Annika Ohle

Development of Dynamic Usage of Strategies for Integrating Text and Picture Information in Secondary Schools

Students are frequently required to integrate text and picture information into coherent knowledge structures. This raises the questions of how students deal with texts and how they deal with graphics when they try to integrate the two sources of information, and whether there are differences between students from different school types and grades. Forty students from Grades 5 and 8, from higher and lower tiers of the German school system, were asked to process and integrate text and pictures in order to answer items from different hierarchy-levels of a text-picture integration taxonomy. Students’ eye movements were recorded and analyzed. Results suggest a fundamental asymmetry between the functions of text and pictures, associated with different processing strategies. Texts are more likely to be used according to a coherence-formation strategy, whereas pictures are more likely to be used on demand as visual cognitive tools according to an information selection strategy. Students from different tiers of schooling revealed different adaptability with regard to the requirements of combining text and graphic information.

Development and Evaluation of a Competence Model for Teaching Integrative Processing of Texts and Pictures (BiTe)

Teaching and learning from texts with integrated pictures are challenging tasks for teachers and students. Nevertheless, this kind of material is universal in secondary school as well as in elementary school and holds huge potential for student learning, if instruction and presentation are appropriate. The project “BiTe” investigates teachers’ and students’ competencies in secondary and elementary school. This chapter focuses on components of teachers’ competence in the specific field of Picture-Text-Integration (PTI), embracing teachers’ knowledge as well as their attitudes, motivation, and self-related cognitions. Also, teachers’ judgment accuracy is investigated, as especially relevant for judging students’ competencies and the level of difficulty of teaching materials. Regarding the outcomes of teachers’ competencies, instructional quality and students’ engagement are described.

Physikalisches Fachwissen von Lehrkräften – Ein Vergleich zwischen Grundschule, Hauptschule und Gymnasium

Lehrkrafte spielen eine entscheidende Rolle bei der Gestaltung von Lehr- Lernprozessen im Unterricht (vgl. z.B. Helmke 2003). Das Handeln der Lehrkrafte wird dabei von ihren individuellen Voraussetzungen wie beispielsweise Professionswissen, Motivation oder Einstellungen zum Lehren und Lernen determiniert. Auf dieser Basis gestalten Lehrkrafte Lernangebote fur Schulerinnen und Schuler (SuS), die wiederum mit – gerade in der Grundschule – sehr heterogenen Voraussetzungen bzgl. Vorwissen, Interesse oder kognitiven Fahigkeiten in den Unterricht kommen. Nach dem Angebots-Nutzungsmodell von Helmke (2003) muss das Angebot der Lehrkrafte den individuellen Voraussetzungen der SuS entsprechen, um eine optimale Nutzung im Hinblick auf leistungsbezogene und motivationale Zielkriterien der SuS zu ermoglichen. Der Fokus der hier vorgestellten Studie liegt auf dem fachspezifischen Professionswissen (CK) von Lehrkraften als ein Aspekt ihrer individuellen Voraussetzungen im Sinne des Angebots-Nutzungsmodells.