Psychologie fürs Klassenzimmer

Thema: Anschaulichkeit
Um diese Studie geht es:
Harp, S. F., & Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90(3), 414–434.
Weitere Forschung:
 
Alter, A. L., & Oppenheimer, D. M. (2009). Uniting the tribes of fluency to form a metacognitive nation. Personality and Social Psychology Review, 13(3), 219–235. 
Kaminski, J. A., Sloutsky, V. M., & Heckler, A. F. (2008). The advantage of abstract examples in learning math. Science, 320(5875), 454–455. 
Rey, G. D. (2012). A review of research and a meta-analysis of the seductive detail effect. Educational Research Review, 7(3), 216–237.

Thema: Vertrauen in Wissenschaft
Um diese Studie geht es:
Schmidt, K., Rosman, T., Cramer, C., Besa, K. S., & Merk, S. (2022). Teachers trust educational science – Especially if it confirms their beliefs. Frontiers in Education, 976556.
Intro:
Whitaker, T. (2009). Was erfolgreiche Lehrer anders machen. Weinheim: Beltz.
Zum Confirmation Bias:
Wason, P. C. (1960). On the failure to eliminate hypotheses in a conceptual task. Quarterly Journal of Experimental Psychology, 12, 129-140. 
Weitere Forschung:
Carnine, D. (2000). Why education experts resist effective practices (And what it would take to make education more like medicine). Thomas B. Fordham Foundation.
Rosman, T., & Merk, S. (2021). Teacher’s Reasons for Trust and Distrust in Scientific Evidence: Reflecting a “Smart But Evil” Stereotype?. AERA Open, 7, 23328584211028599.

Um diese Studie geht es:
Luo, L., Kiewra, K. A., Flanigan, A. E., & Peteranetz, M. S. (2018). Laptop versus longhand note taking: Effects on lecture notes and achievement. Instructional Science, 46, 947–971.

Erwähnt:
Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological science, 25(6), 1159-1168.

Weitere Forschung:
Allen, M., LeFebvre, L., LeFebvre, L., & Bourhis, J. (2020). Is the pencil mightier than the keyboard? A meta-analysis comparing the method of notetaking outcomes. Southern Communication Journal, 85(3), 143-154.
Horbury, S. R., & Edmonds, C. J. (2021). Taking class notes by hand compared to typing: Effects on children’s recall and understanding. Journal of research in childhood education, 35(1), 55-67.

Um diese Studie geht es:
Bennewitz, H., & Wegner, L. (2017). Empirische Arbeit: " Er tut sich einfach schwer.". Psychologie in Erziehung und Unterricht, 64(4), 270-281.
 
Wahrnehmung von Elterngesprächen auf beiden Seiten:
Lawrence-Lightfoot, S. (2003). The essential conversation: What parents and teachers can learn from each other. New York: Ballantine Books.
Baker, C. & Keogh, J. (1995). Accounting for achievement in parent-teacher interviews. Human Studies, 18(2-3), 263-300.
Cheatham, G. A. & Ostrosky, M. M. (2013). Goal setting during early childhood parent-teacher conferences: A comparison of three groups of parents. Journal of Research in Childhood Education, 27(2), 166-189

Weitere Forschung:
Gartmeier, M., Gebhardt, M., Dotger, B., & Schratz, M. (2016).
Teachers’ communication competence: A latent class analysis of 677 German mathematics teachers. Teaching and Teacher Education, 54, 56–67. 
Munthe, E., & Westergård, E. (2023).
Parents’, teachers’, and students’ roles in parent-teacher conferences: A systematic review and meta-synthesis. Teaching and Teacher Education, 136, 104355.

Um diese Studie geht es:
Tetzlaff, L., Simonsmeier, B. A., Peters, T., & Brod, G. (2025). A cornerstone of adaptivity – A meta‑analysis of the expertise reversal effect. Learning and Instruction, 98, Article 102142.
 
Weitere Forschung:
Rey, G. D., & Buchwald, F. (2011). The expertise reversal effect: cognitive load and motivational explanations. Journal of Experimental Psychology: Applied, 17(1), 33-48.
Grub, A. S., Biermann, A., Lewalter, D., & Brünken, R. (2022, May). Professional vision and the compensatory effect of a minimal instructional intervention: A quasi-experimental eye-tracking study with novice and expert teachers. In Frontiers in Education (Vol. 7, p. 890690).

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