Skip to main content
SpringerLink
Log in

Optimierung einer videobasierten Lerngelegenheit im Problem Based Learning Format durch Cognitive Tools. Eine Interventionsstudie mit Lehramtsstudierenden

Optimizing a video-based learning environment in a problem based learning format using cognitive tools: An intervention study with preservice teachers

  • Published:
Zeitschrift für Erziehungswissenschaft Aims and scope Submit manuscript

Zusammenfassung

Die vorliegende Studie untersucht, inwiefern ein video- und problembasiertes Lernarrangement zum Klassenmanagement durch Cognitive Tools optimiert werden kann. Es wird angenommen, dass problembasiertes Lernen (PBL), das durch direkte Instruktionen ergänzt wird, zu einem größeren Wissenszuwachs im Bereich Klassenmanagement führt als klassisches PBL. Um diese Forschungsfrage zu überprüfen, wurden 237 Lehramtsstudierende zwei Lernarrangements zugeordnet: Dem klassischen PBL, in dem die zentralen theoretischen Konzepte und empirischen Befunde zum wirksamen Umgang mit Störungen selbstständig in Gruppen erarbeitet wurden (n = 113) oder dem instruierten problembasierten Lernen (I-PBL), in dem die Studierenden in den ersten beiden Seminarsitzungen eine umfassende theoretische Instruktion erhielten (n = 124). Es zeigten sich folgende Befunde: (1) Eine Selbsteinschätzung ergab zum zweiten Messzeitpunkt bedeutsam höhere Werte auf der Selbstwirksamkeitsskala in den Bereichen Instruktion, Motivation und Klassenmanagement. Der höchste Anstieg zeigte sich im Klassenmanagement. (2) Die Überprüfung durch ein objektives Leistungsmaß offenbarte, dass die Studierenden der I‑PBL Gruppe mehr klassenmanagementbezogenes Wissen aufweisen als Studierende der PBL Gruppe (Multiple-Choice Wissenstest). (3) Hinsichtlich der motivationalen Prozesse gaben Studierende der PBL Gruppe eine stärkere Identifikation an als Studierende der I‑PBL Gruppe.

Abstract

The following study aims to explore whether a video- and problem-based learning (PBL) environment can be improved using cognitive tools. Our hypothesis is that direct instructions in a PBL setting enhance pre-service teachers’ learning outcomes in classroom management. To answer this research question, we implemented a pre-post-design within which we assigned 237 master students to two learning environments: Classic problem-based learning (PBL), where students acquired central theoretical concepts and empirical findings on dealing with disruptions in groups (n = 113) or instructed problem-based learning (I-PBL), where students received extensive theoretical instructions (n = 124) during the first two seminar sessions. In the framework of a longitudinal self-report assessment we found that (1) teacher self-efficacy in the subscales “student engagement”, “instruction” and “classroom management competencies” increased in students of both groups. The highest increase was found in classroom management competencies. (2) In the evaluation with an objective measure students participating in the I‑PBL group showed greater knowledge than students in the PBL group (multiple-choice test), and (3) regarding motivational processes students in the PBL group reported a higher degree of identification than students in the I‑PBL group.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Abb. 1

Literatur

  • Aebli, H. (1983). Zwölf Grundformen des Lehrens: eine allgemeine Didaktik auf psychologischer Grundlage. Klett-Cotta.

  • Albanese, M. (2000). Problem-based learning: Why curricula are likely to show little effect on knowledge and clinical skills. Medical Education, 34(9), 729–738.

    Article  Google Scholar 

  • Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1.

    Article  Google Scholar 

  • Barth, V. (2016). Professionelle Wahrnehmung und Verarbeitung von Unterrichtsstörungen. Eine explorative Studie zur videobasierten Fallanalyse mit Lehramtsstudierenden. Springer.

  • Boud, D., & Feletti, G. (1997). Changing problem-based learning: introduction to the second edition. In D. Boud & G. Feletti (Hrsg.), The challenge of problem-based learning (S. 1–14). London: Taylor & Francis.

    Google Scholar 

  • Brophy, J. (2003). Teaching problem students. New York: Guilford Press.

  • Bruner, J. S. (1966). Toward a theory of instruction. Bd. 59. Cambridge: Harvard University Press.

  • Cognition and Technology Group at Vanderbilt (1998). SMART environments that support monitoring, reflection, and revision. In D. J. Hacker, A. C. Graesser & J. Dunlosky (Hrsg.), Metacognition in educational theory and practice (S. 305–346). London: Taylor & Francis.

    Google Scholar 

  • Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.

    Article  Google Scholar 

  • De Leng, B. A., Dolmans, D. H., Van de Wiel, M. W., Muijtjens, A. M. M., & Van Der Vleuten, C. P. (2007). How video cases should be used as authentic stimuli in problem-based medical education. Medical Education, 41(2), 181–188.

  • Dembo, M. H., & McAuliffe, T. J. (1987). Effects of perceived ability and grade status on social interaction and influence in cooperative groups. Journal of Educational Psychology, 79(4), 415.

    Article  Google Scholar 

  • Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: a meta-analysis. Learning and Instruction, 13(5), 533–568.

    Article  Google Scholar 

  • Doppelt, Y. (2003). Implementation and assessment of project-based learning in a flexible environment. International Journal of Technology and Design Education, 13(3), 255–272.

    Article  Google Scholar 

  • Doyle, W. (2006). Ecological approaches to classroom management. In C. M. Evertson & C. S. Weinstein (Hrsg.), Handbook of classroom management: research, practice, and contemporary issues (S. 97–125). London: Routledge.

    Google Scholar 

  • Duch, B. J., Groh, S. E., & Allen, D. E. (2001). The power of problem-based learning: a practical“how to” for teaching undergraduate courses in any discipline. Sterling: Stylus Publishing.

  • Eder, F., Roters, B., Scholkmann, A., & Valk-Draad, P. (2011). Wirksamkeit problembasierten Lernens als hochschuldidaktische Methode. https://eldorado.tu-dortmund.de/handle/2003/28893. Zugegriffen: 19. Juli 2016

  • Emmer, E. T., & Gerwels, M. C. (2006). Classroom management in middle and high school classrooms. In C. M. Everston & C. S. Weinstein (Hrsg.), Handbook of classroom management: research, practice, and contemporary issues (S. 407–437). London: Routledge.

    Google Scholar 

  • Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: a literature review. Educational Research Review, 16, 41–67.

    Article  Google Scholar 

  • Glasgow, R. E., Lichtenstein, E., & Marcus, A. C. (2003). Why don’t we see more translation of health promotion research to practice? Rethinking the efficacy-to-effectiveness transition. American Journal of Public Health, 93(8), 1261–1267. doi:10.2105/AJPH.93.8.1261.

    Article  Google Scholar 

  • Goeze, A., Hetfleisch, P., & Schrader, J. (2013). Wirkungen des Lernens mit Videofällen bei Lehrkräften. Zeitschrift Für Erziehungswissenschaft, 16(1), 79–113.

    Article  Google Scholar 

  • Gold, B., Förster, S., & Holodynski, M. (2013). Evaluation eines videobasierten Trainingsseminars zur Förderung der professionellen Wahrnehmung von Klassenführung im Grundschulunterricht*. Zeitschrift Für Pädagogische Psychologie, 27, 141–155. doi:10.1024/1010-0652/a000100.

    Article  Google Scholar 

  • Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.

    Article  Google Scholar 

  • Hung, W. (2009). The 9‑step problem design process for problem-based learning: application of the 3C3R model. Educational Research Review, 4(2), 118–141.

    Article  Google Scholar 

  • Jones, M. (2006). The balancing act of mentoring: mediating between newcomers and communities of practice. In C. Cullingford (Hrsg.), Mentoring in education: an international perspective (S. 57–86). London: Taylor & Francis.

    Google Scholar 

  • Kirschner, P., Sweller, J., & Clark, R. E. (2006). Why unguided learning does not work: an analysis of the failure of discovery learning, problem-based learning, experiential learning and inquiry-based learning. Educational Psychologist, 41(2), 75–86.

    Article  Google Scholar 

  • Klauer, K. J., & Leutner, D. (2011). Lehren und Lernen. https://eldorado.tu-dortmund.de/handle/2003/29235

    Google Scholar 

  • Kleinknecht, M., & Schneider, J. (2013). What do teachers think and feel when analyzing videos of themselves and other teachers teaching? Teaching and Teacher Education, 33, 13–23.

    Article  Google Scholar 

  • Krause, U.-M., Krause, U.-M., & Stark, R. (2006). Vorwissen aktivieren. In H. Mandl & H. F. Friedrich (Hrsg.), Handbuch Lernstrategien (S. 38–49). Göttingen: Hogrefe.

    Google Scholar 

  • Leinhardt, G. (1993). Weaving instructional explanations in history. British Journal of Educational Psychology, 63(1), 46–74.

    Article  Google Scholar 

  • Leutner, D., & Schrettenbrunner, H. (1989). Entdeckendes Lernen in komplexen Realitätsbereichen: Evaluation des Computer-Simulationsspiels„ Hunger in Nordafrika. Unterrichtswissenschaft, 17(4), 327–341.

    Google Scholar 

  • Martin, L., West, J., & Bill, K. (2008). Incorporating problem-based learning strategies to develop learner autonomy and employability skills in sports science undergraduates. Journal of Hospitality, Leisure, Sports and Tourism Education (Pre-2012), 7(1), 18.

    Article  Google Scholar 

  • Mayer, R. E. (1979). Denken und Problemlösen: eine Einführung in menschliches Denken und Lernen. Heidelberg: Springer.

    Book  Google Scholar 

  • Moore, G. T., Block, S. D., Style, C. B., & Mitchell, R. (1994). The influence of the New Pathway curriculum on Harvard medical students. Academic Medicine, 69(12), 983–989.

    Article  Google Scholar 

  • Müller, S., & Eberle, F. (2009). Implementation von Problem-based Learning. Eine Evaluationsstudie in einem nichtpriviligierten Kontext. Zeitschrift Für Berufs- und Wirtschaftspädagogik, 105(1), 58–78.

    Google Scholar 

  • Ophardt, D., & Thiel, F. (2013). Klassenmanagement: Ein Handbuch für Studium und Praxis (1. Aufl.). Stuttgart: Kohlhammer.

    Google Scholar 

  • Overbaugh, R. C. (1996). The efficacy of interactive video for teaching basic classroom management skills to pre-service teachers. Computers in HumanBehavior, 11(3), 511–527.

    Google Scholar 

  • Pedersen, S. (2003). Motivational orientation in a problem-based learning environment. Journal of Interactive Learning Research, 14(1), 51.

    Google Scholar 

  • Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist, 37(1), 5–15.

    Article  Google Scholar 

  • Pfitzner-Eden, F., Thiel, F., & Horsley, J. (2014). An adapted measure of teacher self- efficacy for preservice teachers: exploring its validity across two countries. Zeitschrift für Pädagogische Psychologie, 28(3), 83–92.

    Article  Google Scholar 

  • Piwowar, V. (2013). Multidimensionale Erfassung von Kompetenzen im Klassenmanagement: Konstruktion und Validierung eines Beobachter-und eines Schülerfragebogens für die Sekundarstufe 1*. Zeitschrift für Pädagogische Psychologie, 27(4), 215–228.

    Article  Google Scholar 

  • Piwowar, V., Barth, V., Ophardt, D., & Thiel, F. (eingereicht). Scripted Video-Case Construction for Use in Teacher Education.

  • Preckel, D. (2004). Problembasiertes Lernen: Löst es die Probleme der traditionellen Instruktion? Unterrichtswissenschaft, 32(3), 274–287.

    Google Scholar 

  • Salomon, G., & Globerson, T. (1989). When teams do not function the way they ought to. International Journal of Educational Research, 13(1), 89–99.

    Article  Google Scholar 

  • Santagata, R., & Angelici, G. (2010). Studying the impact of the lesson analysis framework on preservice teachers’ abilities to reflect on videos of classroom teaching. Journal of Teacher Education, 61(4), 339–349.

    Article  Google Scholar 

  • Santagata, R., & Guarino, J. (2011). Using video to teach future teachers to learn from teaching. J ZDM Mathematics Education, 43(1), 133–145. doi:10.1007/s11858-010-0292-3.

    Article  Google Scholar 

  • Satorra, A., & Bentler, P. M. (2001). A scaled difference chi-square test statistic for moment structure analysis. Psychometrika, 66(4), 507–514.

    Article  Google Scholar 

  • Scheid, J. (2013). Multiple Repräsentationen, Verständnis physikalischer Experimente und kognitive Aktivierung: Ein Beitrag zur Entwicklung der Aufgabenkultur. Berlin: Logos.

    Google Scholar 

  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23–74.

    Google Scholar 

  • Schmidt, H. G. (1983). Problem-based learning: rationale and description. Medical Education, 17(1), 11–16.

    Article  Google Scholar 

  • Seidel, T. (2003). Technischer Bericht zur Videostudie „Lehr-Lern-Prozesse im Physikunterricht“. Kiel: Institut für die Pädagogik der Naturwissenschaften..

    Google Scholar 

  • Seidel, T., Prenzel, M., Rimmele, R., Dalehefte, I.M., Herweg, C., Kobarg, M., & Schwindt, K. (2006). Blicke auf den Physikunterricht. Ergebnisse der IPN Videostudie [Looking at physics classes. Results of the IPN video study]. Zeitschrift für Pädagogik, 52, 799–821.

  • Seidel, T., & Stürmer, K. (2014). Modeling and measuring the structure of professional vision in preservice teachers. American Educational Research Journal, 51(4), 739–771. doi:10.3102/0002831214531321.

    Article  Google Scholar 

  • Seidel, T., Blomberg, G., & Renkl, A. (2013). Instructional strategies for using video in teacher education. Teaching and TeacherEducation, 34, 56–65. doi:10.1016/j.tate.2013.03.004.

    Article  Google Scholar 

  • Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology andTeacherEducation, 13(3), 475.

    Google Scholar 

  • Song, Y.-A. (2008). Comparison of learning satisfaction, critical thinking disposition, learning attitude and motivation between PBL and SBL groups. The Journal of Korean Academic Society of Nursing Education, 14(1), 55–62. doi:10.5977/jkasne.2008.14.1.055.

    Article  Google Scholar 

  • Strobel, J., & Van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journalof Problem-BasedLearning, 3(1), 4.

    Article  Google Scholar 

  • Sungur, S., & Tekkaya, C. (2006). Effects of problem-based learning and traditional instruction on self-regulated learning. The Journal of EducationalResearch, 99(5), 307–320.

    Article  Google Scholar 

  • Syring, D. M., Bohl, P. D. T., Kleinknecht, D. M., Kuntze, P. D. S., Rehm, P. D. M., & Schneider, J. (2015). Videos oder Texte in der Lehrerbildung? Effekte unterschiedlicher Medien auf die kognitive Belastung und die motivational- emotionalen Prozesse beim Lernen mit Fällen. Zeitschrift für Erziehungswissenschaft, 18(4), 667–685. doi:10.1007/s11618-015-0631-9.

    Article  Google Scholar 

  • Tent, L., & Stelzl, I. (1993). Theoretische und methodische Grundlagen. Pädagogisch-psychologische Diagnostik, Bd. 1. Göttingen: Hogrefe.

    Google Scholar 

  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.

    Article  Google Scholar 

  • Weinstein, C. S. (1998). „I want to be nice, but i have to be mean“: exploring prospective teachers’ conceptions of caring and order. Teaching and Teacher Education, 14(2), 153–163.

    Article  Google Scholar 

  • Wijnia, L., Loyens, S. M., van Gog, T., Derous, E., & Schmidt, H. G. (2014). Is there a role for direct instruction in problem-based learning? Comparing student-constructed versus integrated model answers. Learning and Instruction, 34, 22–31.

    Article  Google Scholar 

  • Zhang, M., Lundeberg, M., Koehler, M. J., & Eberhardt, J. (2011). Understanding affordances and challenges of three types of video for teacher professional development. Teaching and Teacher Education, 27(2), 454–462.

    Article  Google Scholar 

  • Zottmann, J. M., Stegmann, K., Strijbos, J.-W., Vogel, F., Wecker, C., & Fischer, F. (2013). Computer-supported collaborative learning with digital video cases in teacher education: the impact of teaching experience on knowledge convergence. Computers in Human Behavior, 29(5), 2100–2108.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. FU Berlin, AB Schulpädagogik/ Schulentwicklungsforschung, Habelschwerdter Allee 45, 14195, Berlin, Deutschland

    Irina Rosa Kumschick,  Valentina Piwowar,  Victoria Barth, Katharina Krysmanski &  Felicitas Thiel

  2. TU Berlin, Marchstr. 23, 10587, Berlin, Deutschland

    Diemut Ophardt

Authors
  1. Irina Rosa Kumschick
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Valentina Piwowar
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Diemut Ophardt
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Victoria Barth
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Katharina Krysmanski
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Felicitas Thiel
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Irina Rosa Kumschick.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Kumschick, I.R., Piwowar, V., Ophardt, D. et al. Optimierung einer videobasierten Lerngelegenheit im Problem Based Learning Format durch Cognitive Tools. Eine Interventionsstudie mit Lehramtsstudierenden. Z Erziehungswiss 20 (Suppl 1), 93–113 (2017). https://doi.org/10.1007/s11618-017-0728-4

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11618-017-0728-4

Schlüsselwörter

Keywords

Search

Navigation