Elisabeth Mayweg

Elisabeth Mayweg
Humboldt-Universität zu Berlin | HU Berlin · Institute of Educational Sciences

PhD

About

35
Publications
5,316
Reads
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339
Citations
Additional affiliations
October 2018 - present
Humboldt-Universität zu Berlin
Position
  • Professor (Assistant)
May 2018 - September 2018
Freie Universität Berlin
Position
  • PostDoc Position
September 2013 - March 2014
Columbia University
Position
  • Researcher

Publications

Publications (35)
Data
Full-text available
The study presented here examines how interacting with a more capable interlocutor influences use of argumentation strategies in electronic discourse. To address this question, 54 young adolescents participating in an intervention centered on electronic peer dialogs were randomly assigned to either an experimental or control condition. In both cond...
Article
Full-text available
Empathy, broadly defined as the ability to experience another's emotions and perceptions, is one of the major attitudes and actions underpinning an individual's participation in dialogue across diversity. The goal of this methodological paper is to operationalize empathy as a discursive construct, manifested in children and adolescent dialogic inte...
Article
Full-text available
In view of the COVID-19 pandemic, students had to cope with the challenging situation of handling a vast amount of potentially conflicting online information while staying informed. Reading conflicting scientific information has been shown to require cognitive effort for one to integrate it successfully, but reading such information during a crisis...
Data
This is a description of the data – generated as part of the EU Horizon 2020 project "Dialogue and Argumentation for cultural Literacy Learning in Schools (DIALLS)". You can find the data set (.sav) on Zenodo: https://doi.org/10.5281/zenodo.5553923
Presentation
Full-text available
Vortrag im Rahmen des Symposiums "Evidenzorientierung im Lehramtsstudium: Informationswahl, epistemische Prozesse, Instruktionsformate" auf der gemeinsamen Tagung der Fachgruppen für Pädagogische und Entwicklungs-Psychologie (paEpsy)
Poster
During the EC Horizon 2020 Project DIALLS (DIalogue and Argumentation for cultural Literacy Learning in Schools), open educational resources (OER) for promoting students' cultural literacy through dialogue and argumentation were developed. In general, teachers are willing to use such OER, but express their need for additional support (Baas et al.,...
Presentation
Full-text available
Paper presented at the 19th Biennial European Association for Research in Learning and Instruction (EARLI), Gothenburg (online), Sweden.
Chapter
Full-text available
In this chapter, we set the context for how teachers can use the CLLP and its resources sustainably by introducing why it is important for teachers to engage in long-term collaboration to implement the core aims and themes of DIALLS in a meaningful way. In the following chapter, we will introduce research on the opportunities and obstacles of onlin...
Article
Full-text available
In everyday life, people seek, evaluate, and use online sources to underpin opinions and make decisions. While education must promote the skills people need to critically question the sourcing of online information, it is important, more generally, to understand how to successfully promote the acquisition of any skills related to seeking online inf...
Article
Full-text available
(Future) teachers should acquire skills in sourcing science-related information online, so they can use evidence appropriately in their pedagogical practice. To successfully use such evidence, it is vital that teachers critically question their selection of online information. Based on findings from collaborative learning, we hypothesized that coll...
Article
Full-text available
Many urgent problems that societies currently face-from climate change to a global pandemic-require citizens to engage with scientific information as members of democratic societies as well as to solve problems in their personal lives. Most often, to solve their epistemic aims (aims directed at achieving knowledge and understanding) regarding such...
Article
Based on educational-psychological backgrounds on learning through communication and current requirements regarding the development of media skills this article exam- ines the use of online forums in academic teaching from a theoretical and a practical perspective. First, the potential and the specific characteristics of asynchronous and text-based...
Presentation
Full-text available
We present a qualification program for young professionals in higher education aimed at improving their teaching and learning, known as the SUPPORT Certificate Program at the Freie Universität Berlin. The teacher-training program is based on standards and methods of higher education and on a theoretical model of teaching competency (LeKo) that was...
Article
This article examines how the way pro and contra information is distributed between two experts in a written discourse influence readers’ evaluations. One hundred and fifty university students read an expert discussion on the topic of computer use in childhood. Information was presented in either a one-sided (each expert holds one position: pro or...
Article
Critical questioning is crucial for being able to successfully construct knowledge within collaborative argumentation on science-related issues. Regrettably, laypeople often lack the required skills and intrinsic motivation to do so. In a 1 × 2 between-subjects design (training vs. no training), the present study investigated if training the member...
Article
Ist Zustimmung oder Dissens besser? Die Rolle des Kritischen Hinterfragens und Elaborierens im Argumentativen Diskurs Zusammenfassung. Beim Umgang mit wissenschaftsbezogenen Informationen im Internet spielt der argumentative Austausch mit anderen eine immer zentralere Rolle. Als besonders förderlich für den Wissenserwerb durch argumentativen Diskur...
Article
Full-text available
Welchen Einfluss haben dialogische Lernsituationen auf den Gebrauch von Evidenz bei adoleszenten Schülerinnen und Schülern? Zusammenfassung. Diese Studie untersucht wie sich argumentativer Diskurs und individuelles Argumentieren in Bezug auf den Gebrauch von Evidenz unterscheiden. In einem 1 × 2 Cross-over Design diskutierten 37 Mittelstufenschüler...
Article
Lernen im Diskurs: Wie das Argumentieren über wissenschaftsbezogene Informationen zum Lernerfolg beiträgt Zusammenfassung. Lernen, ob innerhalb oder ausserhalb von formalen Bildungssettings, ist oft eine soziale Aktivität. Wissenschaftsbezogene Informationen, d. h. solche die auf wissenschaftlicher Erkenntnis basieren, werden mit dem Ziel verarbeit...
Article
Full-text available
This paper is aimed at combining the advances in argumentation theory with the models used in the field of education to address the issue of improving students’ argumentative behavior by interacting with an expert. The concept of deeper or more sophisticated argumentative strategy is theoretically defined and used to advance two new coding schemes,...
Article
Full-text available
The study presented here examines how interacting with a more capable interlocutor influences use of argumentation strategies in electronic discourse. To address this question, 54 young adolescents participating in an intervention centered on electronic peer dialogs were randomly assigned to either an experimental or control condition. In both cond...
Article
Full-text available
Contemporary school learning typically includes the processing of popular scientific information as found in journals, magazines, and/or the WWW. The German high school curriculum emphasizes that students should have achieved science literacy and have learned to evaluate the substance of text-based learning content by the end of high school. Alongs...
Article
Full-text available
There are clear differences in the way written information on health issues presents research findings. In some cases, the source of a piece of information (e.g. "expert professor") is highlighted to emphasize its credibility and relevance. In other cases, the impact of a certain argument is stressed by avoiding hints on tentativeness such as "most...
Article
Seeing the need to change parts of one's teaching project may be the starting point for scholars to seek inspiration and guidance from educational psychologists for innovation in their teaching. In this report, the authors address the question of how educational psychologists can assist lecturers in higher education with the implementation of innov...
Article
Full-text available
Research on computer-supported instructional communication (CSIC) involves the study of interactions between instructors, learners, and system components in computer-based learning environments. At least two strands of research can be identified that are crucial for the understanding of CSIC: From the learning perspective, rooted in cognitive and e...
Article
This study investigated how varying the lexical encodings of technical terms in multiple texts influences learners' dyadic processing of scientific-related information. Fifty-seven pairs of college students read journalistic texts on depression. Each partner in a dyad received one text; for half of the dyads the partner's text contained different l...
Article
Using the same specialist terms in online discourse can indicate knowledge overlaps between partners. However, linguistic overlaps do not automatically ensure overlaps in conceptual representations. In particular, learning situations, which typically focus on knowledge acquisition, require a sufficient understanding of domain-specific concepts. Thi...
Article
Although learning through discourse activities seems well-documented, it is unclear which mechanisms and behavioral variables are involved. What exactly contributes to learning when two or more learners interact in online learning environments? To analyze interrelations between central discourse activities and individual learning outcomes at the le...
Article
To examine how physicians use information about a patient's background knowledge when both anticipating what a patient knows and producing actual answers in an email counseling setting. A fictitious patient used a (high vs. low) level of technical jargon in an email inquiry about diabetes and provided explicit information on prior knowledge (high v...
Chapter
Zu Lehren gehört traditionell zu den grundlegenden Aufgabenbereichen der meisten Wissenschaftlerinnen und Wissenschaftler an deutschen Hochschulen. Dennoch bedarf dieser Bereich einer Professionalisierung, d.h. einer Entwicklung hin zu einer reflektier- ten und fundierten Tätigkeit. Ein Bestandteil der Professionalisierung sind Angebote zur Weiterq...
Article
Full-text available
Learning from texts requires reflection on how far one has mastered the material. Learners use such metacognitive processes to decide whether to engage in deeper learning activities or not. This article examines how the lexical surface of specialist concepts influences their mental representation. Lexical encodings that are the concise wordings of...
Conference Paper
To ensure a complex understanding of the topics addressed in collaborative learning scenarios, learners have to develop a conceptual understanding of the relevant specialist vocabulary. To this end, they have to exchange and discuss their individual knowledge, which is usually gained through individual exploration of different learning materials. B...
Article
Full-text available
Some specialist concepts can be encoded either with words of Greek or Latin origin or in everyday language terms. These synonyms are expected to indicate to the same underlying meaning. This study investigates whether the origin of technical terms influences their mental representation as well as subjective feelings of knowing. The linguistic encod...
Conference Paper
This study analyses how the exchange of text specific information in virtual cooperative writing can be improved. Based on findings concerning the automatic absorption of words in written communication (lexical alignment), we conducted a study with 64 students to determine whether there was a positive impact of the use of different terminology on t...

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Projects

Projects (4)
Project
https://www.dghd.de/community/arbeitsgruppen/ag-psychologie-und-lehr-lern-forschung/
Project
The project develops approaches to promote digital skills in higher education. One focus is on communication and collaboration skills related to dealing with online information and resources among future teachers. The project is affiliated with the Einstein Center Digital Future Berlin (https://www.digital-future.berlin/en/about-us/professors/prof-dr-elisabeth-mayweg/).
Project
The goals of this 3-year European Project are: 1) To develop an understanding of young people’s cultural literacy in formal education through the teaching of dialogue and argumentation as a means to understand European identities, cultures and diversities; 2) To provide comprehensive guidance for the development of cultural literacy in schools; 3) To promote the emergence of young people’s cultural identities through their discourse and produced cultural artefacts.