Open Access

In the context of climate change, the implementation of education for sustainable development (ESD) is of particular importance in schools. Developing key competencies, such as systems thinking to understand complex relationships, is essential in teaching students how to solve sustainability-related problems through ESD. Previous research has shown that using system models in the classroom can foster systems thinking. This study investigated the effects of using alternative system models with varying visualization of temporal developments in developing different facets of systems thinking based on a heuristic structural competence model. Overall, 293 elementary school students were assigned to one of four groups (a qualitative system model without time representation vs. a qualitative system model with time representation vs. a quantitative system model with time representation vs. the control group) and participated in a five-lesson classroom intervention in pre-post-test design. The results showed a large effect of fostering systems thinking in all experimental groups compared to the control group. The qualitative system models led to higher learning gains than the quantitative system model, especially with system modeling and solving complex problems, which requires higher systems thinking skills. The results were interpreted by referring to situational interest in interacting with the respective system model.

Anhand der Fragestellung ‚Wie wird Diskriminierung in Organisationen von Personen mit dem inhaltlichen Schwerpunkt Diskriminierung und Diversität verhandelt?‘ wurden zwei digitale Gruppendiskussionen mit Personen, die sich im Rahmen ihrer Beschäftigung mit Diskriminierung und/oder Diversität auseinandersetzen, durchgeführt, die mithilfe der Dokumentarischen Methode ausgewertet und rekonstruiert werden konnten. Die vorliegende Arbeit gründet folglich auf der Rekonstruktion von konjunktiven Erfahrungsräumen sowie impliziten Wissensbeständen, die sich in den Gruppendiskussionen zeigen. Auf Basis einer theoretischen Rahmung zu Diskriminierung sowie zu Organisationen im Kontext von Erwachsenen- und Weiterbildung werden die zentralen Ergebnisse eingeordnet. Diese bestehen in der Rekonstruktion der Orientierungen Zuständigkeitsklärung und Legitimierung und Eingebundenheit in machtvolle/hierarchische Praktiken und Handlungs(un)möglichkeiten anhand der ersten Fallbeschreibung und in der zweiten Fallbeschreibung der Orientierung Wirksamkeitsempfinden zwischen praktischen Handlungen und theoretischer Legitimation. In der Auswertung werden verschiedene Spannungsfelder sichtbar: zwischen Möglichkeiten und Grenzen des eigenen Handelns innerhalb von Orga-nisationen im Bereich Diskriminierung und Diversität, zwischen Praxis und Theorie, Wi-derstand und Anerkennung und zudem in der Eingebundenheit in Hierarchien und der Wirksamkeit innerhalb von Organisationen.

Research on fraction comparison shows that students often follow biased comparison strategies, in particular such strategies that build on their knowledge of natural numbers. On the other hand they also apply successful comparison strategies such as benchmarking or fraction magnitude processing. Which strategies are applied or even combined depends on the students’ knowledge and on the task type. To investigate these complex relationships, we developed a balanced 2 × 2-dimensional itemset (congruent vs. incongruent items; benchmarking vs. non-benchmarking items) and a Bayesian classification of individual students’ performance (solution patters, response time, and individual distance effect), which we applied to an assessment of N = 350 sixth graders. We could show that the classification of the students with respect to possible solution strategies matched our hypotheses: We could replicate existing patterns and found additional composite strategies such as ‘benchmarking or bias‘ with a bias only in solution rates of non-benchmark items. In further analyses we found ‘benchmarking or suppressed bias-strategies (i.e., a bias in problem solving time of non-benchmarking items). Our study extends previous knowledge on individual strategies in fraction comparison and proposes a new person-centered approach to classify individual student profiles even with small profile sizes.

Abstract Background When seeking advice on allergy prevention in early childhood (Early Childhood Allergy Prevention, ECAP), parents often turn to health and social care providers, such as paediatricians, midwives, and family centres. However, these actors fulfil various, often care-related, roles, and cannot be considered ‘health information providers’ by default. In addition, although the scientific evidence for ECAP is often known by health professionals, it is not actively communicated. In this study protocol, we describe the planned procedure for the development and implementation of a process to communicate ECAP information to parents, with a focus on reaching out to those from migrant communities. Thereby, we also aim to contribute to the understanding of how to design more robust approaches to deliver health information. Methods We have chosen the Implementation Research Logic Model as our framework for a multi-stage process. Firstly, we will map regional and local health and social care providers to find potential providers of ECAP information. We will then approach actors from each mapping category for qualitative interviews to assess facilitators and barriers to implementation. Next, we will define actions to ease the implementation process, develop exemplary ECAP information materials for parents, and deliver these to pre-selected health and social care individuals and organizations. Each step will be adapted to meet the needs and preferences of culturally and linguistically diverse populations. Finally, the process will be evaluated for key implementation outcomes (e.g., acceptability, feasibility, effectiveness) by interviewing information providers and surveying information recipients. Discussion From a Public Health perspective, studies seem warranted that investigate how evidence from health research may be effectively communicated to the public, rather than merely focusing on, e.g., intervention development. Also, it has often been highlighted that the dissemination of health information needs to better target those who face the greatest difficulties when seeking advice, i.e. individuals/parents who recently migrated. ECAP is a good use case, as scientific evidence is constantly evolving, and the communication of information is hampered by low awareness of high quality sources.

Background/Objectives: Motor creativity and physical activity are essential to early childhood development, impacting physical, cognitive, and socio-emotional development. This study investigates the relationships among motor creativity, motor working memory (MSTM), screen time, and physical activity (PA) in kindergarten children, focusing on the mediating roles of cognitive functions and screen time. Methods: Data were collected from 124 Arab Israeli kindergarten children through assessments of Thinking Creatively in Action and Movement (TCAM) for motor creativity and the Hand Movement Test for MSTM. Parents reported the children’s screen time and days engaged in moderate-to-vigorous physical activity (MVPA). Results: The results show significant positive associations between motor creativity and both MSTM and PA, underscoring the role of cognitive processes in creative motor expression. Linear regression and mediation analyses showed that MSTM significantly mediates the relationship between PA and motor creativity. Conversely, screen time negatively correlates with PA and motor creativity, serving as a significant mediator that restricts opportunities for physical and creative activities. Conclusions: This study emphasizes the bidirectional relationship between PA and motor creativity, wherein diverse physical activities stimulate creativity, and creative movements encourage active participation. The combined mediating effects of MSTM and screen time highlight the complexity of these relationships, suggesting the need for integrated interventions. The findings inform early childhood education by advocating for strategies that promote physical activity, enhance cognitive functions, and limit excessive screen time, fostering holistic development in young children.