Results 1-20 of 106.
((uid:50000339))

Bookmark and Share    
See detailResearch on Meaning Making in Luxembourgish Primary Science Education: Implications of a Space-Time-Analysis
Andersen, Katja Natalie UL

in Siry, Christina; Schreiber, Catherina; Gomez Fernandez, Roberto (Eds.) et al Critical methodologies for researching teaching and learning (2022)

Detailed reference viewed: 86 (8 UL)
See detailPerspective luxembourgeoise: Conclusions sur le caractère inclusif des supports pédagogiques
Andersen, Katja Natalie UL; Vogt, Michaela; Bagger, Anette et al

in Forum für Politik, Gesellschaft und Kultur in Luxemburg (2022), 423

Cette contribution s’appuie sur les conclusions du projet European Comparison of Inclusive Teaching Materials (ITM) lancé en 2018. Cette collaboration regroupant l’Allemagne (Prof. Dr. M. Vogt, C ... [more ▼]

Cette contribution s’appuie sur les conclusions du projet European Comparison of Inclusive Teaching Materials (ITM) lancé en 2018. Cette collaboration regroupant l’Allemagne (Prof. Dr. M. Vogt, C. Bierschwale), le Luxembourg (Prof. Dr. K. Andersen), la Suède (Prof. Dr. A. Bagger) et l’Italie (Prof. Dr. V. Macchia, Prof. Dr. A. Augschöll, A. Ardemagni) cherche un moyen de définir le caractère inclusif des supports pédagogiques. C’est dans cette perspective qu’a été développé un catalogue de critères permettant d’évaluer la pertinence des supports pédagogiques en vue de leur utilisation dans des contextes d’enseignement inclusif. La présente contribution présente ces critères en les mettant en parallèle avec les conclusions des recherches menées au Luxembourg. [less ▲]

Detailed reference viewed: 18 (1 UL)
See detailBildung für nachhaltige Entwicklung als Kompetenzorientierung
Andersen, Katja Natalie UL

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2021), 29(9), 197

Detailed reference viewed: 79 (1 UL)
Full Text
Peer Reviewed
See detailBildung für Nachhaltige Entwicklung in luxemburgischen Lehrwerken: Ergebnisse der TAPSE-Studie
Andersen, Katja Natalie UL

in Luxembourg Centre for Educational Testing (LUCET), Universität Luxemburg; Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques (SCRIPT) (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

Die empirisch-qualitative Studie Textbook Analysis in Primary Science Education (TAPSE; Andersen, 2020; 2018) identifizierte unterschiedliche Ausprägungen von Bildung für nachhaltige Entwicklung (BNE) in ... [more ▼]

Die empirisch-qualitative Studie Textbook Analysis in Primary Science Education (TAPSE; Andersen, 2020; 2018) identifizierte unterschiedliche Ausprägungen von Bildung für nachhaltige Entwicklung (BNE) in luxemburgischen Schulbüchern des Faches Éveil aux sciences. Fachliche und überfachliche Kompetenzen wurden ausdifferenziert, wobei sich zeigte, dass die Lehrwerke insgesamt nur begrenzt Inhalte über nachhaltige Entwicklung enthalten. [less ▲]

Detailed reference viewed: 112 (14 UL)
See detailDigitalisierung im Kontext von COVID-19
Andersen, Katja Natalie UL

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2021), 29(4), 85

Detailed reference viewed: 100 (6 UL)
Full Text
Peer Reviewed
See detailToward Better Tasks in Sustainability Education: Search for New Approaches on Online Platforms
Andersen, Katja Natalie UL

in Global Journal of Science Frontier Research (2021), 21(5), 1-6

The O-TAPSE study deals with the question to what extent the sustainable development goals (SDGs) formulated by the UN (2015) are addressed in the latest online tasks for primary science education. The ... [more ▼]

The O-TAPSE study deals with the question to what extent the sustainable development goals (SDGs) formulated by the UN (2015) are addressed in the latest online tasks for primary science education. The tasks of three online platforms were evaluated by four primary school teachers with regard to the occurrence of content on the SDGs. The results of the study and their analysis show a clear need for action to further implement these contents in online tasks. [less ▲]

Detailed reference viewed: 62 (8 UL)
See detailWegweisende Themen in Fort- und Weiterbildung
Andersen, Katja Natalie UL

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2021), 29(12), 281

Detailed reference viewed: 8 (0 UL)
Peer Reviewed
See detailAufgaben des Grundschulunterrichts im Fokus einer Spiel- und Lernkultur
Andersen, Katja Natalie UL

in Peschel, Markus (Ed.) Didaktik der Lernkulturen (2021)

Detailed reference viewed: 54 (5 UL)
Peer Reviewed
See detailQualitative Research on Science Education in School
Vogt, Michaela; Andersen, Katja Natalie UL

in Treagust, David F.; Fischer, Hans E.; Girwidz, Raimund (Eds.) Physics Education: Challenges in Physics Education (2021)

Specific features in the three steps of theoretical framing, data collection and data analysis characterise qualitative research on science education. As a general tendency, the qualitative paradigm ... [more ▼]

Specific features in the three steps of theoretical framing, data collection and data analysis characterise qualitative research on science education. As a general tendency, the qualitative paradigm contributes to research results that are gained by the interpretation of non-numerical data collected through a rather open, not hypothesis-driven, process-like research (Bortz and Döring in Research methods and evaluation: for human and social scientists. Springer Medizin, Heidelberg, 2016; Lamnek and Krell in Qualitative social research: With online material. Beltz, Weinheim, 2016). Beyond this pragmatic shortcut to the paradigmatic perspective, it should be emphasised that the following contribution is based on a fundamental understanding of qualitative research in the sense of a multidimensional modular system. The individual components of this system can be used and combined flexibly. However, this must happen based on the solid foundation of theory and the principled orientation towards the object of research or research questions. This contribution presents and discusses current trends in qualitative research on science education in schools. The chapter focusses on the four steps (a) theoretical groundwork for a research project in didactics, (b) data collection implying sampling, methods and technical support, (c) data analysis with its diverse methods and criteria of quality and (d) the interpretation of the analysed data related to the theoretical framework as well as to the research field. [less ▲]

Detailed reference viewed: 73 (8 UL)
Full Text
Peer Reviewed
See detailDas Unterrichtsthema „Dinge im Wasser“ in Österreichs Schulbüchern des Sachunterrichts: Empirische Ergebnisse
Neuböck-Hubinger, Brigitte; Peschel, Markus; Andersen, Katja Natalie UL

in GDSU-Journal (2021), 10(12), 107-118

Textbooks are very complex subjects – with different graphical and textual representations and full of stumbling stones for pupils. This article focuses on Austrian textbooks in science education at the ... [more ▼]

Textbooks are very complex subjects – with different graphical and textual representations and full of stumbling stones for pupils. This article focuses on Austrian textbooks in science education at the primary level, especially on the topic of “objects in water (floating)”. The analysis aims at showing how important this topic is in Austria and which linguistic challenges appear in current textbooks. 148 textbooks between 1900 and 2020 were reviewed, evaluated and compared with another science topic, i.e. “magnetism”. In addition, the text (N=9) are analyzed with regard to linguistic difficulties using the “Wiener Sachtextformel” and criteria according to Bamberger et al. (1989). Throughout the twentieth century, the topic “floating” was increasingly paid attention in Austrian textbooks and the analyzed texts correspond in principle with the primary level. However, a large variance was observed regarding word and sentence length and the frequency of using technical terms. Some exemplary examples illustrate the linguistic challenges. [less ▲]

Detailed reference viewed: 50 (15 UL)
Full Text
Peer Reviewed
See detailDas Projekt ESERO Luxembourg: Konsequenzen für die Lehrerprofessionalisierung zum Thema Bildung für Nachhaltige Entwicklung
Andersen, Katja Natalie UL; Conrotte, Frederic; Trap, Guillaume et al

in Luxembourg Centre for Educational Testing (LUCET), Universität Luxemburg; Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques (SCRIPT) (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

17 Ziele für eine nachhaltige Entwicklung, sogenannte Sustainable Development Goals (SDGs), finden sich in der Agenda 2030 der Vereinten Nationen (BMZ, 2017). In den Blick geraten Themen wie Klimaschutz ... [more ▼]

17 Ziele für eine nachhaltige Entwicklung, sogenannte Sustainable Development Goals (SDGs), finden sich in der Agenda 2030 der Vereinten Nationen (BMZ, 2017). In den Blick geraten Themen wie Klimaschutz, Energie und neue Technologien, die im Rahmen von Bildung für nachhaltige Entwicklung (BNE) ihren Niederschlag finden. Im Projekt ESERO Luxembourg werden Fortbildungen und Unterrichtsmaterialien auf der Grundlage der Ermittlung von Bedarfen zu BNE entwickelt. [less ▲]

Detailed reference viewed: 92 (9 UL)
Peer Reviewed
See detailSchwimmen oder treiben – Sinken oder untergehen: Die fachliche und semantische Bedeutung von Sprache im naturwissenschaftlich-orientierten Sachunterricht
Peschel, Markus; Neuböck-Hubinger, Brigitte; Andersen, Katja Natalie UL

in Franz, Ute; Haltenberger, Melanie; Hartinger, Andreas (Eds.) et al Sache und Sprache. Probleme und Perspektiven des Sachunterrichts (2021)

Detailed reference viewed: 100 (5 UL)
Peer Reviewed
See detailBildsprache als Ausgangspunkt von Sprach- und Facharbeit im Sachunterricht: Empirische Ergebnisse zu Darstellungs- und Sprachebenen in Schulbüchern
Andersen, Katja Natalie UL; Peschel, Markus; Neuböck-Hubinger, Brigitte

in Franz, Ute; Haltenberger, Melanie; Hartinger, Andreas (Eds.) et al Sache und Sprache. Probleme und Perspektiven des Sachunterrichts (2021)

Language is of high importance for solving tasks in science education, as results of international assessments have repeatedly shown (cf. Andersen 2020; OECD, 2019). The empirical study LiST (Language in ... [more ▼]

Language is of high importance for solving tasks in science education, as results of international assessments have repeatedly shown (cf. Andersen 2020; OECD, 2019). The empirical study LiST (Language in Science Tasks) raises the question, which challenges are to be found in terms of language in tasks used in current primary science textbooks. This article presents the results on tasks that activate the pupils’ reflection on basic concepts in science with special focus on pictorial language and the related verbal tasks. It shows examples of tasks that teachers see as supportive for the development of scientific concepts. The results presented here are discussed in the context of an increasing migration and linguistic diversity of primary school classes. On this basis, hypotheses are formulated for the successful conditions of a scientific concepts activating task construction for primary science education. On this basis, hypotheses for a successful task construction that activates scientific concepts in primary science education. [less ▲]

Detailed reference viewed: 68 (8 UL)
Full Text
Peer Reviewed
See detailInklusionssensible Bildungsmaterialien als „Must-have“: Hilfen bei der Bewertung von Vorhandenem und eigenen Erstellung von Neuem
Vogt, Michaela; Andersen, Katja Natalie UL; Bagger, Anette et al

in Grundschule aktuell (2021), 17(155), 18-21

Möchte man im Unterricht den diversen Bedarfslagen aller SchülerInnen gerecht werden, steht man als Lehrperson vor vielseitigen Herausforderungen. Dass hier personelle Ressourcen eine zentrale Rolle ... [more ▼]

Möchte man im Unterricht den diversen Bedarfslagen aller SchülerInnen gerecht werden, steht man als Lehrperson vor vielseitigen Herausforderungen. Dass hier personelle Ressourcen eine zentrale Rolle spielen, wird zwar häufig betont, jedoch kaum schuladministrativ ausreichend berücksichtigt. Um die Lehrpersonen trotzdem handlungsfähig zu halten, müssen deshalb andere Optionen mitgedacht und im Sinne unterstützender Maßnahmen realisiert werden. Hierzu zählen u. a. eine umfängliche Professionalisierung in der LehrerInnenaus- und -weiterbildung wie ebenso Beratungsstrukturen für unterrichtliche Problemlagen. [less ▲]

Detailed reference viewed: 73 (6 UL)
Full Text
Peer Reviewed
See detailDeveloping multilingual practices in early childhood education through a professional development in Luxembourg
Kirsch, Claudine UL; Aleksic, Gabrijela UL; Mortini, Simone UL et al

in International Multilingual Research Journal (2020), 4

This paper investigates seven early education practitioners’ attitudes towards multilingual activities and translanguaging as well as their actual practices in Luxembourg. They took part in a professional ... [more ▼]

This paper investigates seven early education practitioners’ attitudes towards multilingual activities and translanguaging as well as their actual practices in Luxembourg. They took part in a professional development comprising a course, coaching, and regular meetings to deepen their understanding of multilingualism and language learning, and enable them to implement activities in multiple languages. The findings, drawn from questionnaires, observations, and interviews, show that all practitioners opened up towards multilingual activities and translanguaging, increased activities in such languages, and translanguaged frequently. The practitioners analyzed their beliefs and practices, connected theory and practice, constructed new knowledge, developed positive attitudes and changed their practice. This study is the first one to investigate the attitudes and practices of professionals in formal and non-formal education settings as well as the effect of professional development in Luxembourg. It also addresses the research gap regarding professional development on multilingualism in early childhood. [less ▲]

Detailed reference viewed: 120 (10 UL)
Full Text
Peer Reviewed
See detailAssessing Task-orientation Potential in Primary Science Textbooks: Toward a New Approach
Andersen, Katja Natalie UL

in Journal of Research in Science Teaching (2020), 57

Task orientation is currently a prominent concept under discussion in primary school didactics. It focuses on tasks along which pupils acquire competences on distinct levels of competence. The qualitative ... [more ▼]

Task orientation is currently a prominent concept under discussion in primary school didactics. It focuses on tasks along which pupils acquire competences on distinct levels of competence. The qualitative empirical study TAPSE (Textbook Analysis in Primary Science Education) pursues the question which conception of task orientation is present in current textbooks in primary science education. The study follows two foci: (a) The introduction of a new category system for the analysis of the task-orientation potential of tasks, based on the further development of existing category systems for analyzing tasks; and (b) the analysis of 994 task statements in science textbooks with respect to the didactic quality of their task orientation. The sample included nine primary science textbooks, four from Germany, and five from Luxembourg. Textbooks were selected from the most frequently sold series in the respective country. All tasks of the textbooks were analyzed deductively and inductively by four coders in three steps: (a) Identifying tasks with task-oriented potential; (b) itemizing different types of task-orientation potential; and (c) comparing the textbooks with respect to countryand period-specific manifestations of task orientation. Analysis indicated that (a) there are few tasks which meet the criteria of task orientation; (b) distinct types of task orientation can be generated, among which implicit forms dominate; and (c) differences occur in the characteristics of task orientation between older and newer textbooks as well as between German and Luxembourgish ones. Central points of discussion ensue from this: The need to develop models for social and cognitive activation for tasks, challenges for professional development for teachers, and support for pupils—in particular high achieving heterogenization. [less ▲]

Detailed reference viewed: 98 (9 UL)
See detailKompetenzbasiertes Verständnis von Elternarbeit
Andersen, Katja Natalie UL

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2020), 28(7/8), 169

Detailed reference viewed: 64 (7 UL)
Peer Reviewed
See detailToward New Approaches for Developing a High Quality Education System in Brazil
Andersen, Katja Natalie UL

in do Céu Ubaiara Brito, Ângela; Ferreira da Silva, Brigida Ticiane (Eds.) Educação em foco: ensaio de pesquisa (2020)

Detailed reference viewed: 46 (5 UL)
See detailResponses to COVID-19
Andersen, Katja Natalie UL

Report (2020)

Detailed reference viewed: 42 (4 UL)
See detailAssessment of the 2020 National Reform Programme
Andersen, Katja Natalie UL

Report (2020)

From the perspective of primary, secondary and higher education, the 2020 NRP focuses on the two objectives (1) dropping out of school with a target rate under 10% and (2) higher education with a target ... [more ▼]

From the perspective of primary, secondary and higher education, the 2020 NRP focuses on the two objectives (1) dropping out of school with a target rate under 10% and (2) higher education with a target rate of people between 30 and 34 years of age having a HE qualification reaches 66%. At first glance, both of these target rates may not appear ambitious enough, since similar results have already been achieved in previous years (e.g., 9.3% ESL rate in 2015; see section 2.0). Nevertheless, in view of the specific situation of Luxembourg, which has the highest proportion of foreigners in the European Union, the rates described in the 2020 NRP appear appropriate. In order to achieve the objectives of the 2020 NRP on the ESL rate and the HE rate, the considerations formulated on lifelong learning appear to be of particular importance. [less ▲]

Detailed reference viewed: 42 (1 UL)