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Educational Psychology (Fach) / Prüfungsthemen (Lektion)
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- Declarative Knowledge ( Lethagy ) -people fail to apply knowledge to similar problems in the same domain -problem solving strategies arent applied to similar problems --TRANSFER as a central element to overcome knowledge lethargy
- To apply knowledge... to apply knowledge declarative knowledge has to be converted to procedural knowledge
- Developing procedural knowledge 1. declerative step: acquiring factual knowledge (wissen aneignen) 2. compilation: declarative knowledge --> procedural knowledge 3. tuning : fine tuning in pracitce --> if then connections (prozedurales wissen)
- Tacit Knowledge "implizites Wissen" =practical part of knowledge essential for professional success Characteristics --> procedural know how --> acquisition without help of others --> practically useful
- What does make people succesful? -knowledge -motivation -deliberate practice -personality (conscientiousness/Gewissenhaftigkeit)
- What is Transfer? Transmitting knowledge from one problem to another or transfer learning from one context to another similar context
- Why is Transfer important? to aplly in every day life in different situations
- Positive vs. Negative Transfer + Bsp. learning languages Positive= solving a preceding problem HELPS solving a current problem Negative= solving a preceding problem HINDERS solving a current problem -------------------------------------------------- Bsp: Positive transfer= analogy --> analogiebeer--> bierbear-->bär negative transfer= eye--> ei actual --> aktuell
- lateral vs. vertical transfer Lateral:transfer to a problem of similar complexity Vertical:transfer to a problem of higher complexity
- Low Road transfer vs. High Road Transfer Low Road Transfer: --> automatic transfer of activities that have been exercised in different contexts (driving, cycling etc.) High Road Transfer: --> intentional mindful abstraction of an idea that can transfer from one situation to another
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- Near vs Far Transfer Far transfer = greater challenge because... - unfamiliar to target context - higher number of variables involved - reuquires more modification of the original knowledge
- Transfer processes (results) Most participants dont apply their prior knowledge... if hint is given, they solve second probleme
- Mapping Combining elements of one problem with elements of another problem Man versucht jedes problem mit seiner besonderheit zu lösen , anhand das Muster der Probleme zu erkennen (abstract scheme)
- Summarizin Mappin Two (dissmilar) exmaples help to understand the abstract principle Transfer depends on the quality of the mental representation of the abstract scheme Examples and abstract schemes is helping for teaching
- Encoding specificity *kontextgebundene Hinweisreize, die mit der Information gemeinsam kodiert wurden* Knowledge is bound to the context
- Theories of Intelligence Entity Belief:Intelligence is unchangeablefailure is lack of abilityreaction --> helplessnes Incremental Belief:Intelligence is changeablefaile is lack of effortreaction--> mastery orientation
- Genetic Influence on Intelligence Identical twins have higher correlation even when seperated
- Environmental Influence on Intelligence If Work is Intellectually challenging -- ⇑ in IQ Adoption of poor children as well hoch schooling as well hoch
- Flynn Effect Intelligenz nimt immer mehr zu (stetiger Anstieg von IQ-Werten) kann dies durch Gene bedinkt sein?Eher unwahrscheinlich, da sich Gene nicht so schnell ändern
- HOME: Early Childhood Environment Measures quality and quantity of stimulation(anregung, förderung) + support children are given in their home environment (has influence on school performance, language development, soc.behaviour etc.)
- Mathew Effect on Interventions High SES Children benefit MOST from interventions "Those who know a lot, learn the most" Intervention Effects arent very stable over time
- Intellectual Giftedness "special giftedness" - no precise concept - only moderate correlatin between giftedness and school performance
- The Three-Ring Model (Intellectual Giftedness) + Criticism a)Above-Average Ability b)Task Commitment c)Creativity - empirical evidence is weak - creativity = difficult to measure
- Quantitative Definitions (with IQ) intellectual Giftedness (IQ über 130) extraordinary Giftedness (IQ über 160)
- Prejudice against gifted students psychological instable, outsider (aussenseiter), emotionally cold, BUT! no differences in motorical development and health no differences in personality and behaviour
- Families with gifted children genau wie andere Familien auch denken nicht dass ihr Kind schwieriger ist als andere Kinder
- What is a Underachiever Intelligent, aber unter seinen möglichen Leistungen... kein Selbstvertrauen, kein Glaube an die eigenen Fähigkeiten,
- Teaching intellectual gifted pupil Challenging cognitive activity needed!
- 4 Approaches to teach intellectual gifted students: 1. Pull Out program ( aus dem Untericht nehmen) 2. Acceleration (Beschleunigung der gleichen INhalte) 3. Curriculum compactin ( normal program without repetition) 4. Enrichment (vertiefungen anbieten)
- 4 Approaches to teach intellectual gifted students: 1. Pull Out program ( aus dem Untericht nehmen) 2. Acceleration (Beschleunigung der gleichen INhalte) 3. Curriculum compactin ( normal program without repetition) 4. Enrichment (vertiefungen anbieten)
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- PISA Studies (Focus and Goals) =Programme for international student assesment Reading ability, maths, natural science Goals:-gaining knowledge for monitoring -international comparison -provide equal educ. opportunities
- Participants PISA OECD + Partner States (80 Countries) ca. 500.000 Students 15-jährige in DEU (230 Schulen, 6400 Schüler)
- Development of PISA since 2000 (GER) Improvement in all three domains-improvement of students with migrationbackroung-improvement of weak students
- Criticism on PISA learning for the tests... curricular validity intercultural comparability ( translation, familiarity, motivation)
- Other studies like PISA TIMSS ( Trends in international mathematics andscience study) IGLU (Internationale Grundschul-lese-untersuchung)
- SES (ESCC) Socioeconomic Status measured by: - income, level of education, occupational prestige Index of economic, social and cultural status
- SES + Pisa performance there's a link in ALL Countries SES influence in gymansial empfehlung soz. environment influences on academic lauf
- students with low ses -greatest need for consultation-study longer- much less money- more often nebenjob- less often doing a doctorate WHY? -> fewer resources-> more stressors
- Big 5 personality traits Opennes Neuroticism Conscientiousness Agreeabilnes Extraversion
- Gender Differences (cognitive skills) --> no mean differences in IQ Girls: slightly better in verbal skills Boys: slightly better visual-spatial skills
- Gender Differences in Pisa: Science = boys better Maths = boys better Reading = Girls better
- Parents Occupation wenn eltern scientific profession the adolescents show higher score in science
- Migrationbackground in Germany 20,8 Mio mit Migrationshintergrund (25,5%) 9,9 Mio Ausländer (12,1%)
- Migrationbackground in schools 37% of school students have migration background drop out of school without degree
- Migration background + PISA High SES + using language of immigration county --> minor problems
- Bilingualism ability to speak 2 languages -Additive = zur Mutterspraache(die man gut spricht) wird zweite hinzugefügt-Subtractive = zur 1. (nicht gut gesprochenen Sprache) wird 2. ersetzt.
- Criticism on Bilingualism -extremely high ressource costs -all children should be taught in national language -
- Stereotypes Complex mental representations, overgeneralized belief about a group (Cognition)
- Prjeduices Negative affective evaluation of a particular group (AFFECT)
- Discrimination Disadvantiging a particular group (BEHAVIOUR)