Peter Labudde - Academia.edu (original) (raw)
Papers by Peter Labudde
Bildung und Erziehung, 2000
International Journal of Science Education, Feb 24, 2007
Students' difficulties in learning and applying scientific concepts are often cau... more Students' difficulties in learning and applying scientific concepts are often caused by knowledge that is fragmented and incorrectly interpreted. To remedy such difficulties, we propose an explicit instructional method that teaches a coherent procedure for interpreting a scientific concept, and that induces students to use this procedure for explicitly diagnosing and correcting defects in their pre‐existing knowledge. To test this
In this experimental study various strategies were developed and empirically tested for physics i... more In this experimental study various strategies were developed and empirically tested for physics instruction designed to improve girls' and boys' attitudes toward and achievements in physics. Strategies included opportunities to integrate different pre-existing knowledge, variation of teaching methods to enhance cooperation and communication in the classroom, and supervision of teachers. The research design includes three experimental groups I-III and a control group. The teachers of experimental group I developed a set of teaching and learning materials (40 lessons on optics and kinematics), used it in their physics courses, and were supervised. Group II used the same set of materials with the same supervision. Group III used the set of materials with no further support. Data sources were various student and teacher questionnaires, tests in optics and kinematics, classroom observat;ons, and semi-structured interviews with teachers. Contains 24 references.
Zeitschrift für Didaktik der Naturwissenschaften, 2014
International Journal of Science Education, 1988
Students' difficulties in learning and applying scientific concepts are often cau... more Students' difficulties in learning and applying scientific concepts are often caused by knowledge that is fragmented and incorrectly interpreted. To remedy such difficulties, we propose an explicit instructional method that teaches a coherent procedure for interpreting a scientific concept, and that induces students to use this procedure for explicitly diagnosing and correcting defects in their pre‐existing knowledge. To test this
... an overview of the descriptive findings. 1 Co-researchers: Maja Brückmann, Reinders Duit, Ber... more ... an overview of the descriptive findings. 1 Co-researchers: Maja Brückmann, Reinders Duit, Bernhard Gerber, Birte Knierim, Mareike Kobarg, Katharina Schwindt, and Maike Tesch Page 85. 84 Observing Instruction next-door ...
It is a challenge to foster in-service teacher development and get the bridge from knowledge acqu... more It is a challenge to foster in-service teacher development and get the bridge from knowledge acquisition to classroom practice. Although it is well known that attitudes are essential for a transfer from knowledge into practice, there still seems to be a lack of research on the relation of attitudes, knowledge and teaching behavior. Additionally, there are inconsistent findings in the relationship of attitude and behavior. And the question that follows is then if attitudes are relevant, how can one change attitudes? In the SWiSE project (Swiss Science Education) we want to initiate developmental processes in science teaching. Additionally, teacher co-operation and collaboration within and between schools should be facilitated. In this premise we try to answer the questions how to sustainably professionalize teachers and whether SWiSE is more effective than traditional teacher professional development. Besides pedagogical knowledge (PK) and pedagogical content knowledge (PCK) our variables of interest here are transfer climate; teachers' exchange, co-construction, and synchronization with colleagues; constructivist teaching; and attitude toward the relevance of science education.
International Journal of Science Education
SWiSE intends to qualitatively further develop science and technology education in 61 Swiss oblig... more SWiSE intends to qualitatively further develop science and technology education in 61 Swiss obligatory schools (i.e. kindergarten to 9th grade). The most basic aim is to increase students " interest and joy in science. SWiSE aims to offer children and young people an age-appropriate access to science and technology, reflect and further develop science and technology education, exchange the experience with other schools and build networks, explore and implement new paths in competency-based education and develop teaching and learning materials. SWiSE approaches this in a combination of school development and teacher professionalization in relation to improved teaching and student commitment (Maheshwari, Sharma, & Chatterjee, 2011). Usually there are two SWiSE teachers per school and one aim is to foster first between-SWiSE-teacher collaboration, then within-school cooperation and last between-school cooperation. Some SWiSE teachers receive personal coaching from experts in the f...
Science Education (SWiSE) ist ein Schul-und Unterrichtsentwicklungsprojekt in der Deutschschweiz.... more Science Education (SWiSE) ist ein Schul-und Unterrichtsentwicklungsprojekt in der Deutschschweiz. Ziel ist, die Freude von Schülerinnen und Schülern in naturwissenschaftli-chen Fächern zu stärken. Bei Lehrpersonen sollen Kompetenzen unterstützt, verfolgt und bewertet sowie Kooperation gefördert werden. Auf Schulebene soll Innovation und Weiter-entwicklung in den Naturwissenschaftenverankert werden. Der zentrale theoretische Rahmen zur Projektevaluation entstammt Huber (2011) und betrifft alle wichtigen Ebenen der Schule (z.B. Maag Merki, 2008): Schulleitungen, Lehrpersonen und Schülerinnen und Schüler, wobei die Lehrpersonen als Ansatzpunkt für Unterrichtsentwicklung wirken. Diesen Lehr-personen bietet SWiSE vielseitige Weiterbildungsmöglichkeiten, z. B. Lernmodule, Konferenzen, Praxis-und Netzwerktreffen, Online-Plattformen etc.. Lehrpersonen sind aufgefor-dert gemeinsam und voneinander zu lernen, sich auszutauschen, Material zu entwickeln und zu teilen. Eine Teilgruppe der SWiSE-L...
Bildung und Erziehung, 2000
International Journal of Science Education, Feb 24, 2007
Students' difficulties in learning and applying scientific concepts are often cau... more Students' difficulties in learning and applying scientific concepts are often caused by knowledge that is fragmented and incorrectly interpreted. To remedy such difficulties, we propose an explicit instructional method that teaches a coherent procedure for interpreting a scientific concept, and that induces students to use this procedure for explicitly diagnosing and correcting defects in their pre‐existing knowledge. To test this
In this experimental study various strategies were developed and empirically tested for physics i... more In this experimental study various strategies were developed and empirically tested for physics instruction designed to improve girls' and boys' attitudes toward and achievements in physics. Strategies included opportunities to integrate different pre-existing knowledge, variation of teaching methods to enhance cooperation and communication in the classroom, and supervision of teachers. The research design includes three experimental groups I-III and a control group. The teachers of experimental group I developed a set of teaching and learning materials (40 lessons on optics and kinematics), used it in their physics courses, and were supervised. Group II used the same set of materials with the same supervision. Group III used the set of materials with no further support. Data sources were various student and teacher questionnaires, tests in optics and kinematics, classroom observat;ons, and semi-structured interviews with teachers. Contains 24 references.
Zeitschrift für Didaktik der Naturwissenschaften, 2014
International Journal of Science Education, 1988
Students' difficulties in learning and applying scientific concepts are often cau... more Students' difficulties in learning and applying scientific concepts are often caused by knowledge that is fragmented and incorrectly interpreted. To remedy such difficulties, we propose an explicit instructional method that teaches a coherent procedure for interpreting a scientific concept, and that induces students to use this procedure for explicitly diagnosing and correcting defects in their pre‐existing knowledge. To test this
... an overview of the descriptive findings. 1 Co-researchers: Maja Brückmann, Reinders Duit, Ber... more ... an overview of the descriptive findings. 1 Co-researchers: Maja Brückmann, Reinders Duit, Bernhard Gerber, Birte Knierim, Mareike Kobarg, Katharina Schwindt, and Maike Tesch Page 85. 84 Observing Instruction next-door ...
It is a challenge to foster in-service teacher development and get the bridge from knowledge acqu... more It is a challenge to foster in-service teacher development and get the bridge from knowledge acquisition to classroom practice. Although it is well known that attitudes are essential for a transfer from knowledge into practice, there still seems to be a lack of research on the relation of attitudes, knowledge and teaching behavior. Additionally, there are inconsistent findings in the relationship of attitude and behavior. And the question that follows is then if attitudes are relevant, how can one change attitudes? In the SWiSE project (Swiss Science Education) we want to initiate developmental processes in science teaching. Additionally, teacher co-operation and collaboration within and between schools should be facilitated. In this premise we try to answer the questions how to sustainably professionalize teachers and whether SWiSE is more effective than traditional teacher professional development. Besides pedagogical knowledge (PK) and pedagogical content knowledge (PCK) our variables of interest here are transfer climate; teachers' exchange, co-construction, and synchronization with colleagues; constructivist teaching; and attitude toward the relevance of science education.
International Journal of Science Education
SWiSE intends to qualitatively further develop science and technology education in 61 Swiss oblig... more SWiSE intends to qualitatively further develop science and technology education in 61 Swiss obligatory schools (i.e. kindergarten to 9th grade). The most basic aim is to increase students " interest and joy in science. SWiSE aims to offer children and young people an age-appropriate access to science and technology, reflect and further develop science and technology education, exchange the experience with other schools and build networks, explore and implement new paths in competency-based education and develop teaching and learning materials. SWiSE approaches this in a combination of school development and teacher professionalization in relation to improved teaching and student commitment (Maheshwari, Sharma, & Chatterjee, 2011). Usually there are two SWiSE teachers per school and one aim is to foster first between-SWiSE-teacher collaboration, then within-school cooperation and last between-school cooperation. Some SWiSE teachers receive personal coaching from experts in the f...
Science Education (SWiSE) ist ein Schul-und Unterrichtsentwicklungsprojekt in der Deutschschweiz.... more Science Education (SWiSE) ist ein Schul-und Unterrichtsentwicklungsprojekt in der Deutschschweiz. Ziel ist, die Freude von Schülerinnen und Schülern in naturwissenschaftli-chen Fächern zu stärken. Bei Lehrpersonen sollen Kompetenzen unterstützt, verfolgt und bewertet sowie Kooperation gefördert werden. Auf Schulebene soll Innovation und Weiter-entwicklung in den Naturwissenschaftenverankert werden. Der zentrale theoretische Rahmen zur Projektevaluation entstammt Huber (2011) und betrifft alle wichtigen Ebenen der Schule (z.B. Maag Merki, 2008): Schulleitungen, Lehrpersonen und Schülerinnen und Schüler, wobei die Lehrpersonen als Ansatzpunkt für Unterrichtsentwicklung wirken. Diesen Lehr-personen bietet SWiSE vielseitige Weiterbildungsmöglichkeiten, z. B. Lernmodule, Konferenzen, Praxis-und Netzwerktreffen, Online-Plattformen etc.. Lehrpersonen sind aufgefor-dert gemeinsam und voneinander zu lernen, sich auszutauschen, Material zu entwickeln und zu teilen. Eine Teilgruppe der SWiSE-L...