Psychologie fürs Klassenzimmer

Thema: Anschaulichkeit Um diese Studie geht es: Harp, S. F., & Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90(3), 414–434. Weitere Forschung:   Alter, A. L., & Oppenheimer, D. M. (2009). Uniting the tribes of fluency to form a metacognitive nation. Personality and Social Psychology Review, 13(3), 219–235.  Kaminski, J. A., Sloutsky, V. M., & Heckler, A. F. (2008). The advantage of abstract examples in learning math. Science, 320(5875), 454–455.  Rey, G. D. (2012). A review of research and a meta-analysis of the seductive detail effect. Educational Research Review, 7(3), 216–237. 

Thema: Vertrauen in Wissenschaft Um diese Studie geht es: Schmidt, K., Rosman, T., Cramer, C., Besa, K. S., & Merk, S. (2022). Teachers trust educational science – Especially if it confirms their beliefs. Frontiers in Education, 976556. Intro: Whitaker, T. (2009). Was erfolgreiche Lehrer anders machen. Weinheim: Beltz. Zum Confirmation Bias: Wason, P. C. (1960). On the failure to eliminate hypotheses in a conceptual task. Quarterly Journal of Experimental Psychology, 12, 129-140.  Weitere Forschung: Carnine, D. (2000). Why education experts resist effective practices (And what it would take to make education more like medicine). Thomas B. Fordham Foundation. Rosman, T., & Merk, S. (2021). Teacher’s Reasons for Trust and Distrust in Scientific Evidence: Reflecting a “Smart But Evil” Stereotype?. AERA Open, 7, 23328584211028599.

Um diese Studie geht es: Luo, L., Kiewra, K. A., Flanigan, A. E., & Peteranetz, M. S. (2018). Laptop versus longhand note taking: Effects on lecture notes and achievement. Instructional Science, 46, 947–971. Erwähnt: Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological science, 25(6), 1159-1168. Weitere Forschung: Allen, M., LeFebvre, L., LeFebvre, L., & Bourhis, J. (2020). Is the pencil mightier than the keyboard? A meta-analysis comparing the method of notetaking outcomes. Southern Communication Journal, 85(3), 143-154. Horbury, S. R., & Edmonds, C. J. (2021). Taking class notes by hand compared to typing: Effects on children’s recall and understanding. Journal of research in childhood education, 35(1), 55-67.

Um diese Studie geht es: Bennewitz, H., & Wegner, L. (2017). Empirische Arbeit: " Er tut sich einfach schwer.". Psychologie in Erziehung und Unterricht, 64(4), 270-281.   Wahrnehmung von Elterngesprächen auf beiden Seiten: Lawrence-Lightfoot, S. (2003). The essential conversation: What parents and teachers can learn from each other. New York: Ballantine Books. Baker, C. & Keogh, J. (1995). Accounting for achievement in parent-teacher interviews. Human Studies, 18(2-3), 263-300. Cheatham, G. A. & Ostrosky, M. M. (2013). Goal setting during early childhood parent-teacher conferences: A comparison of three groups of parents. Journal of Research in Childhood Education, 27(2), 166-189 Weitere Forschung: Gartmeier, M., Gebhardt, M., Dotger, B., & Schratz, M. (2016). Teachers’ communication competence: A latent class analysis of 677 German mathematics teachers. Teaching and Teacher Education, 54, 56–67.  Munthe, E., & Westergård, E. (2023). Parents’, teachers’, and students’ roles in parent-teacher conferences: A systematic review and meta-synthesis. Teaching and Teacher Education, 136, 104355.