Zurich University of Teacher Education
Recent publications
Feedback literacy is gaining recognition as a key concept for understanding how engage with and learn from feedback in higher education. This study presents validity evidence for a refined version of the Student Feedback Literacy Instrument (SFLI), designed to measure the construct across two dimensions –feedback attitudes and feedback practices– in German, English, and Turkish. We developed both a full-length and a short-form version (SFLI-S). Using confirmatory factor analyses on different student samples (Ntotal= 1424), we confirmed the two-factor structure across languages, supporting the model of feedback literacy comprising of attitudinal and behavioral components. Associations with related constructs further support the instrument’s convergent validity. As a psychometrically sound, multilingual instrument, the SFLI can facilitate cross-cultural feedback literacy research and provide a valuable tool for research and educational practice. The SFLI-S offers an economical alternative, enabling wider integration into studies on how students engage with feedback.
Background Low back pain (LBP) is a common health complaint and a prominent factor in the development of LBP among the working population is stress. Mostly, stress is addressed as a general problem, which is why LBP prevention programs are often imprecise. Accordingly, a closer look at the association between specific stress types and the development of LBP is necessary. Therefore, this paper aims (1) to identify the stress types most closely associated with LBP; (2) to examine the relationship between stress accumulation and LBP. Methods n = 100 call-center workers were approached for participation. Stress levels and LBP were assessed with questionnaires (TICS, ERI, CPG, BPI) and hair cortisol levels were measured (ELISA-KIT, 3-months period). Mann-Whitney U tests were used to identify stress types most closely associated with LBP. Further, ANCOVA analysis was conducted to determine the association of the number of experienced stress types with LBP intensity and impairment. Results Finally, data from n = 68 participants (mean age: 43.2 (± 12.8) years; 62% female) were used for presented analysis. Participants, who were affected by work-related stress showed higher pain severity (excessive demands at work: 23.6 ± 21.8 vs. 42.4 ± 25.0 (p = 0.005)) and more impairment (excessive demands at work: 13.7 ± 17.6 vs. 28.7 ± 22.3 (p = 0.003); work overload: 15.4 ± 20.4 vs. 26.3 ± 17.4 (p = 0.009)) than their less affected colleagues. Other stress types (e.g. Effort, Reward) showed no significant association with LBP. Furthermore, participants who experienced two or more of the most associated stress types simultaneously suffered from stronger pain and more impairment (p < 0.01). Conclusions The results suggest that it is essential to divide and evaluate stress in specific domains. Furthermore, the accumulation of different stress types and the resulting physiological load should be taken into account when designing prevention and intervention programs. Results may be of high relevance for the development of LBP prevention programs for people within a predominantly sitting working context.
Virtual reality (VR) can provide access to otherwise inaccessible aspects of the world and thus promote science learning. We developed a VR learning tool about the water cycle, with 11 lessons for classroom teaching at the primary level. We assessed prior knowledge before a four-week intervention and learning outcomes directly after the intervention, as well as eight weeks later. A total of 165 children aged 11 to 12 years participated in the study. We manipulated immersion by using either VR headsets or computers, and interaction by having children either directly engaging with the virtual world or observe an avatar executing the same actions. This design allowed us to test the impact of different levels of immersion and interaction on learning about the water cycle. The results showed an effect of immersion but not of interaction. Children who worked with headsets outperformed children who used computers both in the test immediately after the intervention and 8 weeks after the intervention. Further, we assessed several affective, cognitive, and physical variables during the intervention, including spatial presence, motion sickness, cognitive load, physical load, and children’s satisfaction (liking). The findings indicate that immersive VR is a promising tool for teaching science topics about otherwise inaccessible aspects of the world. Future research is needed to better understand how interactive elements can enhance learning in this context.
Lehrpersonen sollten über alle Schulstufen hinweg eine solide diagnostische Kompetenz hinsichtlich der motorischen Basiskompetenzen von Kindern aufweisen. Der Beitrag beschreibt drei Studien, in denen sich zeigt, dass Lehrpersonen Schwierigkeiten haben, die motorischen Leistungen der Kinder akkurat einzuschätzen. Dies legt nahe, dass Lehrpersonen aller Schulstufen ihr diagnostisches Urteil selbstkritisch hinterfragen sollten. Weitere Forschungsbemühungen sind notwendig, um die Allgemeingültigkeit der Befunde sowie deren Relevanz für die Unterrichtsgestaltung zu erhöhen.
Successful writing requires self-regulated writing because of the complex and demanding nature of writing. Self-regulated writing is based on the interplay of metacognition and motivation. In order to enable students to become better self-regulated writers, certain metacognitive and motivational characteristics such as metacognitive strategy knowledge, self-efficacy, intrinsic task value, mastery orientation and writing beliefs can be promoted. This article presents the results of a study in which a short tutor-led course attempted to change these characteristics in students. Positive changes were found in metacognitive strategy knowledge, self-efficacy, and writing beliefs. We discuss the role of metacognitive strategy knowledge and point out that its role in established models of self-regulated writing is still too unspecific.
Students need a clear grasp of evolution to understand biology and the world's current environmental crises. Science teachers are essential in fostering evolution knowledge in their students. Numerous European studies have shown that science teachers possess a broad spectrum of alternative conceptions of evolution, and their acceptance of evolution varies. School curricula increasingly include key concepts of evolution from early grades on. However, studies are limited that examine differences in understandings and acceptance of evolution in different country contexts. This study investigated the knowledge and acceptance of evolution in Swiss science teachers: 1352 pre-and in-service year K-9 teachers were surveyed using two established questionnaires (KAEVO 2.0 and ATEVO). The results showed that as a group, pre-service kindergarten and primary school teachers had a poor grasp of evolution, while pre-and in-service lower secondary school teachers had moderate knowledge. However, we found that knowledge of evolution varied a great deal across the groups and that teachers in all groups had a range of alternative conceptions of evolution.
Background/Objectives: Children participate in various organized and informal physical activities (PAs) in their leisure time, presenting diverse objectives and environments for motor and social development. However, current research often focuses on specific, mostly organized activities, overlooking the complexity of participation across different settings. This study aimed to (1) identify groups of children with similar characteristics based on their participation in five organized and informal sports activities and (2) examine how the groups differ regarding gender, age, BMI, motor competencies (MCs), and attendance in institutionalized care at school. Methods: The study included n = 1717 1st and 2nd graders (M = 7.60 years, SD = 0.59, 50.7% girls) and n = 1319 3rd and 4th graders (M = 9.46 years, SD = 0.57, 49.4% girls) from the "EMOKK" study, funded by the Swiss National Science Foundation. Data were collected via parent questionnaires on leisure sports participation, and MCs were assessed using MOBAK-1-2 and 3-4 tests. Latent profile analyses (LPAs) and univariate ANOVAs were used to identify group differences. Results: A three-profile LPA model best fits the data, revealing differences in participation across individual and team sports, optional school sports, free play on the school playground, and informal activities during leisure time. Children involved more in team sports (profiles: allrounder and very active sportsperson) participate more in informal play and present better MCs than children participating mainly in individual sports (profile: individual sportsperson). Girls were predominantly in the individual sports profile, while boys were more evenly spread across all groups. These findings highlight the importance of designing targeted interventions that promote participation in both organized and informal sports, particularly for children with lower levels of PA. Conclusions: Children show different patterns of engagement in different interrelated organized and informal leisure PA contexts. These specific patterns and the children's MCs should be taken into account for the targeted promotion of PAs during leisure time.
Zusammenfassung In diesem Kapitel erfolgt eine Gegenüberstellung der beiden im vorangehenden Kapitel dargestellen Fälle, der Kindergartenlehrerinnen Sandra Sommer und Dora Dünki. Der Fokus liegt dabei auf den Anerkennungsverhältnissen zwischen den Kindergartenlehrerinnen und den Kindern. Dazu werden die Ergebnisse aus der Videointerpretationen verglichen, wobei die Rekonstruktionen entlang der für die Anerkennungsverhältnisse relevanten Kontexte strukturiert werden: der Umgang mit Aufträgen und dem Spiel- und Lernangebot sowie die Herstellung einer Verbindung zum Unterrichtsgegenstand. Im Anschluss erfolgt ein Vergleich der Ergebnisse aus den Interviewinterpretationen. Hierbei werden die Konstruktionen der Kindergartenkinder in Abhängigkeit von ihrem Entwicklungsstand und als zukünftige Erwachsene betrachtet. Abschließend werden die Erkenntnisse aus den Video- und Interviewinterpretationen zusammengeführt, wobei die Herstellung einer generationalen Ordnung als Rahmen dient.
Zusammenfassung In diesem Kapitel erfolgt eine Verschiebung des Fokus von den spezifischen Fallstudien auf eine allgemeine Ebene, um die empirischen Ergebnisse für weitere Forschung und die Praxis nutzbar zu machen. Zu diesem Zweck werden pädagogische Konsequenzen formuliert und Forschungsdesiderate identifiziert. Im Anschluss an die Einordnung der empirischen Ergebnisse erfolgt eine Reflexion des methodischen Vorgehens. Abschließend wird eine Zusammenfassung der gesamten Untersuchung einschließlich eines Ausblicks präsentiert.
Zusammenfassung In diesem Kapitel erfolgt eine Darlegung der theoretischen Grundlagen der dokumentarischen Methode, insofern sie für die Untersuchung relevant sind und als Fundament für das methodische Vorgehen dienen. Es werden methodologische und methodische Grundlagen, Interaktionsbewegungen und -modi sowie die komparative Analyse als zentrale Forschungslogik beschrieben. Zudem wird auf Herausforderungen eingegangen, die aus dem Forschungsgegenstand resultieren, und davon ausgehend die Passung mit dem gewählten methodischen Vorgehen dargelegt.
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1,022 members
Alexandra Totter
  • Zentrum für Schulentwicklung
Manuela Keller-Schneider
  • Pädagogische Psychologie
Mathias Mejeh
  • Further Education
Hansjakob Schneider
  • Department of Pre-Primary and Primary Education
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Zürich, Switzerland