Multidisciplinary Research on Teaching and Learning

Educational research encompasses different scientific cultures with different tools, practices, views, and languages, which frequently makes communication difficult. This collection indicates how research on teaching and learning from multiple scientific disciplines such as educational science, psychology, and various domain-specific instructional sciences can be successfully pursued by a co-operation between researchers and experienced school teachers. Each chapter aims at process-oriented rather than only outcome-oriented research. The contributors promote analyses from multiple perspectives and adopt different methodological approaches, ranging from field research to laboratory experiments.

Wolfgang Schnotz is Professor of General and Educational Psychology at University of Koblenz-Landau, Germany.
 
Alexander Kauertz is Professor of Physics Education at the University of Koblenz-Landau, Germany.
 
Heidrun Ludwig is Manager of the Graduate School on Teaching and Learning Processes at the University of Koblenz-Landau, Germany.
 
Andreas Müller Professor of Science Education at the University of Geneva, Switzerland.
 
Johanna Pretsch is a Researcher at the Department of Psychology, University of Koblenz-Landau, Germany.

PART I: SELF-REGULATION AND INSTRUCTION
1. Educational Processes in Early Childhood Education: Activities of Target Children in Preschools; Wilfried Smidt
2. The Stability and Variability of Goals in Learning Contexts: A Systematic Literature Review and a Quantitative Investigation; Kathrin Bürger
3. Self-Regulation in Computer-Based Learning Environments: Effects of Learner Characteristics and Instructional Support; Loredana Mihalca, Wolfgang Schnotz and Christoph Mengelkamp
4. Does the Quality of the Application of Learning Strategies Foster Text Comprehension? A Reanalysis of Video Data; Christoph Schneider, Christian Weber, Peter H. Ludwig and Katrin Weisenburger
5. Supporting Students' Self-Regulated Learning with Teachers' Feedback: Professional Experience as a Moderator of Teachers' Attitude-Behavior Contingency; Eva Christophel and Christiane Baadte
PART II: LANGUAGE LEARNING AND LANGUAGE COMPREHENSION
6. A Cognitive Linguistic Approach to Teaching English Prepositions; Xin Song, Wolfgang Schnotz and Constanze Juchem-Grundmann
7. The Individual Theories of Teachers about Vocabulary Work with Mono- and Plurilingual Students in the German Language Classroom; Olena Bien, Stephan Merten and Wolfgang Schnotz
8. Child Respondents – Do They Really Answer What Scientific Questionnaires Ask For?; Gerlinde Lenske and Andreas Helmke
9. Video-Based Analyses of Reading Instruction in the Fourth Grade Based on the Observation System LUPE; Nora Heyne
PART III: MATHEMATICS AND SCIENCE EDUCATION
10. Which Heuristic Operations do Primary School Students Use When Solving Complex Story Problems?; Johannes Groß, Natalie Gouasé, Renate Rasch and Wolfgang Schnotz
11. Forms of Representation for Solving Mathematical Word Problems – Development of an Intervention Study;Nina Sturm and Renate Rasch
12. Understanding Basic Concepts in Ray Optics: A Representational Approach; Rosa Hettmannsperger, Wolfgang Schnotz, Andreas Müller and Jochen Scheid
13. Scientific Experiments, Multiple Representations, and Their Coherence: A Task-Based Elaboration Strategy for Ray Optics; Jochen Scheid, Andreas Müller, Rosa Hettmannsperger and Wolfgang Schnotz
14. Smartphones and Co. in Physics Education: Effects of Learning with New Media Experimental Tools in Acoustics; Jochen Kuhn and Patrik Vogt
15. Video Analysis Exercises in Regular Introductory Mechanics Physics Courses: Effects of Conventional Methods and Possibilities of Mobile Devices; Pascal Klein, Jochen Kuhn, Andreas Müller and Sebastian Gröber