Teaching patterns and learning quality in Swiss and German mathematics lessons.

Autor/inn/en	Hugener, Isabelle; Pauli, Christine; Reusser, Kurt; Lipowsky, Frank; Rakoczy, Katrin; Klieme, Eckhard
Titel	Teaching patterns and learning quality in Swiss and German mathematics lessons.
Quelle	In: Learning and instruction, 19 (2009) 1, S. 66-78Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2008.02.001
Schlagwörter	Empirische Untersuchung; Forschungsdesign; Vergleich; Kognitiver Prozess; Wahrnehmung; Schüler; Leistungsbeurteilung; Lernerfolg; Schülerleistung; Lehr-Lern-Forschung; Lernen; Lernmotivation; Lernmethode; Methodik; Unterrichtseinheit; Unterrichtsmethode; Videoaufzeichnung; Mathematikunterricht; Mathematische Kompetenz; Einflussfaktor; Qualität; Wirkung; Deutschland; Schweiz
Abstract	Based on a coding of 39 videotaped three-lesson units on the introduction to the Pythagorean Theorem, three teaching patterns were identified: lecturing, developing based on a problem, and discovery based on a problem. The analysis showed no effect of the teaching patterns on student achievement, whereas effects were discovered on students' perceived learning quality. The discovery teaching pattern had negative effects on the emotional quality of learning. However, this pattern exhibited high degree of externally rated cognitive activation. The lecturing approach to the introduction to the Pythagorean Theorem supported students' self-perceived understanding. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2009/4