Bauer, Reinhard; Hafer, Jörg; Hofhues, Sandra; Schiefner, Mandy; Thillosen, Anne; Volk, Benno; Wannemacher, Klaus (Hrsg.)
Vom E-Learning zur Digitalisierung: Mythen, Realitäten, Perspektiven Sammelband
Waxmann, 2020, ISBN: 978-3-8309-4109-5.
Abstract | BibTeX | Schlagwörter: Digitalisierung, e-learning, Mythen
@collection{Bauer2020,
title = {Vom E-Learning zur Digitalisierung: Mythen, Realitäten, Perspektiven},
editor = {Reinhard Bauer and Jörg Hafer and Sandra Hofhues and Mandy Schiefner and Anne Thillosen and Benno Volk and Klaus Wannemacher},
isbn = {978-3-8309-4109-5},
year = {2020},
date = {2020-07-01},
volume = {76},
publisher = {Waxmann},
series = {Medien in der Wissenschaft},
abstract = {Der Begriff „Digitalisierung“ ist in aller Munde und häufig werden vor allem Anforderungen formuliert, die „digitale Transformation“ in allen Bereichen der Gesellschaft mitzugestalten. In diesem Zusammenhang wird insbesondere von Hochschulen als Forschungs- und Bildungsinstitutionen erwartet, diesen Wandel aktiv mitzugestalten.
Der Begriff „Digitalisierung“ erscheint einerseits als Heilsversprechen, andererseits ruft er auch Skepsis und Ängste hervor. Zugleich fällt auf, dass „Digitalisierung“ selten konkret definiert wird – vielmehr wird meist unhinterfragt vorausgesetzt, es gäbe einen Konsens, was im jeweiligen Kontext damit gemeint ist. Daher erscheint es besonders interessant, einschlägige Narrative im Zusammenhang mit dem Digitalisierungsbegriff offenzulegen und zu diskutieren sowie aus einer wissenschaftlichen und praktischen Sicht kritisch zu hinterfragen.
Im Band werden deswegen die Mythen und öffentlichen Vorstellungen rund um Medien und E-Learning in den Blick genommen. Hochschule bietet dazu den wesentlichen Referenzrahmen. Darüber hinaus wird nach Realitäten und Perspektiven in diesem unbestimmten Feld gesucht. In Zusammenhang mit dem Band hat die Fachgesellschaft GMW ganz unterschiedliche Personen und Akteure direkt sowie in einem Call dazu eingeladen, sich an der Diskussion um den Status quo im Bereich der Nutzung und Bedeutung von Medien in der Wissenschaft zu beteiligen. Dieser Band bildet damit sowohl den aktuellen Stand der Diskussion alsauch ihre fachlich-inhaltlichen, methodischen und konzeptionellen Facetten ab.},
keywords = {Digitalisierung, e-learning, Mythen},
pubstate = {published},
tppubtype = {collection}
}
Der Begriff „Digitalisierung“ erscheint einerseits als Heilsversprechen, andererseits ruft er auch Skepsis und Ängste hervor. Zugleich fällt auf, dass „Digitalisierung“ selten konkret definiert wird – vielmehr wird meist unhinterfragt vorausgesetzt, es gäbe einen Konsens, was im jeweiligen Kontext damit gemeint ist. Daher erscheint es besonders interessant, einschlägige Narrative im Zusammenhang mit dem Digitalisierungsbegriff offenzulegen und zu diskutieren sowie aus einer wissenschaftlichen und praktischen Sicht kritisch zu hinterfragen.
Im Band werden deswegen die Mythen und öffentlichen Vorstellungen rund um Medien und E-Learning in den Blick genommen. Hochschule bietet dazu den wesentlichen Referenzrahmen. Darüber hinaus wird nach Realitäten und Perspektiven in diesem unbestimmten Feld gesucht. In Zusammenhang mit dem Band hat die Fachgesellschaft GMW ganz unterschiedliche Personen und Akteure direkt sowie in einem Call dazu eingeladen, sich an der Diskussion um den Status quo im Bereich der Nutzung und Bedeutung von Medien in der Wissenschaft zu beteiligen. Dieser Band bildet damit sowohl den aktuellen Stand der Diskussion alsauch ihre fachlich-inhaltlichen, methodischen und konzeptionellen Facetten ab.
Doebeli, Beat
Argumente gegen das Digitale in der Schule Online
2019, besucht am: 27.02.2020.
Abstract | Links | BibTeX | Schlagwörter: Argumente, Digitalisierung, Mythen
@online{Doebeli2019,
title = {Argumente gegen das Digitale in der Schule},
author = {Beat Doebeli},
url = {http://mehrals0und1.ch/Argumente/},
year = {2019},
date = {2019-12-04},
urldate = {2020-02-27},
abstract = {In Diskussionen, Artikeln und Leserbriefen werden oft ähnliche Argumente gegen das Digitale in der Schule genannt. Es ist wichtig, diese Argumente zu kennen und sich mit ihnen auseinanderzusetzen. Gewisse sind unsinnig oder leicht zu widerlegen, andere gilt es durchaus zu bedenken und sind nicht von der Hand zu weisen.
Aus diesem Grund ist hier eine Sammlung von derzeit etwas mehr als 70 Argumenten gegen das Digitale in der Schule entstanden.},
howpublished = {Mehr als 0 und 1},
keywords = {Argumente, Digitalisierung, Mythen},
pubstate = {published},
tppubtype = {online}
}
Aus diesem Grund ist hier eine Sammlung von derzeit etwas mehr als 70 Argumenten gegen das Digitale in der Schule entstanden.
Bruyckere, Pedro De; Kirschner, Paul A.; Hulshof, Casper D.
More Urban Myths About Learning and Education: Challenging Eduquacks, Extraordinary Claims, and Alternative Facts Buch
Routledge, New York, 2019, ISBN: 978-0815354581.
Abstract | BibTeX | Schlagwörter: Mythen
@book{DeBruyckere2019,
title = {More Urban Myths About Learning and Education: Challenging Eduquacks, Extraordinary Claims, and Alternative Facts},
author = {Pedro De Bruyckere and Paul A. Kirschner and Casper D. Hulshof},
isbn = {978-0815354581},
year = {2019},
date = {2019-10-11},
publisher = {Routledge},
address = {New York},
abstract = {More Urban Myths About Learning and Education: Challenging Eduquacks, Extraordinary Claims, and Alternative Facts examines common beliefs about education and learning that are not supported by scientific evidence before using research to reveal the truth about each topic. The book comprises sections on educational approaches, curriculum, educational psychology, and educational policy, concluding with a critical look at evidence-based education itself. Does playing chess improve intelligence? Should tablets and keyboards replace handwriting? Is there any truth to the 10,000-hour rule for expertise? In an engaging, conversational style, authors Pedro De Bruyckere, Paul A. Kirschner, and Casper Hulshof tackle a set of pervasive myths, effectively separating fact from fiction in learning and education.},
keywords = {Mythen},
pubstate = {published},
tppubtype = {book}
}
Gerhards, Jürgen; Sawert, Tim; Kohler, Ulrich
Des Kaisers alte Kleider: Fiktion und Wirklichkeit des Nutzens von Lateinkenntnissen Artikel
In: KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie, Bd. 71, Nr. 2, S. 309–326|, 2019, ISSN: 1861-891X.
Abstract | Links | BibTeX | Schlagwörter: Bildung, Latein, Mythen, Symbolisches Kapital, Thomas-Theorem
@article{Gerhards2019,
title = {Des Kaisers alte Kleider: Fiktion und Wirklichkeit des Nutzens von Lateinkenntnissen},
author = {Jürgen Gerhards and Tim Sawert and Ulrich Kohler},
url = {https://doi.org/10.1007/s11577-019-00624-8},
doi = {10.1007/s11577-019-00624-8},
issn = {1861-891X},
year = {2019},
date = {2019-07-08},
journal = {KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie},
volume = {71},
number = {2},
pages = {309–326|},
publisher = {Springer Fachmedien Wiesbaden},
abstract = {Obwohl Latein eine nicht mehr gesprochene Sprache ist und ihr deswegen kein kommunikativer Nutzen zukommt, ist die Anzahl der Latein als Schulfach wählenden Schüler im Zeitverlauf angestiegen. Mehrere Studien haben zudem gezeigt, dass Lateinkenntnisse weder das logische Denken, noch den Erwerb anderer Sprachen, noch das Gespür für die grammatikalische Struktur der Muttersprache verbessern. Auch wenn sich empirisch keine Vorteile des Erwerbs alter Sprachen nachweisen lassen, können Menschen subjektiv an solche Vorteile glauben und ihr Verhalten an ihrer Konstruktion von Wirklichkeit ausrichten. Auf der Basis einer unter Eltern von Gymnasialschülern durchgeführten Befragung zeigen wir, dass Latein umfassende Transfereffekte zugeschrieben und Personen mit Lateinkenntnissen positiver bewertet werden als Personen mit Kenntnissen moderner Sprachen. Weiterhin zeigt sich, dass die „Illusio“ der Vorteile von Latein zwar in allen Bildungsgruppen wirksam ist, doch besonders von den Hochgebildeten vertreten wird. Sie arbeiten damit an der Konstruktion einer Realität, von der sie selbst die größten Nutznießer sind, indem sie Latein als symbolisches Kapital verwenden.},
keywords = {Bildung, Latein, Mythen, Symbolisches Kapital, Thomas-Theorem},
pubstate = {published},
tppubtype = {article}
}
Höfler, Elke
10 Mythen des digitalen Lernens Online
2019, besucht am: 27.02.2020.
Abstract | Links | BibTeX | Schlagwörter: Digitalisierung, Mythen
@online{Höfler2019,
title = {10 Mythen des digitalen Lernens},
author = {Elke Höfler},
url = {https://www.virtuelle-ph.at/veranstaltung/electure-10-mythen-des-digitalen-lernens/},
year = {2019},
date = {2019-02-19},
urldate = {2020-02-27},
abstract = {eschäftigt man sich mit dem Komplex „digitale Bildung“ erkennt man schnell, dass es einige Argumente gibt, die in Diskussionen immer wieder aufkommen oder auch in wissenschaftlichen Beiträgen gerne zitiert werden. Vielfach handelt es sich um Mythen, die es aufzudecken gilt. Diesen Versuch unternimmt diese eLecture und stellt 10 Mythen zur allgemeinen Diskussion.
Elke Höfler ist Sprachenlehrerin (Französisch/Italienisch) und zurzeit Lecturer an der Universität Graz (Fach- und Mediendidaktik). Sie lehrt an der Universität Graz, der FH Burgenland. der Donau-Universität Krems und hält immer wieder Fortbildungen an Pädagogischen Hochschulen in Österreich sowie an der Virtuellen PH. Ihre Arbeitsschwerpunkte sind Mediendidaktik, digitale Medien, Fiktionstheorie, Kriminalliteratur, YouTube-Stars, MOOCs, E-Books, audiovisuelle Medien, Spracherwerb und Sprachdidaktik.
Ziel dieser eLecture ist es, allgemeine Mythen zu identifizieren, benennen und aus unterschiedlichen Perspektiven zu beleuchten. Die Teilnehmer/innen sollen direkt in die Diskussion eingebunden sein.},
howpublished = {eLecture (Aufzeichnung)},
keywords = {Digitalisierung, Mythen},
pubstate = {published},
tppubtype = {online}
}
Elke Höfler ist Sprachenlehrerin (Französisch/Italienisch) und zurzeit Lecturer an der Universität Graz (Fach- und Mediendidaktik). Sie lehrt an der Universität Graz, der FH Burgenland. der Donau-Universität Krems und hält immer wieder Fortbildungen an Pädagogischen Hochschulen in Österreich sowie an der Virtuellen PH. Ihre Arbeitsschwerpunkte sind Mediendidaktik, digitale Medien, Fiktionstheorie, Kriminalliteratur, YouTube-Stars, MOOCs, E-Books, audiovisuelle Medien, Spracherwerb und Sprachdidaktik.
Ziel dieser eLecture ist es, allgemeine Mythen zu identifizieren, benennen und aus unterschiedlichen Perspektiven zu beleuchten. Die Teilnehmer/innen sollen direkt in die Diskussion eingebunden sein.
Schulmeister, Rolf; Loviscach, Jörn
Mythen der Digitalisierung mit Blick auf Studium und Lernen Artikel
In: Digitale Transformation im Diskurs: Kritische Perspektiven auf Entwicklungen und Tendenzen im Zeitalter des Digitalen, S. 1–21, 2018.
Abstract | Links | BibTeX | Schlagwörter: Digitalisierung, Mythen, O, Studium
@article{schulmeister2017,
title = {Mythen der Digitalisierung mit Blick auf Studium und Lernen},
author = {Rolf Schulmeister and Jörn Loviscach},
editor = {Christian Leineweber and Claudia de Witt},
url = {https://ub-deposit.fernuni-hagen.de/receive/mir_mods_00001055
http://www.fernuni-hagen.de/KSW/portale/ifbm/bildung_medien/medien-im-diskurs/digitale-transformation-im-diskurs/},
year = {2018},
date = {2018-03-07},
urldate = {2018-03-31},
journal = {Digitale Transformation im Diskurs: Kritische Perspektiven auf Entwicklungen und Tendenzen im Zeitalter des Digitalen},
pages = {1–21},
address = {Hagen},
abstract = {Der Online-Sammelband "Dgitale Transformation im Diskurs" erscheint im Rahmen der Reihe "Medien im Diskurs" (Lehrgebiet Bildungstheorie und Medienpädagogik, Leitung: Prof. Dr. Claudia de Witt). Im Zentrum steht die Entfaltung von Perspektiven, die kontradiktorisch zum gegenwärtig wahrzunehmenden Digitalisierungshype stehen, und Digitalisierung insofern in ein kritisches Licht rücken lassen. Wir folgen damit der These, dass die besonderen Potenziale der Digitalisierung erst dann final abgeschätzt werden können, wenn auch ihre Schattenseiten beleuchtet werden.},
keywords = {Digitalisierung, Mythen, O, Studium},
pubstate = {published},
tppubtype = {article}
}
Lerch, Donna; Anderson, Thomas
The Mozart Effect: A Closer Look Online
2016, besucht am: 25.01.2020.
Links | BibTeX | Schlagwörter: mozart effect, music, Mythen, O
@online{Lerch2016,
title = {The Mozart Effect: A Closer Look},
author = {Donna Lerch and Thomas Anderson},
url = {https://musicaeadoracao.com.br/recursos/arquivos/ingles/mozart_effect.htm},
year = {2016},
date = {2016-11-29},
urldate = {2020-01-25},
keywords = {mozart effect, music, Mythen, O},
pubstate = {published},
tppubtype = {online}
}
Bruyckere, Pedro De; Kirschner, Paul A.; Hulshof, Casper D.
Urban Myths about Learning and Education Buch
Academic Press, San Diego, 2015, ISBN: 9780128017319.
Abstract | Links | BibTeX | Schlagwörter: Mythen
@book{DeBruyckere2015,
title = {Urban Myths about Learning and Education},
author = {Pedro De Bruyckere and Paul A. Kirschner and Casper D. Hulshof},
url = {https://www.elsevier.com/books/urban-myths-about-learning-and-education/de-bruyckere/978-0-12-801537-7},
doi = {10.1016/C2013-0-18621-7},
isbn = {9780128017319},
year = {2015},
date = {2015-03-04},
publisher = {Academic Press},
address = {San Diego},
abstract = {Many things people commonly believe to be true about education are not supported by scientific evidence. Urban Myths about Learning and Education examines commonly held incorrect beliefs and then provides the truth of what research has shown. Each chapter examines a different myth, with sections on learning, the brain, technology, and educational policy. A final section discusses why these myths are so persistent. Written in an engaging style, the book separates fact from fiction regarding learning and education.},
keywords = {Mythen},
pubstate = {published},
tppubtype = {book}
}
Rosenwald, Michael S.
Serious reading takes a hit from online scanning and skimming, researchers say Online
The Washington Post 2014, besucht am: 08.08.2019.
Links | BibTeX | Schlagwörter: long text, Mythen, O, reading
@online{Rosenwald2014,
title = {Serious reading takes a hit from online scanning and skimming, researchers say},
author = {Michael S. Rosenwald},
url = {https://www.washingtonpost.com/local/serious-reading-takes-a-hit-from-online-scanning-and-skimming-researchers-say/2014/04/06/088028d2-b5d2-11e3-b899-20667de76985_story.html?noredirect=on},
year = {2014},
date = {2014-04-06},
urldate = {2019-08-08},
organization = {The Washington Post},
keywords = {long text, Mythen, O, reading},
pubstate = {published},
tppubtype = {online}
}
Maillot, Pauline; Perrot, Alexandra; Hartley, Alan
In: Psychology and Aging, Bd. 27, Nr. 3, S. 589–600, 2012, ISSN: 0882-7974.
Abstract | Links | BibTeX | Schlagwörter: Mythen
@article{Maillot2012,
title = {Effects of interactive physical-activity video-game training on physical and cognitive function in older adults},
author = {Pauline Maillot and Alexandra Perrot and Alan Hartley},
url = {https://psycnet.apa.org/doiLanding?doi=10.1037{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}2Fa0026268
https://dx.doi.org/10.1037/a0026268},
doi = {10.1037/a0026268},
issn = {0882-7974},
year = {2012},
date = {2012-09-01},
urldate = {2019-05-25},
journal = {Psychology and Aging},
volume = {27},
number = {3},
pages = {589–600},
abstract = {The purpose of the present study was to assess the potential of exergame training based on physically simulated sport play as a mode of physical activity that could have cognitive benefits for older adults. If exergame play has the cognitive benefits of conventional physical activity and also has the intrinsic attractiveness of video games, then it might be a very effective way to induce desirable lifestyle changes in older adults. To examine this issue, the authors developed an active video game training program using a pretest-training-posttest design comparing an experimental group (24 × 1 hr of training) with a control group without treatment. Participants completed a battery of neuropsychological tests, assessing executive control, visuospatial functions, and processing speed, to measure the cognitive impact of the program. They were also given a battery of functional fitness tests to measure the physical impact of the program. The trainees improved significantly in measures of game performance. They also improved significantly more than the control participants in measures of physical function and cognitive measures of executive control and processing speed, but not on visuospatial measures. It was encouraging to observe that, engagement in physically simulated sport games yielded benefits to cognitive and physical skills that are directly involved in functional abilities older adults need in everyday living (e.g., Hultsch, Hertzog, Small, & Dixon, 1999).},
keywords = {Mythen},
pubstate = {published},
tppubtype = {article}
}
Thomas, Adam; Dennis, Andrea; Bandettini, Peter; Johansen-Berg, Heidi
The Effects of Aerobic Activity on Brain Structure Artikel
In: Frontiers in Psychology, Bd. 3, S. 86, 2012, ISSN: 1664-1078.
Abstract | Links | BibTeX | Schlagwörter: aging, angiogenesis, environmental enrichment, exercise, hippocampus, Learning, Mythen, neurogenesis, plasticity
@article{Thomas2012,
title = {The Effects of Aerobic Activity on Brain Structure},
author = {Adam Thomas and Andrea Dennis and Peter Bandettini and Heidi Johansen-Berg},
url = {https://www.frontiersin.org/article/10.3389/fpsyg.2012.00086
https://doi.org/10.3389/fpsyg.2012.00086},
doi = {10.3389/fpsyg.2012.00086},
issn = {1664-1078},
year = {2012},
date = {2012-03-23},
urldate = {2019-05-25},
journal = {Frontiers in Psychology},
volume = {3},
pages = {86},
abstract = {Aerobic activity is a powerful stimulus for improving mental health and for generating structural changes in the brain. We review the literature documenting these structural changes and explore exactly where in the brain these changes occur as well as the underlying substrates of the changes including neural, glial, and vasculature components. Aerobic activity has been shown to produce different types of changes in the brain. The presence of novel experiences or learning is an especially important component in how these changes are manifest. We also discuss the distinct time courses of structural brain changes with both aerobic activity and learning as well as how these effects might differ in diseased and elderly groups.},
keywords = {aging, angiogenesis, environmental enrichment, exercise, hippocampus, Learning, Mythen, neurogenesis, plasticity},
pubstate = {published},
tppubtype = {article}
}
Sawyer, R. Keith
Explaining Creativity: The Science of Human Innovation Buch
2, Oxford University Press, 2012, ISBN: 9780199737574.
Abstract | BibTeX | Schlagwörter: Brainstorming, Mythen, O
@book{Sawyer2012,
title = {Explaining Creativity: The Science of Human Innovation},
author = {R. Keith Sawyer},
isbn = {9780199737574},
year = {2012},
date = {2012-01-12},
publisher = {Oxford University Press},
edition = {2},
abstract = {Explaining Creativity is an accessible introduction to the latest scientific research on creativity. In the last 50 years, psychologists, anthropologists, and sociologists have increasingly studied creativity, and we now know more about creativity than at any point in history. It considers not only arts like painting and writing, but also science, stage performance, and business innovation. Until about a decade ago, creativity researchers tended to focus on highly valued activities like fine art painting and Nobel prize winning science. Sawyer brings this research up to date by including movies, music videos, cartoons, video games, hypertext fiction, and computer technology. For example, this is the first book on creativity to include studies of performance and improvisation. Sawyer draws on the latest research findings to show the importance of collaboration and context in all of these creative activities. Today's science of creativity is interdisciplinary; in addition to psychological studies of creativity the book includes research by anthropologists on creativity in non-Western cultures, and research by sociologists about the situation, contexts, and networks of creative activity. It brings these approaches together within the sociocultural approach to creativity pioneered by Howard Becker, Mihaly Csikszentmihalyi, and Howard Gardner. The sociocultural approach moves beyond the individual to consider the social and cultural contexts of creativity, emphasizing the role of collaboration and context in the creative process.},
keywords = {Brainstorming, Mythen, O},
pubstate = {published},
tppubtype = {book}
}
Fedewa, Alicia L.; Ahn, Soyeon
In: Research Quarterly for Exercise and Sport, Bd. 82, Nr. 3, S. 521–535, 2011.
Abstract | Links | BibTeX | Schlagwörter: activity, Learning, Mythen, overweight, school health
@article{Fedewa2011,
title = {The Effects of Physical Activity and Physical Fitness on Children's Achievement and Cognitive Outcomes},
author = {Alicia L. Fedewa and Soyeon Ahn},
url = {https://doi.org/10.1080/02701367.2011.10599785},
doi = {10.1080/02701367.2011.10599785},
year = {2011},
date = {2011-01-23},
urldate = {2019-05-25},
journal = {Research Quarterly for Exercise and Sport},
volume = {82},
number = {3},
pages = {521–535},
publisher = {Routledge},
abstract = {Abstract It is common knowledge that physical activity leads to numerous health and psychological benefits. However, the relationship between children's physical activity and academic achievement has been debated in the literature. Some studies have found strong, positive relationships between physical activity and cognitive outcomes, while other studies have reported small, negative associations. This study was a comprehensive, quantitative synthesis of the literature, using a total of 59 studies from 1947 to 2009 for analysis. Results indicated a significant and positive effect of physical activity on children's achievement and cognitive outcomes, with aerobic exercise having the greatest effect. A number of moderator variables were also found to play a significant role in this relationship. Findings are discussed in light of improving children's academic performance and changing school-based policy.},
keywords = {activity, Learning, Mythen, overweight, school health},
pubstate = {published},
tppubtype = {article}
}
Lalley, James P.; Miller, Robert H.
The Learning Pyramid: Does it point teachers in the right direction? Artikel
In: Education, Bd. 128, Nr. 1, S. 64–79, 2007, ISSN: 0013-1172.
Abstract | Links | BibTeX | Schlagwörter: learning pyramide, Mythen, O
@article{Lalley2019,
title = {The Learning Pyramid: Does it point teachers in the right direction?},
author = {James P. Lalley and Robert H. Miller},
url = {http://www.impudent.org.uk/wordpress/wp-content/uploads/2015/03/Lalley-Miller-TheLearningPyramid-Education-200709-.pdf},
issn = {0013-1172},
year = {2007},
date = {2007-09-01},
journal = {Education},
volume = {128},
number = {1},
pages = {64–79},
abstract = {This paper raises serious questions about the reliability of the learning pyramid as a guide to retention among students. The pyramid suggests that certain teaching methods are connected with a corresponding hierarchy of student retention. No specific credible research was uncovered to support the pyramid, which is loosely associated with the theory proposed by the well-respected researcher, Edgar Dale. Dale is credited with creating the Cone of Experience in 1946. The Cone was designed to represent the importance of altering teaching methods in relation to student background knowledge: it suggests a continuum of methods not a hierarchy. While no credible research was uncovered to support the pyramid, clear research on retention was discovered regarding the importance of each of the pyramid levels: each of the methods identified by the pyramid resulted in retention, with none being consistently superior to the others and all being effective in certain contexts. A key conclusion from the literature reviewed rests with the critical importance of the teacher as a knowledgeable decision maker for choosing instructional methods. (Contains 3 figures.)},
keywords = {learning pyramide, Mythen, O},
pubstate = {published},
tppubtype = {article}
}
Nemeth, Charlan J.; Personnaz, Bernard; Personnaz, Marie; Goncalo, Jack A.
The liberating role of conflict in group creativity: A study in two countries Artikel
In: European Journal of Social Psychology, Bd. 34, Nr. 4, S. 365–374, 2004.
Abstract | Links | BibTeX | Schlagwörter: Brainstorming, Mythen, O
@article{Nemeth2004,
title = {The liberating role of conflict in group creativity: A study in two countries},
author = {Charlan J. Nemeth and Bernard Personnaz and Marie Personnaz and Jack A. Goncalo},
url = {https://doi.org/10.1002/ejsp.210
https://www.researchgate.net/publication/252896556_The_liberating_role_of_conflict_in_group_creativity_A_study_in_two_countries},
doi = {10.1002/ejsp.210},
year = {2004},
date = {2004-07-02},
journal = {European Journal of Social Psychology},
volume = {34},
number = {4},
pages = {365–374},
abstract = {Researchers of group creativity have noted problems such as social loafing, production blocking, and especially, evaluation apprehension. Thus, brainstorming techniques have specifically admonished people ‘not to criticize’ their own and others' ideas, a tenet that has gone unexamined. In contrast, there is research showing that dissent, debate and competing views have positive value, stimulating divergent and creative thought. Perhaps more importantly, we suggest that the permission to criticize and debate may encourage an atmosphere conducive to idea generation. In this experimental study, traditional brainstorming instructions, including the advice of not criticizing, were compared with instructions encouraging people to debate—even criticize. A third condition served as a control. This study was conducted both in the United States and in France. Results show the value of both types of instruction, but, in general, debate instructions were superior to traditional brainstorming instructions. Further, these findings hold across both cultures. Results are discussed in terms of the potential positive value of encouraging debate and controversy for idea generation.},
keywords = {Brainstorming, Mythen, O},
pubstate = {published},
tppubtype = {article}
}
Ivanov, Vesna K.; Geake, John G.
The Mozart effect and primary school children Artikel
In: Psychology of music, Bd. 31, Nr. 4, S. 405–413, 2003, ISSN: 1741-3087.
Abstract | Links | BibTeX | Schlagwörter: mozart effect, music, music listening, Mythen, O, spacial performance
@article{Ivanov2003,
title = {The Mozart effect and primary school children},
author = {Vesna K. Ivanov and John G. Geake},
url = {https://doi.org/10.1177/03057356030314005},
doi = {10.1177/03057356030314005},
issn = {1741-3087},
year = {2003},
date = {2003-10-01},
journal = {Psychology of music},
volume = {31},
number = {4},
pages = {405–413},
abstract = {This study found some evidence for the existence of a Mozart Effect with upper-primary school-aged children in a school setting. Scores on a Paper Folding Task (PFT) for a class which listened to Mozart during testing were significantly higher than the PFT scores of a control class. Moreover, a similar result was obtained for another class which listened to Bach during testing. The musical educational experience of the children, ascertained by a Musical Background Questionnaire, did not significantly contribute to the variance in PFT scores. We believe that this study is the first to find a Mozart Effect for school children in a natural setting, in contrast to the original study of Rauscher, Shaw and Ky (1993) who examined the effects of listening to Mozart on the spatial task performance of university students in a laboratory.},
keywords = {mozart effect, music, music listening, Mythen, O, spacial performance},
pubstate = {published},
tppubtype = {article}
}
Rauscher, Frances H.; Shaw, Gordon L.; Ky, Catherine N.
Music and spatial task performance Artikel
In: Nature, Bd. 365, Nr. 611, 1993, ISSN: 1476-4687.
Links | BibTeX | Schlagwörter: music, Mythen, O, task performance
@article{Rauscher1993,
title = {Music and spatial task performance},
author = {Frances H. Rauscher and Gordon L. Shaw and Catherine N. Ky },
url = {https://doi.org/10.1038/365611a0},
doi = {10.1038/365611a0},
issn = {1476-4687},
year = {1993},
date = {1993-10-14},
journal = {Nature},
volume = {365},
number = {611},
keywords = {music, Mythen, O, task performance},
pubstate = {published},
tppubtype = {article}
}