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See detailMaGrid: A Language-Neutral Early Mathematical Training and Learning Application
Pazouki, Tahereh UL; Cornu, Véronique UL; Sonnleitner, Philipp UL et al

in International Journal of Emerging Technologies in Learning (in press)

Given that the use of educational technologies is increasingly popular in kindergarten and among young students, these technologies have been shown to be able to solve the difficulties (existing in school ... [more ▼]

Given that the use of educational technologies is increasingly popular in kindergarten and among young students, these technologies have been shown to be able to solve the difficulties (existing in school) that are either not possible to be solved in traditional schooling or cost a lot of time and resources. In this paper, we present a pedagogical training and learning application called MaGrid (Math on Grid), which has been developed to foster early mathematical skills in pre-schoolers. MaGrid is a tablet-based application, which provides a wide range of training tasks targeting fundamental mathematical concepts for the preschool level. The language-neutral property of MaGrid is an innovative aspect that makes MaGrid different from existing mathematical training applications. This property may reduce the barrier of language from mathematical education for second language learners encountered in multilingual school settings. MaGrid allows individual learning in an interactive way and provides real-time feedback. Moreover, MaGrid is capable of recording students’ activities while working on the training tasks, which can help teachers and parents keep track of a student’s progress in different tasks and observe potential training-related improvements over time. Finally, we describe a series of experiments carried out using the MaGrid application during special training and assessment sessions in several preschools in Luxembourg. [less ▲]

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See detailA Tablet-Computer-Based Tool to Facilitate Accurate Self-Assessments in Third- and Fourth-Graders
Villanyi, Denise UL; Martin, Romain UL; Sonnleitner, Philipp UL et al

in International Journal of Emerging Technologies in Learning (in press)

Although student self-assessment is positively related to achievement, skepticism about the accuracy of students’ self-assessments remains. A few studies have shown that even elementary school students ... [more ▼]

Although student self-assessment is positively related to achievement, skepticism about the accuracy of students’ self-assessments remains. A few studies have shown that even elementary school students are able to provide accurate self-assessments when certain conditions are met. We developed an innovative tablet-computer-based tool for capturing self-assessments of mathematics and reading comprehension. This tool integrates the conditions required for accurate self-assessment: (1) a non-competitive setting, (2) items formulated on the task level, and (3) limited reading and no verbalization required. The innovation consists of using illustrations and a language-reduced rating scale. The correlations between students’ self-assessment scores and their standardized test scores were moderate to large. Independent of their proficiency level, students’ confidence in completing a task decreased as task difficulty increased, but these findings were more consistent in mathematics than in reading comprehension. We conclude that third- and fourth-graders have the ability to provide accurate self-assessments of their competencies, particularly in mathematics, when provided with an adequate self-assessment tool. [less ▲]

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See detailUn outil sur tablette tactile facilitant l'autuévaluation à l'école primaire
Villanyi, Denise UL; Martin, Romain UL; Sonnleitner, Philipp UL et al

Scientific Conference (2018, January 11)

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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 problem-solving 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 ▲]

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See detailSometimes more is too much: A rejoinder to the commentaries on Greiff et al. (2015)
Greiff, Samuel UL; Stadler, Matthias; Sonnleitner, Philipp UL et al

in Journal of Intelligence (2017), 5

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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. Using research to inspire 21st century learning (2017)

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 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: 107 (17 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: 35 (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: 57 (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: 25 (3 UL)
See detailHeterogenität im Unterricht: Welche Möglichkeiten bieten neue Medien?
Sonnleitner, Philipp UL

Presentation (2015, February)

Detailed reference viewed: 43 (0 UL)
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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 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)

Detailed reference viewed: 84 (15 UL)
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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)

Detailed reference viewed: 93 (31 UL)