References of "Sonnleitner, Philipp 50003122"
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See detailAssessing Complex Problem Solving in the Classroom: Meeting Challenges and Opportunities
Sonnleitner, Philipp UL; Keller, Ulrich UL; Martin, Romain UL et al

in Csapó, Beno; Funke, Joachim (Eds.) The Nature of Problem Solving (in press)

At the time when complex problem solving was established as a key aspect of today’s educational curricula and a central competence of international assessment frameworks like PISA, it became evident that ... [more ▼]

At the time when complex problem solving was established as a key aspect of today’s educational curricula and a central competence of international assessment frameworks like PISA, it became evident that the educational context places special demands on assessment instruments used for this purpose. In this chapter, we show how these challenges can successfully be addressed by reviewing recent advancements in the field of complex problem solving. We use the example of the Genetics Lab, a newly developed and psychometrically sound microworld which emphasizes usability and acceptance amongst students, to discuss challenges and opportunities of assessing complex problem solving in the classroom. [less ▲]

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See detailCognitive pitfalls in dealing with sustainability
Sonnleitner, Philipp UL

in König, Ariane (Ed.) Sustainability science: Key issues (2018)

Main summary points: • Environmental conditions in which human ancestors evolved, strongly shaped human thinking • Two complementary cognitive systems can be distinguished whose interplay causes ... [more ▼]

Main summary points: • Environmental conditions in which human ancestors evolved, strongly shaped human thinking • Two complementary cognitive systems can be distinguished whose interplay causes systematic errors, especially in situations including uncertainty or complexity • These cognitive pitfalls have tremendous consequences in the context of sustainability • Leveraging cognitive biases and knowledge about them by improving education and training is vital to address ecological problems [less ▲]

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See detailLearning to confront complexity: What roles can a computer-based problem-solving scenario play?
Sonnleitner, Philipp UL; König, Ariane UL; Sikharulidze, Tea UL

in Environmental Education Research (2017)

This paper gives an example of how computer-based problem-solving scenarios can be embedded in a course on sustainability, in order to illustrate the highly versatile way in which such scenarios can be ... [more ▼]

This paper gives an example of how computer-based problem-solving scenarios can be embedded in a course on sustainability, in order to illustrate the highly versatile way in which such scenarios can be used to structure and evaluate learning on complexity on an individual level, as well as learning in diverse groups. After defining criteria, a computer-based problem-solving scenario has to meet in order to be useful for training competencies associated with confronting complexity, the application of one specific scenario, the Genetics Lab, is empirically evaluated on base of three student cohorts. Results suggest that existing approaches to sustainability education can be substantially complemented by computer-based problemsolving scenarios, offering genuine learning opportunities and deepening and personalizing the comprehension of known phenomena in complex problem-solving. The paper closes by offering lessons learned from the presented approach and gives advice and outlook on future applications of such scenarios in sustainability education. [less ▲]

Detailed reference viewed: 12 (1 UL)
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See detailAutoévaluation des élèves de l'école primaire en mathématiques
Villanyi, Denise UL; Fischbach, Antoine UL; Sonnleitner, Philipp UL et al

Scientific Conference (2016, November)

Detailed reference viewed: 82 (15 UL)
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See detailEffects of correct answer position on multiple-choice item difficulty in educational settings
Sonnleitner, Philipp UL; Guill, Karin; Hohensinn, Christine

Scientific Conference (2016, July)

Detailed reference viewed: 25 (2 UL)
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See detailTeaching Complex Problem Solving Through Digital Game Design
Akcaoglu, Mete; Sonnleitner, Philipp UL; Hodges, Carl et al

Scientific Conference (2016, April)

Problem solving is one of the most essential skills for individuals to be successful at their daily lives and careers. When problems become complex, solving them involves identifying relationships among a ... [more ▼]

Problem solving is one of the most essential skills for individuals to be successful at their daily lives and careers. When problems become complex, solving them involves identifying relationships among a multitude of interrelated variables, to achieve multiple different possible solutions. Teaching Complex Problem Solving (CPS) skills in formal education contexts is challenging. In this research, we examined if through an innovative game-design course middle school students improved in their CPS skills. Our results showed that students showed significant improvements in their CPS skills, especially in terms of system exploration, t(10) = 2.787, p = .019; system knowledge, t(10) = 2.437, p = .35; system application, t(10) = 2.472, p = .033. In addition, there was a statistically significant change in students’ interest for CPS after attending the GDL program, t(6) = 3.890, p = .008. We discuss implications regarding use of game-design tasks as contexts to teach CPS skills in formal and informal educational contexts. [less ▲]

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See detailGame Design as a Complex Problem Solving Process
Akcaoglu, Mete; Gutierrez, Antonio; Sonnleitner, Philipp UL et al

in Zheng, R.; Gardner, M. (Eds.) Handbook of Research on Serious Games for Educational Applications (2016)

Detailed reference viewed: 48 (10 UL)
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See detailComplex Problem Solving Provides a Fairer Picture of Multilingual Students’ Cognitive Potential
Sonnleitner, Philipp UL; Brunner, Martin; Keller, Ulrich UL et al

Scientific Conference (2015, August)

Detailed reference viewed: 18 (3 UL)
See detailHeterogenität im Unterricht: Welche Möglichkeiten bieten neue Medien?
Sonnleitner, Philipp UL

Presentation (2015, February)

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See detailMise en place d’une démarche qualité pour le dispositif ÉpStan
Dierendonck, Christophe UL; Milmeister, Marianne UL; Milmeister, Paul UL et al

in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)

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See detailUnterschiede zwischen Schulformen
Keller, Ulrich UL; Villanyi, Denise UL; Fischbach, Antoine UL et al

in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)

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See detailKompetenzunterschiede aufgrund des Schülerhintergrundes
Muller, Claire UL; Reichert, Monique UL; Gamo, Sylvie UL et al

in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)

Kapitel 3 befasst sich mit dem Einfluss von Merkmalen des Schülerhintergrundes auf die in den ÉpStan gemessenen Kompetenzen. Diskrepanzen in den erfassten Kompetenzbereichen werden dabei im Hinblick auf ... [more ▼]

Kapitel 3 befasst sich mit dem Einfluss von Merkmalen des Schülerhintergrundes auf die in den ÉpStan gemessenen Kompetenzen. Diskrepanzen in den erfassten Kompetenzbereichen werden dabei im Hinblick auf folgende vier Hintergrundvariablen untersucht: sozioökonomischer Status, Migrationshintergrund, Sprachhintergrund, sowie das Geschlecht der Schülerinnen und Schüler. Bestehende Unterschiede werden vergleichend für die Jahre 2011, 2012 und 2013 aufgeführt (Zyklus 3.1 und Ve/9e). Das einflussreichste Merkmal ist dabei der sozioökonomische Status, gefolgt von der zuhause gesprochenen Sprache. Der Migrationshintergrund wirkt sich in geringerem Maße bis gar nicht auf die Kompetenzen aus. Der Einfluss des Geschlechtes zeigt sich konform mit einer großen Anzahl von Befunden aus der Forschung: Mädchen erzielen im Durchschnitt bessere Ergebnisse in den Sprachen, während Jungen in Mathematik besser abschneiden. [less ▲]

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See detailReading in German versus reading in French: Are there different attributes that determine the difficulty of reading comprehension items in both languages?
Reichert, Monique UL; Sonnleitner, Philipp UL; Martin, Romain UL

Poster (2014, August 26)

The current study aims at identifying those cognitive and linguistic attributes that best describe and explain reading test performance in two languages, and of individuals with different language ... [more ▼]

The current study aims at identifying those cognitive and linguistic attributes that best describe and explain reading test performance in two languages, and of individuals with different language backgrounds. German and French language teachers from Luxembourg secondary schools were asked to rate a number of either German or French reading tasks with regard to a list of cognitive and linguistic attributes. The teachers’ item attribute ratings were then linked to the empirical data collected in a large-scale study among Luxembourg 9th graders. Based on the initial item-attribute assignments, ideal item-response patterns could be presumed and compared to real examinees’ response patterns by using a linear logistic test modeling approach. The results from the different modeling steps show (a) whether the theoretical assumptions underlying the difficulty in reading comprehension items hold, (b) whether they hold for both German and French, and (c) whether they hold for participants with different language backgrounds. [less ▲]

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See detailDo cognitive processes involved in solving reading comprehension items differ in students with differing language background?
Sonnleitner, Philipp UL; Wrobel, Gina UL; Reichert, Monique UL

Scientific Conference (2014, July)

One major global challenge of educational assessment that has to be addressed on a local level is the increasing number of students with immigration background usually speaking a different language at ... [more ▼]

One major global challenge of educational assessment that has to be addressed on a local level is the increasing number of students with immigration background usually speaking a different language at home compared to their native peers (OECD, 2012). Especially in large-scale contexts, however, individual and tailored testing responding to their specific (language) needs is not possible. Although DIF-analyses are common practice in current large-scale assessments, they only indicate whether and to what extent an item is biased but provide no information on which cognitive processes might cause that bias – crucial information when evaluating school systems. The current study goes beyond traditional DIF-analyses by using the IRT based linear logistic test model (LLTM; Fischer, 1973) that allows for modeling cognitive demands and therefore processes involved in each item. Specifically, we draw on a sample of more than 5000 Luxembourgish 3rd graders and analyze whether cognitive and linguistic item attributes (e.g., kind of inference that is needed to solve the item, textual coherence; Sonnleitner, 2008) of a large-scale reading comprehension test do possess different difficulty for students with varying language background. We do this by determining a cognitive model including such attributes that adequately describe item difficulty parameters in native students. Subsequently, we will cross validate this model in several sub-samples with varying language background. Results not only show if cognitive and linguistic item attributes do differ with regard to difficulty in the different samples but also if some cognitive processes do compensate each other in certain samples. It will be discussed how these results can be used to complement common DIF-analyses and to obtain more fine-grained information on students’ performance differences in reading comprehension. [less ▲]

Detailed reference viewed: 66 (10 UL)