological perspectives for mathematics education using the contributions of colleagues from around the world. All the contributions we have collected address these interdisciplinary perspectives explicitly or implicitly.
Modern Education for Sustainable Development aks for a transformation of STEM teaching and learning. The EU Open Schooling project MOST at the centre of this article provides powerful insights into innovative methods to support an action-oriented, collaborative, interdisciplinary and empowering educational transformation.
Maturity models are increasingly used to advance the processes of organizations, including Higher Education Institutions. In this paper, we review existing maturity models to analyze and optimize the accessibility of organizations. Therefore, we conducted a systematic literature research in the databases Web of Science, IEEE Xplore, BASE, ACM, and Google Scholar, resulting in 13 different maturity models. An additional web search on maturity models for accessibility found another 12 maturity models that we added to the results. Finally, we analyzed the 25 maturity models in more detail, specifically the indicators that each maturity model uses to measure accessibility. The most frequent indicators were “responsibility”, “competences & training”, and “monitoring”, with differences in the frequencies when separated by target group. Out of the 25 maturity models found, only 6 focused on Higher Education Institutions. None of the existing maturity models focuses on teaching and learning of accessibility explicitly.
Introduction:
Results from experimental research in instructional psychology
imply that a deep menu structure of a e-learning website may provide useful segmentation. However, menu depth also increases the need for navigation and thus, might have impairing eects on learning. Furthermore, instructional support can be provided by including a checklist, to ensure that learners reflect on their
study progress. The study aimed at investigating which menu structure is beneficial for e-learning websites and whether a checklist could compensate the negative effects of an unfavorable menu structure.
Methods:
Therefore, in an online experiment, we let 101 students learn facts about rocks from an e-learning website with either a deep or a flat menu structure. We further manipulated whether metacognitive support through a checklist was provided or not. Learning outcomes, cognitive load, metacognitive factors as well
as learning time were measured.
Results:
Results show no main eects of the menu depth or the presence of
a checklist on retention and transfer performance. Learning achievements in percent for retention were 37.31 (deep menu/checklist), 31.10 (deep menu/no checklist), 36.07 (flat menu/checklist), 38.13 (flat menu, no checklist) and for transfer were 35.19 (deep menu/checklist), 34.40 (deep menu/no checklist), 37.78 (flat menu/checklist), 33.23 (flat menu, no checklist). Yet, there are hints that the deeper menu structure had a negative eect on learning processes: The deep menu structure led to an enhanced extraneous cognitive load (ECL) and reduced
learning efficiency. However, providing a checklist had beneficial eects mainly when learning with a deep menu structure but not overall. Unexpectedly, the presence of the checklist did not influence metacognitive measures.
Discussion:
Our study suggests that possible costs of a deep menu structure
should be considered when designing instructional checklists. However, the study also provides a way in which these costs can be compensated, which is by using a checklist. Implications for instructional research and e-learning are discussed.
Parental self-efficacy (PSE) is an essential predictor of parenting practices and child development. The content-specificity of PSE is not well understood: Previous studies are based on either measure of general parental self-efficacy or task-specific parental self-efficacy but not measures of both constructs. Thus, we do not know how both constructs are related. With data from the “AQuaFam” study, we compared four-factor models to investigate the structure of PSE. It was a priority whether (1) task-specific and general PSE could be assessed separately or (2) be mapped in a hierarchical model with task-specific PSE factors and a superordinate factor of general PSE. A Chi-square test shows no significant model improvement, which indicates general and task-specific PSE being separate dimensions. US studies suggest that low-income parents, migrants, or parents with a lower educational status experience lower PSE. To adequately support these parents, we need to know whether differences according to families’ background characteristics occur in task-specific and general PSE beliefs. We tested general PSE and PSE in four parenting tasks for differences according to families’ background characteristics. Parents with a university degree they were self-efficacious in communicating responsible media use than parents without a university degree. Parents with a non-German family language they were self-efficacious in communicating a responsible media use, caring for a sick child, and in their general PSE compared to parents with German as a family language. The results of the group differences are discussed in the context of how to support different parent groups.
Introduction
Interprofessional collaboration of physicians and midwives is essential for appropriate and safe care of pregnant and parturient women as well as their newborns. The complexity of woman-centered care settings requires the continuous exchange of information and the coordinated implementation of multi-and interprofessional care concepts. To analyze the midwives’ perspective on the multi-and interprofessional care process during pregnancy, birth and postpartum period, we aimed to adapt and psychometrically evaluate the Interprofessional Collaboration Scale (ICS).
Methods
The ICS (13 items) was answered by 299 midwives for (i) prenatal and postpartum care as well as (ii) perinatal care. Three items on equitable communication (EC) identified in qualitative interviews with N = 6 midwives were added as further aspects of quality in collaborative midwifery care. Confirmatory factor analysis was used to test competing theoretically hypothesized factorial model structures, including both care settings simultaneously, i.e., birth and prenatal/postpartum.
Results
A two-dimensional structure assuming the 13 original ICS items and the 3 items on EC as psychometric distinct item groups accounts for the data best. After deleting 5 ICS items with insufficient indicator reliability, a very good-fitting model structure was obtained for both prenatal/postpartum as well as perinatal care: χ2df = 192 = 226.35, p = 0.045, CFI = 0.991, RMSEA = 0.025 (90%CI: [0.004; 0.037]). Both the reduced ICS-R and the EC scale (standardized response mean = 0.579/1.401) indicate significantly higher interprofessional collaboration in the birth setting. Responsibility in consulting, attitudes toward obstetric care and frequency of collaboration with other professional groups proved to be associated with the ICS-R and EC scale as expected.
Discussion
For the adapted ICS-R and the EC scale a good construct validity could be confirmed. Thus, the scales can be recommended as a promising assessment for recording the collaboration of midwives with physicians working in obstetric care from the perspective of midwives. The instrument provides a validated assessment basis in midwifery and obstetric care to identify potentially divergent perspectives within interprofessional care teams in woman’s centered care.
Fashion DIET (Sustainable Fashion Curriculum at Textile Universities in Europe – Development, Implementation and Evaluation of a Teaching Module for Educators) is an EU funded project under the Key Action “Strategic Partnerships” of the Erasmus+ Programme. From September 2020 until August 2023, the international project has been developing teaching and learning arrangements under the lead management of the University of Education Freiburg. Partner universities are Reutlingen University in Germany, Gheorghe Asachi Iaşi University of Technology in Romania and Trakia University Stara Zagora in Bulgaria.
The devastating environmental and social implications of the fast fashion and textile industry which prevailed throughout the last decades make it of high relevance to integrate the targets of the sustainable development goals (SDGs) of the UN into the entire textile value chain, i.e. production, consumption and disposal sites, to make it fully sustainable and positive for people and the ecosystems. The upcoming transformation of the textile and fashion industry towards sustainability therefore requires nothing less than a continuous implementation of the guiding principle Education for Sustainability Development (ESD) in education and training.
The Fashion DIET project aimed to foster the process of ESD implementation in national educational systems. The project’s major goal was to develop an ESD further education module in the context of fashion and textiles for universities since teachers and learners will have to cooperate more internationally in the future to establish the guiding principle of ESD permanently on an international level. Furthermore, teaching and learning material derived from this for vocational schools and secondary education has been developed and made available as Open Educational Resources (OER) via the database Glocal Campus.
Abstract
Mathematical word problem solving is influenced by various characteristics of the task and the person solving it. Yet, previous research has rarely related these characteristics to holistically answer which word problem requires which set of individual cognitive skills. In the present study, we conducted a secondary data analysis on a dataset of N = 1282 undergraduate students solving six mathematical word problems from the Programme for International Student Assessment (PISA). Previous results had indicated substantial variability in the contribution of individual cognitive skills to the correct solution of the different tasks. Here, we exploratively reanalyzed the data to investigate which task characteristics may account for this variability, considering verbal, arithmetic, spatial, and general reasoning skills simultaneously. Results indicate that verbal skills were the most consistent predictor of successful word problem solving in these tasks, arithmetic skills only predicted the correct solution of word problems containing calculations, spatial skills predicted solution rates in the presence of a visual representation, and general reasoning skills were more relevant in simpler problems that could be easily solved using heuristics. We discuss possible implications, emphasizing how word problems may differ with regard to the cognitive skills required to solve them correctly.
The results of three meta-analyses show that the effectiveness of learning from animations, when compared to learning from static pictures, is rather limited. A recent re-analysis of one of these meta-analyses, however, supports that learning from animations is considerably more effective than learning from static pictures if the specifics of the displayed changes need to be learned. In order to further validate this finding as well as to clarify the educational strengths and weaknesses of animations and static pictures, an experimental study with three groups was conducted. Overall, 88 university students participated in the study. One group of learners (n = 30) watched a single picture of a gear mechanism, one group of learners (n = 28) watched four pictures, and one group of learners (n = 30) watched an animation. All groups had to identify specific motions and spatial arrangements covered by the gear mechanism. While learners who watched the animation exhibited the best performance with respect to the identification of motions, learners who watched the pictures showed the best performance with respect to the identification of spatial arrangements. The effect sizes are large. The results of the study help to clarify when animations and when static pictures are most suitable for learning.
Prior research indicates that student teachers frequently have misconceptions about multimedia learning. Our experiment with N = 96 student teachers revealed that, in contrast to standard texts, refutation texts are effective to address misconceptions about multimedia learning. However, there seems to be no added benefit of making “concessions” to student teachers’ prior beliefs (i.e., two-sided argumentation) in refutation texts. Moreover, refutation texts did not promote the selection of appropriate multimedia material. This study suggests that refutation texts addressing multimedia-learning misconceptions should be applied in teacher education. Yet, further support seems needed to aid the application of the corrected knowledge.
Science competencies are considered an important 21st century skill. How this skill develops in childhood is, however, not well understood, and in particular little is known about how different aspects of science competencies are related. In this prospective study with 58 children aged 5–6 years, we investigate the development of two aspects of science competence: scientific thinking and science content knowledge. Scientific thinking was assessed with a comprehensive 30-item instrument; science content knowledge was measured with an 18-item instrument that assesses children’s knowledge with regard to melting and evaporation. The results revealed basic competencies in scientific thinking and science content knowledge at the end of kindergarten (46% and 49% correct, respectively, both different from chance). In mid-kindergarten, children performed better than chance on the assessment of science content knowledge (40% correct) but not on the assessment of scientific thinking (34% correct). Science content knowledge in mid-kindergarten predicted children’s science content knowledge at the end of kindergarten, as well as scientific thinking (both at 6 years). The opposite pattern did not hold: scientific thinking in mid-kindergarten did not predict science content knowledge at the end of kindergarten. Our findings show initial science competencies during kindergarten, and they suggest that children’s science content knowledge and scientific thinking are interrelated in a meaningful way. These results are discussed with respect to the different hypotheses that connect scientific thinking and science content knowledge as key features of science competencies. Implications for research and teaching are discussed.
The world is facing severe global challenges such as climate change, food security, rising migration, social justice, or the current corona crisis. In these times, citizenship education seems more important than ever. How can this citizenship education relate to mathematics and science learning? The research project MaSDiV (Supporting mathematics and science teachers in addressing diversity and promoting fundamental values) connected mathematics and science with citizenship education by modeling real-life problems relevant to society. In this paper, we present the foundational design features of the PD course as well the results from the accompanying evaluation of this PD course, which was implemented by partners in six countries to support teachers in connecting mathematics and science education with citizenship education. More specifically, we investigate how participating teachers experienced the PD program; how their self-efficacy beliefs, learning-related beliefs, as well as teaching practices change; and which factors contributed to that change. In order to investigate the outcome of the PD program, we surveyed N = 311 mathematics and science teachers’ pre- and post-participation of the PD in six different European countries. Among others, our results show that in general, most participating teachers reported a high overall satisfaction with the course across all six participating countries. They also indicate that teachers’ self-efficacy beliefs about using relevant contexts, their learning-related beliefs about the benefits of using contexts, as well as their own teaching practice changed significantly after participating in the MaSDiV PD course.
In the course of demographic change, the notion of age(ing) seen as something unavoidable has changed into something more adaptable. Through a healthy lifestyle, which aims at the self-responsible management of physical risks through fitness and discipline, individuals can expand their independence. However, the chances of doing so depend largely on one’s social position. In addition, the shift in health ideology towards the individual and the trend towards active ageing may lead to social pressure for some individuals. This qualitative interview study attempts to shed more light on this field of tension: What are the benefits and constraints of working on the body in the gym? Furthermore, what similarities and differences can be identified in identity constructions in the two samples with regard to the different underlying healthcare systems? The evaluation of the interviews was based on qualitative content analysis and was carried out with technical support (MAXQDA). It appears that for the respondents creating a fit body results primarily in self-empowerment gains. At the same time, submissions to Western body and fitness norms are also evident. Inequalities in health opportunities exist in both countries: While the respondents in the German sample (26 interviews) rely on public health services, the privileged American women (14 interviews) are covered by private insurance. They indicate that claiming government benefits appears as a stigmatisation of one’s own way of life. Consequently, a lack of resources in the form of cultural and economic capital prevents successful age(ing).
Objective
The aim of the current project was the development, implementation and evaluation of the programme, Motivational‐Volitional Intervention‐Movement After Breast Cancer (Mo‐Vo‐BnB), an intervention for the sustainable promotion of physical activity of breast cancer survivors.
Methods
In a multi‐stage interdisciplinary development process, the pedagogical‐didactic, psychological and physical evidence‐based programme was developed and implemented for women after breast cancer who were approved for medical rehabilitation and were minimally, physically active (<60 min/week). Train‐the‐trainer seminars were carried out for the implementation. Four sessions were implemented in two German clinics. The training quality, didactic methods and accompanying material were evaluated 6 weeks and 12 months after implementation by patients, trainers and project members (n = 127 evaluations).
Results
The standardised and published MoVo‐BnB programme can provide practical and quality training. Content and methods can be implemented according to the manual. Training quality, didactic methods, and accompanying materials were evaluated positively.
Conclusion
The results suggest that MoVo‐BnB is a useful standardised intervention for promoting the physical activity of breast cancer survivors. The demonstrated process is also suitable for other projects.
Clinical trial registration
German Clinical Trials Register (DRKS): DRKS00011122; Trial registration date: 2016 October 13.
Background
When parents want to make health-related decisions for their child, they need to be able to handle health information from a potentially endless range of sources. Early childhood allergy prevention (ECAP) is a good example: recommendations have shifted from allergen avoidance to early introduction of allergenic foods. We investigated how parents of children under 3 years old access, appraise and apply health information about ECAP, and their respective needs and preferences.
Methods
We conducted 23 focus groups and 24 interviews with 114 parents of children with varied risk for allergies. The recruitment strategy and a topic guide were co-designed with the target group and professionals from public health, education, and medicine. Data were mostly collected via video calls, recorded and then transcribed verbatim. Content analysis according to Kuckartz was performed using MAXQDA and findings are presented as a descriptive overview.
Results
Parents most frequently referred to family members, friends, and other parents as sources of ECAP information, as well as healthcare professionals (HCPs), particularly pediatricians. Parents said that they exchanged experiences and practices with their peers, while relying on HCPs for guidance on decision-making. When searching for information online, they infrequently recalled the sources used and were rarely aware of providers of “good” health information. While parents often reported trying to identify the authors of information to appraise its reliability, they said they did not undertake more comprehensive information quality checks. The choice and presentation of ECAP information was frequently criticized by all parent groups; in particular, parents of at-risk children or with a manifested allergy were often dissatisfied with HCP consultations, and hence did not straightforwardly apply advice. Though many trusted their HCPs, parents often reported taking preventive measures based on their own intuition.
Conclusion
One suggestion to react upon the many criticisms expressed by parents regarding who and how provides ECAP information is to integrate central ECAP recommendations into regular child care counseling by HCPs—provided that feasible ways for doing so are identified. This would assist disease prevention, as parents without specific concerns are often unaware of the ECAP dimension of issues such as nutrition.
Eye tracking is an increasingly popular method in mathematics education. While the technology has greatly evolved in recent years, there is a debate about the specific benefits that eye tracking offers and about the kinds of insights it may allow. The aim of this review is to contribute to this discussion by providing a comprehensive overview of the use of eye tracking in mathematics education research. We reviewed 161 eye-tracking studies published between 1921 and 2018 to assess what domains and topics were addressed, how the method was used, and how eye movements were related to mathematical thinking and learning. The results show that most studies were in the domain of numbers and arithmetic, but that a large variety of other areas of mathematics education research was investigated as well. We identify a need to report more methodological details in eye-tracking studies and to be more critical about how to gather, analyze, and interpret eye-tracking data. In conclusion, eye tracking seemed particularly beneficial for studying processes rather than outcomes, for revealing mental representations, and for assessing subconscious aspects of mathematical thinking.
Research on productive failure suggests that attempting to solve a problem prior to instruction facilitates conceptual understanding compared to receiving instruction prior to problem solving. The assumptions are that during the problem-solving phase, students activate their prior knowledge, become aware of their knowledge gaps, and discover deep features of the target content, which prepares them to better process the subsequent instruction. Unclear is whether this effect results from merely changing the order of the learning phases (i.e., instruction or problem solving first) or from additional features, such as presenting problem-solving material in the form of cases that differ in one feature at a time. Contrasting such cases may highlight the deep features and provide grounded feedback to students’ problem-solving attempts. In addition, the effect of the order of instruction and problem solving on procedural fluency is still unclear. The present experiment (N = 181, mean age = 14.53) investigated in a 2 × 2 design the effects of order (instruction or problem solving first) and of contrasting cases in the problem-solving material (yes/no) on conceptual understanding and procedural fluency. Additionally, the quality and quantity of students’ solution attempts from the problem-solving phase were coded. Regarding the learning outcomes, the ANOVA results suggest that for procedural fluency instruction prior to problem solving was more beneficial than problem solving prior to instruction. Merely delaying instruction did not increase conceptual understanding. The contrasting cases did not affect the quality of solution attempts, nor the posttest results. As expected, students who received instruction first generated fewer, but higher-quality solution attempts.
Although raised in the early days of research on teacher noticing, the question of context specificity has remained largely unanswered to this day. In this study, we build on our prior research on a specific aspect of noticing, namely teachers’ analysis of how representations are dealt with in mathematics classroom situations. For the purpose of such analysis, we examined the role of context on the levels of mathematical content area and classroom situation. Using a vignette-based test instrument with 12 classroom situations from the content areas of fractions and functions, we investigated how teachers’ analyses regarding the use of representations are related concerning these two mathematical content areas. Beyond content areas, we were interested in the question of whether an overarching unidimensional competence construct can be inferred from the participants’ analyses of the different individual classroom situations. The 12 vignettes were analysed by N = 175 secondary mathematics teachers with different degrees of teaching experience and their written answers provided the data for this study. Our findings show that the data fit the Rasch model and that all classroom situations contributed in a meaningful way to the competence under investigation. There was no significant effect of the mathematical content area on the participants’ analyses regarding the use of multiple representations. The results of the study indicate that explicitly considering questions of context can strengthen research into teacher noticing.
As an important component of teaching expertise, teacher noticing is gaining growing attention in our intercultural mathematics education community. However, it is likely that in many cases the researchers’ perspectives on what characterizes high instructional quality in mathematics classrooms shape what they expect teachers to notice. In particular, it is an open question how potentially different norms of instructional quality influence how teacher noticing is operationalized in East Asian and Western cultures. Consequently, in a first step, this bicultural research project on teacher noticing in Taiwan and Germany focuses on exploring the researchers’ frames of reference for investigating teacher noticing. In this paper, we thus propose a concurrent process for developing vignettes and eliciting corresponding expert norms as a prerequisite to investigating teacher noticing in a way that is sensitive to different cultural contexts. In this process, the research teams in both countries developed in parallel, text vignettes in which, from their perspective, a breach of a norm regarding a specific aspect of instructional quality was integrated. In an online expert survey, these vignettes were then presented to German and Taiwanese researchers in mathematics education (19 from each country) to investigate whether these experts recognize the integrated breach of a norm. This approach allows researchers to identify potentially different norms of instructional quality in mathematics classrooms. In particular, by means of a specific representation of practice, it became visible how expert norms of responding to students’ mathematical thinking can be different from a Taiwanese compared to a German perspective.
Diagnostic competences are an essential facet of teacher competence. Many studies have investigated the quality of teachers’ judgments of students’ competences. However, little is known about the processes that lead to these judgments and about the ways to promote these processes in the early phase of teacher training. The aim of the research project on which we report in this paper was to develop a simulated computer-based environment that allows assessing and promoting the diagnostic processes of prospective teachers. In the simulated environment, ‘virtual third-graders’ solve mathematical problems. Participants are asked to diagnose the students’ competence levels according to a theoretical model, which has been empirically validated. Participants can repeatedly select mathematical problems of varying difficulty levels, assign them to a virtual student, and then receive the student’s written solution. In this paper, we present the conceptualization of the simulated environment. We also report on the results of a pilot study with 91 prospective primary school mathematics teachers to analyze whether the environment allows an assessment of individual differences in diagnostic processes. The majority of participants rated the environment as authentic and as one in which they could become immersed. Overall, participants were fairly accurate in their diagnoses concerning the student’s competence level. However, log data and participants’ written notes indicated that there was large variability in their diagnostic processes. Participants varied greatly in the number of mathematical problems they assigned to a student during their diagnostic process, and in how strongly the difficulty of these problems deviated from the student’s true competence level. Overall, the data suggest that the simulated environment has the potential to assess diagnostic processes in a valid way. We discuss open questions and issues for further development.
Background
The SF-8 is a short form of the SF-36 Health Survey, which is used for generic assessment of physical and mental aspects of health-related quality of life (HRQoL). Each of the 8 dimensions of the SF-36 is covered by a single item in the SF-8. The aim of the study was to examine the latent model structure of the SF-8.
Method
One-, two- and three dimensional as well as bi-factor structural models were defined and estimated adopting the ML- as well as the WLSMV-algorithm for ordinal data. The data were collected in a German general population sample (N = 2545 persons).
Results
A two- (physical and mental health) and a three-dimensional CFA structure (in addition overall health) represent the empirical data information adequately [CFI = .987/.995; SRMR = .024/.014]. If a general factor is added, the resulting bi-factor models provide a further improvement in data fit [CFI = .999/.998; SRMR = .001]. The individual items are much more highly associated with the general HRQoL factor (loadings: .698 to .908) than with the factors physical, mental, and overall health (loadings: −.206 to .566).
Conclusions
In the SF-8, each item reflects mainly general HRQoL (general factor) as well as one of the three components physical, mental, and overall health. The findings suggest in particular that the evaluation of the information of the SF-8 items can be validly supplemented by a general value HRQoL.
Background
A markedly negative self-image and pervasive shame proneness have consistently been associated with borderline personality disorder (BPD). The present experimental study investigated the intensity of negative emotional responses with a focus on shame in BPD compared to healthy control persons (HCs) during an experimental paradigm promoting self-awareness, self-reflection, and self-evaluation. Furthermore, the relationship between levels of state shame during the experiment and shame proneness in BPD compared to HCs was examined.
Methods
A sample of 62 individuals with BPD and 47 HCs participated in the study. During the experimental paradigm, participants were presented with photos of (i) the own face, (ii) the face of a well-known person, and (iii) of an unknown person. They were asked to describe positive facets of these faces. Participants rated the intensity of negative emotions induced by the experimental task as well the pleasantness of the presented faces. Shame-proneness was assessed using the Test of the Self-Conscious Affect (TOSCA-3).
Results
Individuals with BPD experienced significantly higher levels of negative emotions than HCs both before and during the experimental task. While HC participants responded to their own face particularly with an increase in shame compared to the other-referential condition, the BPD patients responded above all with a strong increase of disgust. Furthermore, the confrontation with an unknown or well-known face resulted in a strong increase of envy in BPD compared to HC. Individuals with BPD reported higher levels of shame-proneness than HCs. Higher levels of shame-proneness were related to higher levels of state shame during the experiment across all participants.
Conclusion
Our study is the first experimental study on negative emotional responses and its relationship to shame proneness in BPD compared to HC using the own face as a cue promoting self-awareness, self-reflection, and self-evaluation. Our data confirm a prominent role of shame when describing positive features of the own face, but they emphasize also disgust and envy as distinct emotional experience characterizing individuals with BPD when being confronted with the self.
Compared to natives, young adults with an immigrant background are more likely to choose academic education over vocational education and training (VET). Our study investigates ethnic choice effects at different stages of the educational system. Based on longitudinal data from the German National Educational Panel Study (NEPS), we found that immigrant youths–when controlling for achievement and social background–were more likely to attend academic tracks in Grade 9, have higher participation rates in academic tracks at the upper-secondary level, are less likely to choose VET after lower-secondary education as well as after upper-secondary education, and switch more often to higher education after achieving an upper-secondary degree. Mediation analyses confirmed that these effects were largely shaped by differences in educational and occupational aspirations. Our study provides detailed insights into the transition pathways at different educational stages and the relevant mechanisms driving migration-specific choice effects. As ethnic choice effects are empirically well documented in international research, our investigation may contribute to a deeper understanding of educational inequalities in other European countries.
The health literacy (HL) facet Access to health information is measured in the European Health Literacy Survey (HLS-EU-Q47) by 12 items. To assess Access, we developed adapted item formulations for COVID-19 infection prevention (COVID-19-IP) and early childhood allergy prevention (ECAP) in addition to the original 12 items on General Health (GH). N = 343 (expectant) mothers of infants answered the items in an online assessment. Confirmatory structural analyses for ordinal data were adopted (WLSMV-algorithm). Women’s item ratings varied significantly across domains (η2 = .017–.552). Bi-factor models exhibited the best data fit (GH/COVID-19-IP/ECAP: CFI = .964 /.968/.977; SRMR: .062/.069 /.035): The general factor Access most strongly determined item information. Additionally, three subfactors contributed significantly (but rather weakly) to the item information in each domain. The overall score Access proved to be internally consistent (McDonald’s ωGH/COVID-19-IP/ECAP = .874/.883 /.897) and was associated with socioeconomic state (McArthur scale; rGH/COVID- 19-IP/ECAP = .218 /.210/.146). Access correlated not or only weakly with the other HL facets Understand, Appraise, and Apply. The health domains GH, COVID-19-IP, and ECAP moderated both the difficulty and the dimensional structure of the 12 Access items. This suggests that in the HLS-EU Access reflects not only the search competence but also the availability of health information.
(1) Background: Health literacy is considered a personal asset, important for meeting health-related challenges of the 21st century. Measures for assisting students’ health literacy development and improving health outcomes can be implemented in the school setting. First, this is achieved by providing students with learning opportunities to foster their personal health literacy, thus supporting behavior change. Second, it is achieved by measures at the organizational level promoting social change within the proximal and distal environment and supporting the school in becoming more health-literate. The latter approach is rooted in the concept of organizational health literacy, which comprises a settings-based approach aiming at changing organizational conditions to enhance health literacy of relevant stakeholders. The HeLit-Schools project aims to develop the concept of health-literate schools, describing aspects that need to be addressed for a school to become a health-literate organization. (2) Method: The concept development builds on existing concepts of organizational health literacy and its adaptation to the school setting. (3) Results: The adaptation results in the HeLit-Schools concept describing a health-literate school with eight standards. Each standard depicts an area within the school organization that can be developed for fostering health literacy of school-related persons. (4) Conclusions: The HeLit-Schools concept offers an approach to organizational development for sustainably strengthening health literacy.
Objectives
To validate the patient-reported measure of Social Support Perceived by Patients Scale-Nurses (SuPP-N).
Design/setting
A secondary data analysis based on a cross-sectional breast cancer patient survey in 83 German hospitals. Patients were asked to give written informed consent before they were discharged. If they agreed to participate, the questionnaire was sent via mail to their home address after discharge.
Participants
Of 5583 eligible patients, 4841 consented to participate in the study and 4217 returned completed questionnaires (response rate: 75.5 %). For the data analysis n=3954 respondents were included. On average, participants were 60 years old and mostly in cancer stages I and II
Primary and secondary outcome measures
Perceived social support was assessed with a three-item patient-reported scale (SuPP-N). Convergent validity and criterion-related validity were tested using the following constructs: trust in nurses, trust in the treatment team (Wake Forest Physician Trust Scale, adapted), quality of life (European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire), processes organisation, availability of nurses.
Results
The structural equation model (SEM) assuming a one-dimensional structure of the instrument showed acceptable goodness of fit (root mean square error of approximation=0.04, Comparative Fit Index=0.96 and Tucker-Lewis Index=0.96; factor loadings ≥0.83). Hypothesis–consistent correlations with trust in nurses (beta=0.615; p<0.01) and trust in the treatment team (beta=0.264; p<0.01) proved convergent validity. Criterion-related validity was proved by its association with patients’ quality of life (beta=−0.138; p<0.01), processes organisation (beta=−0.107; p<0.01) and the availability of nurses (beta=0.654; p<0.01).
Conclusion
The results of the SEM identify potential important factors to foster social support by nurses in cancer care. In patient surveys, the SuPP-N can be used efficiently to measure patient-reported social support provided by nurses. The use of the scale can contribute to gain a better understanding of the relevance of social support provided by nurses for patients and to detect possible deficits and derive measures with the aim of improving the patient–nurse interaction.
Mitigating and adapting to climate change requires foundational changes in societies, politics, and economies. Greater effectiveness has been attributed to actions in the public sphere than to the actions of individuals. However, little is known about how climate literacy programs address the political aspects of mitigation and adaptation. The aim of this systematic literature review is to fill this gap and analyze how public-sphere actions on mitigation and adaptation are discussed in climate literacy programs in schools. Based on database searches following PRISMA guidelines we identified 75 empirical studies that met our inclusion criteria. We found that central aspects of climate policy such as the 1.5-degree limit, the IPCC reports, or climate justice are rarely addressed. Whilst responsibility for emissions is attributed to the public sphere, the debate about mitigation usually focuses on the private sphere. Climate change education does not, therefore, correspond to the climate research discourse. We show that effective mitigation and adaptation are based on public-sphere actions and thus conclude that effective climate education should discuss those public actions if it is to be effective. Hence, we propose that climate education should incorporate political literacy to educate climate-literate citizens.
Rezension
(2014)
Der Diskurs um Schreibende, Textproduktion und Genres in Studium und Berufsausbildung ist in den letzten zehn Jahren in der deutschsprachigen Fachliteratur extensiver, gleichzeitig aber auch intensiver geworden. Bis ungefähr zur
Jahrtausendwende gab es einen klaren Fokus auf dem schulischen Schreiben,
oft reduziert auf traditionelle Genres der Institution Schule oder auf das Überarbeiten als eine spezielle Phase der Textproduktion mit verstärktem Interaktionscharakter zwischen Peers und Lehrperson. Publikationen die sich dem schulischen Schreiben als komplexem Zusammenspiel von Schreibentwicklung,
ganzheitlichem Schreibhandeln und institutionellen Rahmenbedingungen widmeten (z. B. Merz-Grötsch 2000), waren noch recht selten.
Appropriate parental health literacy (HL) is essential to preventively maintain and promote child health. Understanding health information is assumed to be fundamental in HL models. We developed N = 67 items (multiple-choice format) based on information materials on early childhood allergy prevention (ECAP) and prevention of COVID-19 infections to assess the parental HL facet Understand. N = 343 pregnant women and mothers of infants completed the items in an online assessment. Using exploratory factor analysis for ordinal data (RML estimation) and item response models (1-pl and 2-pl model), we proved the psychometric homogeneity of the item pool. 57 items assess the latent dimension Understand according to the assumptions of the 1-pl model (weighted MNSQ < 1.2; separation reliability = .855). Person parameters of the latent trait Understand correlate specifically with subjective socioeconomic status (r = .27), school graduation (r = .46), allergy status (r = .11), and already infected with COVID-19 (r = .12). The calibrated item pool provides a psychometrically sound, constructvalid assessment of the HL facet Understand Health Information in the areas of ECAP and prevention of COVID-19 infections.
Video cases are commonly used in teacher education to support evidence-based professional knowledge acquisition. Novice teachers, however, often struggle when learning with video, since they lack professional knowledge schemata that facilitate noticing and reasoning about relevant events. Scripted video case development provides an approach to make relevant events more salient and visible. In alignment with previously reported approaches, we applied relevant design steps and quality criteria within the presented project to promote use in further research. Thereby, we introduce the novel approach of using mock-up settings as a way to identify naturalistic behavior as a basis for script development. User experience (UX) evaluations based on defined quality criteria of realistic experiences (i.e., authenticity), personal relevance (i.e., utility value), engagement (i.e., situational interest), and challenge (i.e., cognitive load) were carried out in a set of four studies including N = 423 teacher students. Findings support the conclusion that our design approach resulted in the development of high-quality scripted video cases for further use in initial teacher education.
What Skills Do Addiction-Specific School-Based Life Skills Programs Promote? A Systematic Review
(2022)
In school-based addiction prevention, life skills programs (LSPs) have been established since the 1990s. The scientific evidence regarding program effectiveness is in parts unclear. This review links life skills not to behavioral outcomes but to three facets of the self: the affective evaluative, the dispositional & dynamic, and the cognitive descriptive facet of the self. This complements the evidence on behavioral outcomes. In a systematic literature search we have identified drug-specific life skills programs in German language and their evaluation studies. We have mapped the instruments used to assess effectiveness of the LSP on three facets of the self, which are site of action of intrapersonal skills. We identified six comparable life skills programs that have been evaluated at least once. In five of these programs, different facets of life skills have been assessed with a total of 38 different measurement instruments. We found that improvements in affective evaluative and dispositional & dynamic facets of the self could be stimulated by LSPs, complementing previous evidence focusing on behavioral outcomes. Conclusion: Numerous instruments have been used that are not directly comparable but can be categorized by facets of the self. As a result, it is found that life skills programs can have an impact on building attitude and the shaping of intrapersonal skills. Interpersonal competencies such as communication skills and empathy have not been measured. Furthermore, a consensus on measurement instruments for life skills should be found.
The COVID-19 pandemic has posed significant challenges to (expectant) mothers of infants in terms of family health protection. To meet these challenges in a health literate manner, COVID-19 protective measures must be considered important and must also be implemented appropriately in everyday life. To this end, N = 343 (expectant) mothers of infants indicated (a) how important they considered 21 COVID-19 infection prevention measures, and (b) how well they succeeded in implementing them in their daily life (20 measures). We performed data analysis using exploratory factor analysis for ordinal data and latent class analysis. One- and two-dimensional models (CFI = .960 / .978; SRMR = .053 / .039) proved to appropriately explain maternal importance ratings. The items on successfully applying COVID-19 measures in daily life can be modeled by the 5 factors hygiene measures, contact with other people, public transportation, staying at home, and checking infection status (CFI = 0.977; SRMR = .036). Six latent classes can be distinguished. Despite the largest class (39 %), classes are characterized by selective or general applicability problems. Classes reporting problems in the applicability of the measures rated them as generally less important (η = .582). Assessing and modelling importance and applicability of COVID-19 prevention measures allows for a psychometrically sound description of subjective perceptions and behaviors that are crucial for health literate practice in maternal daily life.
The present study analyzed experimentally the association between the experience of psychological stress and the physiological stress response of prospective teachers. The experienced stress was assessed by self-reported data. Cortisol concentrations via saliva samples reflected the physiological response. The results show no difference between the stress and the control group in the experience of psychological stress. However, the stress group had significantly increased cortisol concentrations compared to the control group. The study could not show any correlation between the two stress parameters. The results suggest that a stress response should be validated based not only on the experience of psychological stress but also on the physiological stress response. This is particularly crucial in light of the fact that the majority of studies concerning stress in teachers are limited to experiences of psychological stress so far. Due to this, the results may provide a first important contribution to a more comprehensive stress assessment for teachers.
Introduction
Mathematics classrooms are typically characterized by considerable heterogeneity with respect to students’ knowledge and skills. Mathematics teachers need to be highly attentive to students’ thinking, learning difficulties, and any misconceptions that they may develop. Identification of potential errors and appropriate ways to approach them is crucial for attaining positive learning outcomes. This paper explores which knowledge and affective-motivational skills teachers most require to effectively identify and approach students’ errors.
Methods
To address this research question within the German follow-up study of the Teacher Education and Development Study in Mathematics (TEDS-M), 131 primary school mathematics teachers’ ability to identify students’ errors was assessed based on (a) a digitalized speed test showing different students’ solutions in a written notation and (b) three video vignettes that showed different scenes from mathematics classes. These scenes dealt, among other things, with children who struggled with the lesson’s mathematical content. Teachers were asked to analyze students’ thinking and to determine how best to react. In addition, teachers’ mathematics pedagogical content knowledge, mathematical content knowledge, and beliefs were assessed in separate tests and served as predictors for teachers’ abilities to identify, analyze, and deal with students’ errors.
Results
The results indicate that all components are interrelated. However, path analysis reveals that teachers’ ability to deal with students’ errors is mainly predicted by their constructivist beliefs while their ability to quickly identify typical students’ errors is largely dependent on their mathematics content knowledge.
Discussion
The results show the central filtering function of beliefs. Teachers who believe that students must shape and create their own learning processes are more successful in perceiving and analyzing student errors in classroom situations. They may understand errors as learning opportunities and - thus - pay specific attention to these occurrences.
Beginning in March 2020, the lockdown precipitated by the COVID-19 pandemic resulted in many challenges, especially for families with young children. Many children had little or no access to institutional education. Therefore, they were even more dependent on their parents providing them with home learning activities (HLA) to support their development. We examined the adaptability of families with regard to changes in parents’ provision of HLA in traditional two-parent families, single parent families, and large families compared to before the lockdown. We focused on family resources, such as a supportive distribution of roles within the partnership, or social support, as predicting factors of adaptability in N = 8,513 families with children aged 18–69 months. In addition, we considered parental stress as a further influencing factor. The cross-sectional data depicts families from a nationwide online survey, which we conducted during spring 2020 in Germany. We found that (a) all three family types offered their children more learning activities at home, albeit with slight differences between the families. However, (b) we identified differences in the factors influencing families’ adaptability: Across all family types, we found slight to medium negative relations between adaptability and parental stress. The relations were most evident in large families. Furthermore, social support exhibits somewhat positive relations to the adaptability of large families. For adaptability in single-parent families, gender differences were initially evident. Among single fathers, the change in parental HLA was stronger than among single mothers. However, this relation disappeared when we took parental stress and social support into account. For traditional two-parent families and single parents, our analyses revealed (c) barely significant relations between the investigated predictors and changes in HLA during lockdown. Overall, our study confirms that high stress limits the adaptability of providing HLA in families and that social support mitigates negative relations between stress and the provision of HLA, especially in large families. In order to develop effective and needs-based family support programs, it is therefore important to help parents cope with stress and provide them with low-threshold social support. The extent to which these services need to be adapted to different family types must be surveyed in more depth.
Education for sustainable development (ESD) has been a task assigned to schools and universities since the mid-1990s. This global movement spawned ESD research in numerous fields, including, among others, didactics and educational sciences, as well as sustainability sciences. In this article, we analyze the state of research on reliable recommendations of means (more precisely, teaching and learning methods and procedures) to promote the ESD goals. Within the framework of systematic literature analysis, we compared and evaluated 17 scientific publications from the field of ESD. Using qualitative content analysis, we scanned the 17 articles for recommendations of means of ESD and the cited evidence for their effectiveness. The findings show two groups of recommended means, differing particularly in the degree of learner autonomy and the quality of evidence for their effectiveness. We discuss possible tasks that can be derived from these findings for didactic research on ESD, and we make a suggestion for further teaching action.
Educational settings such as classrooms provide important opportunities for social learning through interactions with peers. Our paper addresses the research question of whether and to what extent classroom composition characteristics make a difference. We carried out multilevel analyses based on a sample of n = 791 students in 48 classrooms (grades 5 – 7) in inclusive lower-secondary comprehensive schools in Baden-Württemberg (Germany). 22.6 % of the variance in students’ reciprocal friendship nominations were attributable to classroom-level differences. A higher average socioeconomic status and, respectively, a lower percentage of immigrant students negatively affected the number of reciprocal friendship nominations within classrooms. These results indicate that more privileged classroom settings can be related to less dense friendship networks of students. Our findings can be understood as an impulse to consider contextual factors when evaluating and addressing the social structure of classrooms in research and practice.
Community-based health promotion approaches have proven to be very appealing and effective in rural and under-resourced countries such as Afghanistan. Surprisingly, however, empirical evidence and practical recommendations are lacking for Afghanistan, a country with some of the worst health indicators worldwide (e.g., maternal mortality rate). The purpose of this mixed-method exploratory case study was to identify community-based approaches to health promotion in Afghanistan and the factors that lead organizations and activities to succeed and sustain despite challenging circumstances. The author conducted extensive secondary research, a scoping review, 28 semi-structured oral qual- itative interviews with people working in health projects in Afghanistan, and obtained 22 written responses to a qualitative questionnaire sent to NGOs working in the health sector in Afghanistan as well. After transcribing and analyzing the content, she was able to exhaustively explore the topic by integrating and triangulating multiple perspectives.
First, she presented the findings regarding the prerequisites for and determinants of health in Afghanistan by contrasting qualitative and quantitative data. This comprehensive overview illustrated not only the poor conditions and numerous challenges but also the diversity within the country. Second, she described the findings on the Afghan health system, structured along the components of the WHO Health System Framework. This allows for comprehending the well-planned strategies and comparing them to the actual situation. Third, she identified most (NGO-supported) healthcare providers and conducted a gap analysis of existing activities in 13 areas of health. Fourth, the qualitative findings provided insights into the concept of health, common health practices, community-based healthcare approaches, and success factors for working in Afghanistan. Overall, there are various health activities and approaches to health promotion in Afghanistan. The most successful approaches were those that work in the community, with trained female health workers who are trustworthy, committed, and paid, and who provide curative as well as preventive and promotive services. For working successfully in the Afghan setting, trust, collaboration with leaders, community participation, and training are highly recommended. Nonetheless, all activities took place in a context characterized by insecurity, corruption, poverty, low level of education, and cultural constraints.
The author proposed the concept of “health care plus and beyond” as an approach applicable to all providers. This concept includes taking care of the immediate health need of the person and, at the same time, empowering them to improve their health. In conclusion, there is a great need for health promotion and health education in Afghanistan, which is worth exploring further. This study could not provide a complete picture, but it does pro- vide a very good first-hand understanding of the numerous influencing factors and facets of community-based health promotion, thus providing numerous starting points for further research and practice.
Globalization, digitalization, global pandemics, climate change, and infodemic pose increasing challenges to individuals, communities, and societies, which require good health literacy to maintain and promote health. Empirical evidence on HL (health literacy) has rapidly increased worldwide and exposed the inadequate levels of HL in most countries. Especially people with low socioeconomic background, low educational attainment, and migrants are considered vulnerable to low HL, based on quantitative studies and conclusions. A group that is multiply affected and variously described as vulnerable is people of Afghan descent. However, empirical evidence on their actual HL and their HL practices in everyday life is scarce. To empower people to respond adequately to current and future health-related changes, a good knowledge of HL in the relevant population group is indispensable. Since recent qualitative studies indicate that health literacy can only be adequately described as a real practice in its specific context and unique situation, I explore in this dissertation how HL can be captured and described as a contextual, situational social practice, using the example of people of Afghan descent with different research methods. This work incorporates three major research projects, each employing different methods to explore HL among Afghans and provide relevant insights into the concept of HL.
Research on health and health literacy is diverse, so it is important to begin this work by outlining the different understandings of health and health literacy and common strategies for promoting them. Since health is understood from a health promotion perspective as a positive, comprehensive concept in a socio-ecological context, HL is consequently not understood as an individual autonomous skill but as a contextual, social practice. Accordingly, health and HL are also described in context by the groups under consideration, and their possible influence on HL is shown. The use of the term vulnerable is critically examined, and the focus is shifted away from the characteristics of the individual to the influencing circumstances. Based on raw determinants and health outcomes, HL in Afghanistan is rated as low. Given the diverse data on immigrant populations and the different theories explaining their health status, it is shown that immigrant populations face many pressures and need to acquire new HL. Third, building on the course offering: language course, it is argued that those participating in it (including Afghans) need to improve their HL. Building on account of the health literacy of so-called vulnerable groups, which traced the complexity and heterogeneity, it is concluded that HL needs to be understood and explored as a contextual, situational, social practice to adequately describe HL. Therefore, in the three research projects, special emphasis is placed on the respective overall social context, the situation's specifics, the use of language, the actual actions, and the meaning of social others. Furthermore, it is examined what can be learned from the respective methodological approach to HL with regard to HL as a contextual, situational social praxis, as well as how the vulnerability or resource wealth of the target group and the vulnerability- or capability-producing context are revealed. Last, important lessons for HL promotion were derived from all three projects.
The first four contributions are from a quantitative, cross-sectional study in central Afghanistan that examines HL, determinants, outcomes, but also quality of life, and beliefs in two groups of people influential to health, heads of households (N= 524) and female patients and/or caretakers (N=322). Participants were in a two-stage randomization process identified and orally interviewed by trained interviewers of the same sex. The study provides empirical evidence of poor determinants of health and health outcomes, health behaviors that need improvement, and low health literacy. The analysis showed that HL is largely related to schooling opportunities (for women). Surprisingly, despite adverse circumstances, an astonishing number of Afghans exhibit positive health behaviors. A qualitative examination of the items of the HLS-EU-Q16 shows which activities are particularly difficult and, at the same time, particularly prerequisite-rich, which should also be better researched in the future for developing interventions.
The second three contributions stem from the ELMi research project, which ethnographically researched the HL of immigrant youth (including three Afghan refugees) in everyday life and embedded the findings in a review and theoretical considerations. The limitations of reviews for describing HL in vulnerable groups became obvious in these three theoretical contributions. Furthermore, the frequent, mostly implicit theoretical orientation of HL as an individual rational-choice model and three alternative models for the description of HL were presented, a difference-deficit model was introduced, and a plea for applying sociological theories, especially the capability approach, was given. Overall, the ethnographic studies revealed the need for further studies of vulnerable groups from a salutogenic perspective, the conceptualization of HL as family HL, and the interwovenness of analog and digital worlds and respective HL.
The third three contributions are from the SCURA research project, which ethnographically explored the role of health and health literacy in language and integration courses and developed appropriate methods for promoting HL in them. The contribution of integration courses to the promotion of HL was presented in detail, the corridor of possible interventions was explored and described, and concrete suggestions were made as to how the knowledge gained from language didactics can be transferred to health promotion and how language-sensitive health promotion can be used as an effective and sustainable method.
Finally, the key strengths and limitations of the studies were highlighted, and the question of 'vulnerability' was revisited in light of the results found. Furthermore, the five aspects of HL as a contextual, situational, and social practice were re-examined with the help of the results obtained, and other studies, recommendations for the promotion of HL through context, acquisition, and targeted support were presented, and the capability approach was applied to the results.
In many ways, this multi-project, multi-method, multi-perspective approach to HL of so-called vulnerable groups highlighted the need to describe HL as a contextual, situational social practice. Since many new, little-trodden paths were taken in this work, this work can serve as an impetus for many other researchers to critically examine the topic. The work unmistakably revealed how relevant a good understanding and targeted, context-sensitive promotion of HL is.
Globalization, digitalization, global pandemics, climate change, and infodemic pose increasing challenges to individuals, communities, and societies, which require good health literacy to maintain and promote health. Empirical evidence on HL (health literacy) has rapidly increased worldwide and exposed the inadequate levels of HL in most countries. Especially people with low socioeconomic background, low educational attainment, and migrants are considered vulnerable to low HL, based on quantitative studies and conclusions. A group that is multiply affected and variously described as vulnerable is people of Afghan descent. However, empirical evidence on their actual HL and their HL practices in everyday life is scarce. To empower people to respond adequately to current and future health-related changes, a good knowledge of HL in the relevant population group is indispensable. Since recent qualitative studies indicate that health literacy can only be adequately described as a real practice in its specific context and unique situation, I explore in this dissertation how HL can be captured and described as a contextual, situational social practice, using the example of people of Afghan descent with different research methods. This work incorporates three major research projects, each employing different methods to explore HL among Afghans and provide relevant insights into the concept of HL.
Research on health and health literacy is diverse, so it is important to begin this work by outlining the different understandings of health and health literacy and common strategies for promoting them. Since health is understood from a health promotion perspective as a positive, comprehensive concept in a socio-ecological context, HL is consequently not understood as an individual autonomous skill but as a contextual, social practice. Accordingly, health and HL are also described in context by the groups under consideration, and their possible influence on HL is shown. The use of the term vulnerable is critically examined, and the focus is shifted away from the characteristics of the individual to the influencing circumstances. Based on raw determinants and health outcomes, HL in Afghanistan is rated as low. Given the diverse data on immigrant populations and the different theories explaining their health status, it is shown that immigrant populations face many pressures and need to acquire new HL. Third, building on the course offering: language course, it is argued that those participating in it (including Afghans) need to improve their HL. Building on account of the health literacy of so-called vulnerable groups, which traced the complexity and heterogeneity, it is concluded that HL needs to be understood and explored as a contextual, situational, social practice to adequately describe HL. Therefore, in the three research projects, special emphasis is placed on the respective overall social context, the situation's specifics, the use of language, the actual actions, and the meaning of social others. Furthermore, it is examined what can be learned from the respective methodological approach to HL with regard to HL as a contextual, situational social praxis, as well as how the vulnerability or resource wealth of the target group and the vulnerability- or capability-producing context are revealed. Last, important lessons for HL promotion were derived from all three projects.
The first four contributions are from a quantitative, cross-sectional study in central Afghanistan that examines HL, determinants, outcomes, but also quality of life, and beliefs in two groups of people influential to health, heads of households (N= 524) and female patients and/or caretakers (N=322). Participants were in a two-stage randomization process identified and orally interviewed by trained interviewers of the same sex. The study provides empirical evidence of poor determinants of health and health outcomes, health behaviors that need improvement, and low health literacy. The analysis showed that HL is largely related to schooling opportunities (for women). Surprisingly, despite adverse circumstances, an astonishing number of Afghans exhibit positive health behaviors. A qualitative examination of the items of the HLS-EU-Q16 shows which activities are particularly difficult and, at the same time, particularly prerequisite-rich, which should also be better researched in the future for developing interventions.
The second three contributions stem from the ELMi research project, which ethnographically researched the HL of immigrant youth (including three Afghan refugees) in everyday life and embedded the findings in a review and theoretical considerations. The limitations of reviews for describing HL in vulnerable groups became obvious in these three theoretical contributions. Furthermore, the frequent, mostly implicit theoretical orientation of HL as an individual rational-choice model and three alternative models for the description of HL were presented, a difference-deficit model was introduced, and a plea for applying sociological theories, especially the capability approach, was given. Overall, the ethnographic studies revealed the need for further studies of vulnerable groups from a salutogenic perspective, the conceptualization of HL as family HL, and the interwovenness of analog and digital worlds and respective HL.
The third three contributions are from the SCURA research project, which ethnographically explored the role of health and health literacy in language and integration courses and developed appropriate methods for promoting HL in them. The contribution of integration courses to the promotion of HL was presented in detail, the corridor of possible interventions was explored and described, and concrete suggestions were made as to how the knowledge gained from language didactics can be transferred to health promotion and how language-sensitive health promotion can be used as an effective and sustainable method.
Finally, the key strengths and limitations of the studies were highlighted, and the question of 'vulnerability' was revisited in light of the results found. Furthermore, the five aspects of HL as a contextual, situational, and social practice were re-examined with the help of the results obtained, and other studies, recommendations for the promotion of HL through context, acquisition, and targeted support were presented, and the capability approach was applied to the results.
In many ways, this multi-project, multi-method, multi-perspective approach to HL of so-called vulnerable groups highlighted the need to describe HL as a contextual, situational social practice. Since many new, little-trodden paths were taken in this work, this work can serve as an impetus for many other researchers to critically examine the topic. The work unmistakably revealed how relevant a good understanding and targeted, context-sensitive promotion of HL is.
The Erasmus+ project CirThink aims to embed the idea of the circular economy in Higher Education as a transdisciplinary basic competence field. Building on the findings of the project presented in CirThink (2021), the following curriculum on circular economy for higher education institutions was developed. The curriculum is aimed in particular at lecturers and is intended to help with the systematic integration of circular economy thinking into academic teaching.
An Epistemic Network Approach to Teacher Students’ Professional Vision in Tutoring Video Analysis
(2022)
Video-based training offers teacher students approximations of practice for developing professional vision (PV; i.e., noticing and reasoning) of core teaching practices. While much video analysis research focuses on whole-classroom scenarios, for early PV training, it is unclear whether the focused instructional context of tutoring could be an appropriate and potentially supportive design element. The present study describes 42 biology teacher students’ performance on a tutoring video analysis task. With qualitative content analysis, we investigated how teacher students describe and interpret noticed tutoring events, with particular reference to research-informed PV indicators. With epistemic network analyses, we explored co-occurrences of PV indicators across teacher students’ six video analysis responses, contrasting low and high quality description and interpretation network models, respectively. We found that teacher students’ skills paralleled previous PV literature findings on novices (e.g., vague, general pedagogy descriptions). Yet, unexpectedly, some teacher students demonstrated aspects of higher sophistication (e.g., describing individual students, making multiple knowledge-based interpretations). Findings suggest tutoring is a powerful context for showing tutor-student interactions, making it suitable for initial teacher students’ PV training. Moreover, results offer hints about the range of teacher students’ PV mental models and highlight the need for more support in content-specific noticing and reasoning. Nevertheless, tutoring representations within PV video analysis training may offer teacher students support in student-centered attention and knowledge-oriented focus.
The disfluency effect postulates that intentionally inserted desirable difficulties can have a beneficial effect on learning. Nevertheless, there is an ongoing discussion about the emergence of this effect since studies could not replicate this effect or even found opposite effects. To clarify boundary effects of the disfluency effect and to investigate potential social effects of disfluency operationalized through handwritten material, three studies (N 1 = 97; N 2 = 102; N 3 = 103) were carried out. In all three experiments, instructional texts were manipulated in terms of disfluency (computerized font vs. handwritten font). Learning outcomes and cognitive load were measured in all experiments. Furthermore, metacognitive variables (Experiment 2 and 3) and social presence (Experiment 3) were measured. Results were ambiguous, indicating that element interactivity (complexity or connectedness of information within the learning material) of the learning material is a boundary condition that determines the effects of disfluency. When element interactivity is low, disfluency had a positive effect on learning outcomes and germane processes. When element interactivity increases, disfluency had negative impacts on learning efficiency (Experiment 2 and 3) and extraneous load (Experiment 3). In contrast to common explanations of the disfluency effect, a disfluent font had no metacognitive benefits. Social processes did not influence learning with disfluent material as well.
Mathematics teachers’ motivational and emotional orientations regarding digital tools in mathematics classrooms are key aspects influencing whether and how technology is used to teach mathematics—making the support of those characteristics one central goal for teacher education. In this article we investigated if and how a workshop-based in-service teacher training can foster teachers’ perceived value of digital media in mathematics education, their self-efficacy, and their anxiety towards teaching mathematics with digital tools. In an intervention study with N = 83 in-service teachers with varying teaching experience, we used cluster analysis based on their experience, value, self-efficacy, and anxiety before the intervention to determine three different teacher orientations regarding teaching mathematics with digital tools. Paired sample t-tests with pretest and posttest data revealed that for two of three clusters these beliefs, motivation, and emotions changed in a positive way during the intervention while for the third no change was found. Our study sheds light on the role of motivational and emotional orientations for the implementation of digital tools in mathematics education: it shows that these orientations can be utilized to cluster teachers on this topic and illustrates that these orientations can be successfully fostered—while individual differences may exist in the effect and success of interventions.
This study focuses on learning with the Global Change app, an interactive tool for fostering climate change knowledge. Numerous studies have contributed to the question on what type of instruction is best to achieve learning gains. The findings are mixed. We applied the app in university courses and investigated which instructional setting a discovery learning approach (no supplementary guidance) or an approach that leans more toward direct instruction is more effective (+ supplementary guidance). Thus, we distinguished between conceptual and procedural guidance within our direct instruction approach. Our study was implemented in a digital learning environment with 110 students participating in the study. We applied a 2 × 2 experimental design with different types of guidance as treatment (conceptual and procedural). An online questionnaire was administered in pretest and posttest to measure climate change knowledge as well as different variables. Our results show that the app provided gains in climate change knowledge in a short period of time regardless of treatment. Further, students who received no supplementary guidance acquired more knowledge about climate change than the groups that received supplemental guidance (either conceptual, procedural, or both). Learning gain correlated significantly negatively with cognitive load across the whole sample, but there were no significant differences between groups. This finding might be interpreted in terms of the renowned expertise reversal effect
Over the last few decades, technical as well as cognitive skills and their relation to positionspecific skill requirements have been extensively investigated as ndicators for players’ performance in team sports. To explore the impact of positioning in football on inattentional blindness we employed dynamic tasks that presented an unexpected object and analyzed its noticing rates in three different
experiments. In Experiment 1, amateur and expert football players performed a well-established inattentional blindness task of counting the number of times a basketball was passed between two groups while an unexpected, non-sport specific object was introduced to the situation. Noticing rates were higher for strikers compared to players of other playing positions. The findings support a position-specific advantage regarding inattentional blindness for more offensive players compared to more defensive players. Using the same inattentional blindness task, this finding was investigated in Experiment 2 in more detail, i.e., by differentiating between more playing positions. Results revealed that offensive players (in particular strikers) observed unexpected objects more frequently than defensive players. Experiment 3 used a newly developed football-specific task requiring participants to find solutions in different game situations with an unexpected free-standing player appearing in one of these situations. Defensive players again showed more inattentional blindness than offensive players (in particular offensive mid-fielders), i.e., offensive players perceived the unmarked player
more often. This indicates that players not only differ in the conscious perception of unexpected objects that are irrelevant to the sport as a function of their playing position, but also show differences when the perception of the unexpected relevant object is useful for finding tactical solutions in a given game situation. Our findings provide further insight into the importance of the definition of position-specific skill requirements in team sports.
As a result of the abrupt closures of daycare centers in Germany due to the COVID-19 pandemic, parents’ ability to provide learning opportunities at home became all the more important. Building on the family stress model, the study investigates how parental stress affected changes in parents’ provision of home learning activities (HLA) during the lockdown, compared to before the lockdown. In addition, the study considers parental self-efficacy and perceived social support as protective factors that may play important roles in disrupting the negative effects of stress. Data stems from a nation-wide survey of 7,837 German parents of children ages 1–6 years, which was conducted in Spring 2020 during the first wave of COVID-19 infections and at a time of strict restrictions in Germany. Results revealed that parental stress was negatively related to changes in the provision of HLA. Parental self-efficacy and an intact social support system were protective of parental stress during the lockdown. Additionally, parental self-efficacy and – to a larger extend – perceived social support interacted with parental stress in the relation to changes in the provision of HLA. Specifically, self-efficacy and perceived social support acted as protective factors that buffered the negative influence of stress on parents’ ability to provide educational activities for their children at home. These results have important implications for supporting families with young children during challenging times, such as the COVID-19 pandemic and the temporary closure of daycare centers.
Conceptual descriptions and measures of information and entropy were established in the twentieth century with the emergence of a science of communication and information. Today these concepts have come to pervade modern science and society, and are increasingly being recommended as topics for science and mathematics education. We introduce a set of playful activities aimed at fostering intuitions about entropy and describe a primary school intervention that was conducted according to this plan. Fourth grade schoolchildren (8–10 years) played a version of Entropy Mastermind with jars and colored marbles, in which a hidden code to be deciphered was generated at random from an urn with a known, visually presented probability distribution of marble colors. Children prepared urns according to specified recipes, drew marbles from the urns, generated codes and guessed codes. Despite not being formally instructed in probability or entropy, children were able to estimate and compare the difficulty of different probability distributions used for generating possible codes.
Sustainability competence is an important goal of Education for Sustainable Development (ESD) in school. It is therefore anchored in the education plans of almost all school tracks in Germany. However, empirical findings regarding ESD in schools are scarce. The present study thus examined how sustainability competencies of secondary-school students develop within the course of a school year. Based on a proposed framework model of sustainability competencies, we assessed (a) students’ sustainability-related knowledge, (b) their affective-motivational beliefs and attitudes towards sustainability, as well as (c) their self-reported sustainability-related behavioral intentions. Our sample comprised n = 1318 students in 79 classrooms at different secondary school tracks (Grades 5–8) in Baden-Wuerttemberg (Germany). Measurements were taken at the beginning and at the end of the school year after the introduction of ESD as a guiding perspective for the new education plan. We observed an increase in students’ sustainability-related knowledge but a decline in their affective-motivational beliefs and attitudes towards sustainability over the course of one school year. Multilevel analyses showed that, at the individual level, prior learning requirements as well as ESD-related characteristics (students’ activities and general knowledge of sustainability) proved to be the strongest predictors of their development. In addition, grade- and track-specific differences were observed. At the classroom level, teachers’ attitudes towards ESD as well as their professional knowledge were found to be significant predictors of students’ development. The higher the commonly shared value of ESD at school and the higher teachers’ self-efficacy towards ESD, the higher was the students’ development of sustainability-related knowledge and self-reported sustainability-related behavioral intentions, respectively. The significance of the findings for ESD in schools is discussed.