Cognitively Demanding Learning Materials with Texts and Instructional Pictures: Teachers' Diagnostic Skills, Pedagogical Beliefs and Motivation

Autor/inn/en	McElvany, Nele; Schroeder, Sascha; Baumert, Jurgen; Schnotz, Wolfgang; Horz, Holger; Ullrich, Mark
Titel	Cognitively Demanding Learning Materials with Texts and Instructional Pictures: Teachers' Diagnostic Skills, Pedagogical Beliefs and Motivation
Quelle	In: European Journal of Psychology of Education, 27 (2012) 3, S.403-420 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-011-0078-1
Schlagwörter	Majors (Students); Geography; Motivation; Questionnaires; Educational Practices; Biology; German; Instructional Materials; Illustrations; Layout (Publications); Cognitive Ability; Teaching Skills; Language Arts; Media Selection; Teacher Attitudes; Educational Quality; Elementary School Teachers; Secondary School Teachers + Suchen Sie Ihr Suchwort? Geografie; psychologische; Motivation (psychologisch); Fragebogen; Bildungspraxis; Biologie; Deutscher; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildliche Darstellung; Textgestaltung; Denkfähigkeit; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Sprachkultur; Medienwahl; Lehrerverhalten; Quality of education; Bildungsqualität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Learning materials incorporating written texts as well as instructional pictures are the basis for learning in many subjects. However, text-picture integration makes high cognitive demands of learners, and it seems plausible that the development of this competence is influenced by teachers' instructional skills. The present studies investigated first the differential role of learning materials integrating text with pictures in geography and biology classes compared to German language arts instruction, and the accuracy of teachers' diagnostic judgments concerning materials and student competencies from teachers who majored in different subjects. Second, we examined whether teachers with different majors systematically differ in their pedagogical beliefs and motivation to use text-picture materials, and if these differences predict both the quantity as well as the quality of instruction using both text and pictures. We present teacher questionnaires and test data from two independent studies, including "N" = 108 teachers with biology/geography or German major with in total over 1,000 students from grades 5 through 8 of all school tracks in study I, and "N" = 107 teachers with their students in study II. Descriptive statistics, "t" tests, and SEM are reported. The results indicate that teachers currently do not sufficiently manage to judge these learning materials, and that for the most part, variation between teachers was not systematically attributable to their subject major. At the same time, the differences observed between teachers in pedagogical beliefs and motivation had important consequences for both the quantity and quality of instruction using both text and pictures. Implications are discussed in regard to further research and educational practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10