Waldis Weber, Monika
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Waldis Weber
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Monika
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Waldis Weber, Monika
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- PublikationPromoting oral argumentation in citizenship education(19.09.2024) Wenger, Liliane; Aydin, Açelya; Hubacher, Manuel; Waldis Weber, MonikaDeliberative democracy theories advocate for the communicative activation of citizens in opinion formation. Therefore, civic education should introduce adolescents to deliberative processes and to promote their argumentative competence, which is understood as both a linguistic and a political competence. In accordance with our roots in deliberative democratic theory, we view argumentation as a dialogue-based process. This makes transactivity a key feature of good civic reasoning. Empirical evidence shows potential for instructional interventions to boost oral reasoning and critical thinking across subjects, but their effects often remain inconsistent. Data also suggests that students in deliberative settings are more willing to engage with opposing arguments and revise their own. Dialogues in small groups facilitate the acquisition of argumentation skills. Despite these findings, there's limited research on argumentation training effectiveness. In an intervention study (grades 8 and 9), Gronostay combined a thematic input with argumentation training, leading to more transactive speech acts during the subsequent fishbowl discussion in the experimental group. However, the revision and adaptation of their own arguments remained largely absent. This study investigates the effectiveness of an adapted version of Gronostay's strategy training in promoting transactive dialogues. The research involved six seasoned teachers and their classes in the 2022/23 school year, who were engaging with the subject of a cashless society. Despite standardized argumentation training, the quality of debates varied significantly between the classes studied. Influences on the quality of the debates include the social structure of the class, the influence of didactic scaffolding, such as argumentation training.06 - Präsentation
- PublikationGeschichtsdidaktisch intervenieren(hep, 2023) Waldis Weber, Monika; Nitsche, Martin03 - Sammelband
- PublikationNarrative Kompetenz und epistemologische Beliefs im Geschichtsunterricht fördern? Zur Wirksamkeit einer Schreibintervention an Deutschweizer Gymnasien(hep, 2023) Nitsche, Martin; Waldis Weber, Monika; Marti, Philipp; Hubacher, Manuel; Waldis Weber, Monika; Nitsche, Martin [in: Geschichtsdidaktisch intervenieren]04A - Beitrag Sammelband
- PublikationEinleitung: Geschichtsdidaktisch intervenieren – eine Standortbestimmung(Hep, 2023) Waldis Weber, Monika; Nitsche, Martin; Waldis Weber, Monika; Nitsche, Martin [in: Geschichtsdidaktisch intervenieren]04A - Beitrag Sammelband
- PublikationNarrative competence and epistemological beliefs of German Swiss prospective history teachers: A situated relationship(University of Newcastle, 2022) Nitsche, Martin; Waldis Weber, Monika [in: Historical Encounters]Few history education studies have indicated that school students’ epistemological beliefs affect their historical thinking and writing. Some research has suggested that history teaching could affect these aspects. Several history educators have assumed that (prospective) history teachers’ epistemological beliefs are related to their ways of teaching and to their ability to think historically. Yet evidence underpinning these assumptions is rare. To address this gap, we investigated how prospective German Swiss history teachers’ epistemological beliefs impacts their reading and writing abilities in terms of narrative competence. We therefore applied argumentative writing tasks to assess participants’ narrative competence and surveyed their epistemological beliefs and further contextual covariates (e.g., situational interest, number of history courses attended at university). Results show small effects of participants’ epistemological beliefs on their narrative competence, while their situational interest is more influential. Other contextual constructs (e.g., number of history courses attended at university) are also predictive. Overall, our results indicate that narrative competence and epistemological beliefs are correlated yet situated in contextual aspects.01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationWozu (Global-)Geschichte? Didaktische Potentiale von Globalgeschichte in der geschichtsdidaktischen Diskussion(Waxmann, 2021) Marti, Philipp; Kuhn, Konrad J.; Nitsche, Martin; Thyroff, Julia; Waldis Weber, Monika [in: ZwischenWelten. Grenzgänge zwischen Geschichts- und Kulturwissenschaften, Geschichtsdidaktik und Politischer Bildung]04A - Beitrag Sammelband
- PublikationGrenzen im Denken überwinden. Grenzgänge zwischen Migrationsforschung, Migrationspädagogik, Didaktik der Politischen Bildung und pädagogischer Praxiserfahrung(Waxmann, 2021) Affolter, Simon; Sperisen, Vera; Kuhn, Konrad J.; Nitsche, Martin; Thyroff, Julia; Waldis Weber, Monika [in: ZwischenWelten. Grenzgänge zwischen Geschichts- und Kulturwissenschaften, Geschichtsdidaktik und Politischer Bildung]04A - Beitrag Sammelband
- PublikationZwischenWelten. Grenzgänge zwischen Geschichts- und Kulturwissenschaften, Geschichtsdidaktik und Politischer Bildung(Waxmann, 2021) Kuhn, Konrad J.; Nitsche, Martin; Thyroff, Julia; Waldis Weber, Monika03 - Sammelband
- PublikationZwischenWelten. Grenzgänge zwischen Geschichts- und Kulturwissenschaften, Geschichtsdidaktik und Politischer Bildung(Waxmann, 2021) Kuhn, Konrad J.; Nitsche, Martin; Thyroff, Julia; Waldis Weber, Monika03 - Sammelband
- PublikationBildungsprozesse in heterogenen Kontexten(Schweizerische Gesellschaft für Bildungsforschung, 2021) Neuenschwander, Markus; Sturm, Afra; Waldis Weber, Monika [in: Schweizerische Zeitschrift für Bildungswissenschaften]01A - Beitrag in wissenschaftlicher Zeitschrift