Institut Primarstufe

Dauerhafte URI für die Sammlunghttps://irf.fhnw.ch/handle/11654/55

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Ergebnisse nach Hochschule und Institut

Gerade angezeigt 1 - 10 von 22
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    Publikation
    Kontinuität und Wandel am Beispiel des Landerziehungsheims Albisbrunn
    (Steirische Vereinigung für Menschen mit Behinderung (STVMB), 2024) Criblez, Lucien; Bühler, Patrick; Moser Opitz, Elisabeth; Deplazes, Daniel; Garz, Jona T.; Haymoz, Nives
    01B - Beitrag in Magazin oder Zeitung
  • Vorschaubild
    Publikation
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Rezension zu: Brändli, S. (2024). Bildung für alle. 100 Jahre Interkantonale Hochschule für Heilpädagogik. Chronos. 220 S.
    (2024) Bühler, Patrick; Deplazes, Daniel
    Rezension von Brändli, S. (2024). Bildung für alle. 100 Jahre Interkantonale Hochschule für Heilpädagogik
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild
    Publikation
    Kontinuität und Wandel der stationären Erziehung im 20. Jahrhundert. Zur Einführung
    (Chronos, 08/2024) Criblez, Lucien; Bühler, Patrick; Moser Opitz, Elisabeth; Deplazes, Daniel; Garz, Jona T.; Haymoz, Nives; Criblez, Lucien
    04A - Beitrag Sammelband
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    Publikation
    Creating a “Space In-Between”. Learning on the Physical–Hybrid–Virtual continuum
    (SAGE, 03.05.2024) Nussli, Natalie; Oh, Kevin
    This mixed-methods study captures multiple stakeholders’ voices and experiences of a hybrid-flexible (HyFlex) learning environment. It juxtaposes different perceptions of learning experiences, equivalency, and interactions. Tutor strategies to facilitate communication across space are explored. Thirty-six undergraduate students experienced the HyFlex model with two synchronous participation modes (i.e., on-site vs. synchronous remote) and an asynchronous option. The study explores the HyFlex setting from three different perspectives. A survey captured students’ perceptions of their motivation, learning, engagement levels, ease of communication, and collaboration experiences within or across spaces. An observation report sheds light on strategies to mediate the transition between the physical and virtual space. A tutor’s journal provides the perspective of teaching on the physical–hybrid–virtual continuum. Meeting students’ needs equally well in the physical and virtual space emerges as a key challenge. The article contributes to the research about hybrid education environments and the intentional planning of versatile interactional spaces.
    01A - Beitrag in wissenschaftlicher Zeitschrift
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    Publikation
    Grammatik der stationären Erziehung. Das Schweizer Heimwesen im Spiegel des Landerziehungsheims Albisbrunn 1924-1990
    (Schwabe, 2024) Deplazes, Daniel; Garz, Jona T.; Haymoz, Nives; Criblez, Lucien; Bühler, Patrick; Moser Opitz, Elisabeth; Barras, Vincent; Jungo, Alexandra; Sager, Fritz
    04A - Beitrag Sammelband
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    Publikation
    Seelenkämpfe. Heinrich Mengs Lektorat für Psychohygiene an der Universität Basel 1930-1960
    (Klinkhardt, 2024) Bühler, Patrick; Glaser, Edith; Groppe, Carola; Overhoff, Jürgen
    04A - Beitrag Sammelband
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    Publikation
    Mathematik und Realität. Mathematische Modellierungen aus wissenschaftstheoretischer Perspektive
    (Franzbecker, 23.03.2023) Schürmann, Uwe
    Die fachdidaktische Forschung zum mathematischen Modellieren verläuft bisher weitgehend losgelöst von der seit mehr als 100 Jahren andauernden philosophischen Diskussion zu Modellen. Dieser Artikel verbindet daher beide Bereiche, Wissenschaftstheorie (in der Tradition analytischer Philosophie) und Mathematikdidaktik, und fragt danach, welchen Beitrag zentrale wissenschaftstheoretische Positionen für die Erfassung von Modellierungsprozessen im Mathematikunterricht leisten können. Dabei wird vor allem die Trennung zwischen Mathematik und Realität bzw. „Rest der Welt“ vor dem Hintergrund der Diskussion zu syntaktischen und semantischen Sichtweisen auf Modelle und Theorien infrage gestellt.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Publikation
    Mathematical modelling. A philosophy of science perspective
    (Springer, 01.10.2023) Schürmann, Uwe; Bicudo, Maria Aparecida Viggiani; Czarnocha, Bronislaw; Rosa, Maurício; Marciniak, Małgorzata
    Since research on mathematical modelling in the classroom is rather not directly related to philosophical findings on models in sciences, this chapter links the (analytical) philosophy of science and mathematics education research. In the following, the question of what influence the philosophy of science might have on the discourse about modelling in mathematics education research will be explored. To this end, ontological and epistemological questions about the status of mathematics in its relation to reality will be considered. In particular, this chapter questions the separation between mathematics and reality or the “rest of the world”, which is often found in mathematics education research on modelling, against the background of the syntactic and the semantic view of models and theories. It is argued that the syntactic view more accurately captures the connection between mathematics and reality by distinguishing between theoretical and observational terms of a theory. Moreover, the distinction provides a tool to analyse students’ utterances more precisely.
    04A - Beitrag Sammelband
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    Publikation
    Investigating adolescents’ historical reasoning skills when analyzing and interpreting an image
    (University of Newcastle, 10.01.2024) van Loon, Kevin; Studer, Dominic; Waldis Weber, Monika
    This study investigated adolescents’ (secondary school students, N = 145, M age 13.9 years) historical reasoning skills when analyzing and interpreting an image. Presumably, historical reasoning can be fostered when engaging in inquiry-based writing. However, in past research using inquiry-based writing tasks, textual sources rather than images prevailed. The present research investigated students’ writing skills when interpreting a historical image. Participants were presented with a historical photograph and were asked to write a structured text about their analysis and interpretation of this image. A scoring rubric was developed to assess the quality of students’ historical reasoning skills, specifically: (1) asking and answering historical questions, (2) reasoning about images, and (3) reasoning with images. Findings show that the factor structure of the scoring rubric largely overlaps with theoretically distinguished components of historical reasoning. Students were able to ask historical questions and write a well-structured text. However, most students did not describe and analyze the source of the image and did not refer to the main message of the image. Further, many students could not identify the image’s relevance for the present. Importantly, the findings imply that students’ methodological competencies to critically analyze and interpret the used image were not elaborated. Possibly, they do not receive sufficient training addressing these skills. This seems problematic, not only in history education but also when deriving meaning from images in everyday life.
    01A - Beitrag in wissenschaftlicher Zeitschrift