Suchergebnisse

In high-school chemistry the pre-experimental phase of inquiry cycles often remains neglected. According to a procedural model, which is described in the text, this phase begins with an observation which stimulates students' prior factual knowledge, the formulation of a research question for further elaboration (epistemic questions), the anticipation of a hypothetical answer, and the planning of experimental steps for deciding on the hypothetical answer. These activities were explicitely prescribed in an experimental group of 28 tenth-graders. Raising the quality of students' epistemic research questions by providing structured help was a special focus of the intervention. Hypothesized motivational and cognitive effects were measured and compared to a group of 25 students (control group) who engaged in non-structured pre-experimental activities. The intervention provided to the experimental group resulted in stronger preferences for a more open and non-recipe type of experimentation, in more intense cognitive activities (thoughts) and, most importantly, in increased skills for formulating causal epistemic questions. Supporting such procedural skills in classrooms may contribute to transforming labwork into intentional activities and students into active learners by helping them focus on further elaborating their knowledge.

Leistungswettbewerbe sind effektive Einrichtungen zur Identifikation und Förderung herausragender Begabungen. In Deutschland haben sie eine lange Tradition und werden für alle Fachrichtungen angeboten. Internationale Leistungswettbewerbe fokussieren dagegen fast ausschließlich auf mathematische und naturwissenschaftliche Gebiete. Zugang finden jene Schüler, die bereits in entsprechenden Wettbewerben auf nationaler Ebene hervorragend abgeschnitten haben. In den letzten 10 Jahren haben deutsche Mannschaften, zumindest im Vergleich zu westeuropäischen Ländern, gute Resultate erzielt. Einzelne deutsche Teilnehmer liegen mit ihren Leistungen in der absoluten internationalen Spitze. Wie in anderen Ländern beteiligen sich allerdings nur wenige Schülerinnen und die Teilnehmer stammen vorwiegend aus Familien mit akademischem Bildungshintergrund. Der familiäre und soziale Kontext ist insgesamt eine entscheidende Determinante für die Beteiligung an internationalen Leistungswettbewerben. (DIPF/Orig.).;;;Academic competitions serve as effective instruments for identifying and promoting highly gifted students. In Germany, such competitions have a long tradition, and they are offered in all curricular domains. In contrast, international competitions are almost exclusively focussing on mathematics and science. Students with top-level results in corresponding national competitions get access to these international competitions. At least in comparison with other western European nations, German teams achieved good results over the last 10 years. Several German participants belong to the absolute international top level. However, as in other nations, only few female students take part, and participants mostly originate from families with an academic educational background. Altogether, the family and social context figure as decisive determinants for the willingness and readiness to participate in an international academic competition. (DIPF/Orig.).