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In Germany, the discussion of values is actually a hot topic in society. Specifically in STEM education, values are of great necessity as the existence and continuity of countries, cultures, and individuals is based on values and their transfer to individuals’ thinking and doing. This transfer takes place as so called value education in families, but also in schools as main official institution for the socialization of individuals (Berkowitz, 2011).
In STEM context, values are almost neglected even though especially natural scientific subjects need them in order to sensitize individuals for key issues which have not only effects on individuals, but also on society, and on earth. Thus, we developed a specific model for values in STEM context in order to foster value education in elementary schools in Germany. In this model, we differentiated values into two levels: content-related values which are concretely connected to the content which is taught and learning process-related values which are connected to the strategies which are relevant during the experiment in order to fulfill the tasks successfully.
In this study, the integration of values took place in a learning environment that uses experiments as main method. This environment focused on three main topics:
(1) environment,
(2) energy, and
(3) health.
Furthermore, we implemented two further didactical methods in order to improve value education: impulse techniques and dilemmas. Impulse techniques could be realized verbally (e.g. questions, prompts) and non-verbally (e.g. gestures, pictures). With these techniques, unconscious opinions, attitudes, or beliefs should get unfolded in order to trigger learning processes, discussions, and reflections. Dilemmas are situations with minimally two alternatives which each include a conflict that could not be easily solved. Whatever solution is chosen, it is always connected to positive and negative consequences. Thus, dilemmas evoke value-related conflicts through controversial discussions.
In order to evaluate the implementation of values in STEM education using impulse techniques and dilemmas, we conducted two studies: In the first study, we didactically designed three experiments each connected to one content area, (1) environment, (2) energy, and (3) health. We implemented the material in three classrooms and tested them. In order to see, whether they were successful, two data sources were used: observations and interviews. The results of the observations showed that students were able to discuss the values with impulses and dilemmas, even though they needed some support from the teacher. These results were supported by the interviews of the teachers. Furthermore, the use of impulses and dilemmas could stimulate discussions and raise the awareness of the values taught.
In the second study, we enlarged the experiments to nine learning modules and included the same techniques as in study 1. To test the material, we interviewed five teachers asking the same questions as in study 1. Again, the teachers confirmed the successful realization of values in STEM context.
Both studies showed that value education could be fostered in STEM context using impulses and dilemmas. In spite of these first results, it is necessary to do further research to get more differentiated analyses on the effects of the integration of values in STEM context.
This paper presents current empirical findings on dimensions of self-determination theory (SDT) of Deci and Ryan in online training programs for professional education of e-tutors under a moderate constructivist approach. The goal of these trainings is to educate qualified and motivated instructors, so-called e-tutors, in supporting learners in virtual learning environments. Such online trainings can be designed according to a moderate constructivist approach (Mandl & Reinmann-Rothmeier 2002). To investigate the motivational impact of these trainings, motivational theories have to be under consideration. This study focuses on SDT postulating three psychological needs for competence, autonomy, and (social) relatedness, which when satisfied yield enhanced intrinsic motivation (Ryan & Deci, 2000). The offered etutor trainings are designed with self-directed and cooperative virtual learning phases. From a theoretical perspective our trainings foster the dimensions of SDT: Informative and content specific feedback; choice is provided regarding e.g. further readings and opportunities to discuss tasks from different perspectives.
This study's main research question is, how far basic psychological needs can be fostered by moderate constructivist designed e-tutor training programs?
This study was conducted as field study within a pre- and posttest design. The sample includes 56 lecturers, who participated in spring (I) or autumn (II) trainings of 2014-I (N=15), 2013-II (N=26), 2013-I (N=16), 2012-II (N=22) and 2011-II (N=17). It is comprised of participants from various universities and faculties from various disciplines. 32 (57%) of them were female, 24 (43%) male. The average age was 34 years (M = 34,31). The data was collected through online questionnaires containing three scales on dimension of SDT for pre- and posttest. All items were assessed on five-point Likert scales. The reliabilities for each scale were acceptable.
Findings indicate that the satisfaction of psychological needs for competence, autonomy, and (social) relatedness (Ryan & Deci, 2000) can be fulfilled by a moderate constructivist approach in educating e-tutors. A t-test indicates that participants’ feelings of competence (t(55) = -12.60, p < .01, d = 3.39) were significantly higher after participating in the training. Hereby a large effect size (d = 3.39) was observed. Participants’ feelings of autonomy (t(54) = -3.23, p < .01, d = 0.88) increased as well during the training. The observed effect size was large as well (d = 0.88). Regarding feelings of relatedness, participants showed increased need satisfaction after the training (t(55) = -10.51, p < .01, d = 2.83). Again, the effect size was large (d = 2.83). The results can be interpreted by taking a closer look at dimension of SDT and findings in the context of virtual learning environments. During the training, the competence need was possibly addressed by providing informative and content specific feedback. The possibility to gain autonomy was addressed by providing choice regarding e.g. further readings and opportunities to discuss tasks from different perspectives. The tasks in the training are personally endorsing and further address feelings of autonomy. These tasks also might possibly address the need for relatedness as it focuses on cooperation. Further research should try to investigate effects of the moderate constructivist design elements on the dimensions of self-determination theory.
The main objective of our research is to get an overview of the practical value education in Germany. Therefore, we investigated 167 projects aiming at value education for children and youths in Germany conducted in the last five years. We specifically had a closer look at three issues, namely at the aims of value education in practice, the value topic which was taught, and the implemented measures for value education. We had a closer look at these three issues in different societal levels for socialization aspects of family, day care, school, and youth employment.
Looking at value education in families, we discovered a very heterogeneous value education, depending on the different parenting styles. Aims focused on the sensitization for values, as well as on the discussion, argumentation, and exchange of values. Value topics were social cohesion and trust. The most often used measures, which were mentioned, were project work, action days, and behaving as a model.
In the socialization aspect of day care, we particularly found in the projects of value formation as aims cohesion and communication about values. Often named value topics were respect and fairness. Games, discussion about values, and practical exercises are the most often used measures for value education in this socialization aspect.
Having a closer look at schools, the main aims of the investigated projects were cohesion and democracy/democratic attitude. In these projects the values which should be taught were respect, democracy, and social cohesion. Implemented measures were particularly project work, mentoring, behaving as a model and discussion about values.
The analysis of the aims in youth employment showed in the investigated projects, that most often social cohesion and democracy/democratic attitudes were mentioned. Value topics were tolerance, respect and solidarity. Measures were mainly project work, mentoring, behaving as a model and discussing about values.
When comparing the project practice over all socialization aspects, it is striking that in day care, schools, and youth employment almost similar aims and values were taught. Most often, social cohesion is named in all investigated projects. Furthermore, the value topic “respect” is also of great importance. This value is supplemented by fairness in day care, and by democracy in school and youth employment.
Related to these results in the different socialization aspects, we found specifically six aspects to recommend. First, there should be more well-grounded evaluation studies. Second, it is necessary to initiate longitudinal studies including the aspect of sustainability. Third, additional socialization aspects and topics should be considered in further studies. Fourth, initiating model projects for networking between the single socialization aspects are important. Fifth, the process of value formation must be analyzed. Finally, measures need to be initiated in order to bring value-oriented action more to the forefront of society.
The presented study gives a first impression of the project practice of value education in Germany without a demand of completeness. Even though, these results may show a relatively homogeneous picture, looking at different projects in more detail, there is a great diversity of value education in Germany.
Das internationale Bildungsprogramm Experimento der Siemens Stiftung richtet sich an Erzieher/innen in Kindergärten sowie an Lehrkräfte in Grund- und weiterführenden Schulen. Experimento will Kinder und Jugendliche beim naturwissenschaftlich-technischen Unterricht begleiten und basiert auf der Methode des forschenden Lernens. Dazu enthält Experimento neben einer Sammlung von Experimentieranleitungen auch Materialien für die Durchführung von rund 130 Experimenten
Anhand dieser spezifisch entwickelten Experimente für verschiedene Altersstufen (4 - 7 Jahre (Experimento | 4+), 8 - 12 Jahre (Experimento | 8+) und 10 - 18 Jahre (Experimento | 10+)) sollen Kinder und Jugendliche selbständig durch eigenes Forschen und Entdecken technisch-naturwissenschaftliche Zusammenhänge unter Anleitung verstehen lernen. Zudem gibt es Handreichungen, die Lehrkräfte beim Umgang mit den Materialien unterstützen sollen.
Die Anleitungen für Lehrkräfte enthalten Hinweise rund um die Experimente, die zentralen Fragestellungen und den Lehrplanbezug.
Experimento enthält bisher primär Angebote zur Auseinandersetzung mit naturwissenschaftlichen Fragestellungen. In diesem Rahmen soll in Zukunft das Materialangebot durch einen Werteaspekt erweitert werden. Ziel ist die Integration von Werten in die bisherigen Experimentiermaterialien. Um dieses Ziel zu erreichen, werden im nachfolgenden Konzeptpapier die zentralen Grundlagen von Werten im naturwissenschaftlichen Unterricht, ihre Bedeutung, Ausgestaltung und ihre Umsetzung in Experimento | 8+ dargelegt.
Dabei kommt der Siemens Stiftung eine besondere Bedeutung zu: Zum einen will die Siemens Stiftung durch ihr Bildungsengagement vor allem das naturwissenschaftlich-technische Verständnis von Kindern und Jugendlichen fördern. Zum anderen wird durch die Stiftung als einer gemeinnützigen Einrichtung der gesellschaftliche Allgemeinwohlaspekt, der durch das Thema Werte verstärkt wird, betont.
Für erfolgreiches selbstgesteuertes und kooperatives Lernen mit digitalen Medien werden hohe Anforderungen an die Lernenden gestellt. E-Tuto- ring dient der Unterstützung Lernender in virtuellen Lernszenarien, Leh- rende fungieren dabei als Lernbegleiter, sogenannte E-Tutoren. E-Tutoren sind ausgebildete Personen, die Lernende nicht nur inhaltlich unterstüt- zen, sondern den gesamten Lernprozess begleiten. E-Tutoren bieten eine geeignete Betreuung bei inhaltlichen Aufgaben. Sie verfügen demnach über inhaltliches Wissen und unterstützen den Ler- nenden bei der Anwendung von Lernstrategien. Durch das Fehlen non- verbaler Aspekte sind die Besonderheiten der virtuellen Kommunikation zu berücksichtigen. Diese muss der E-Tutor kennen und Lernende darauf hinweisen. In virtuellen Lehr-Lernszenarien ist es essenziell Umgangsre- geln einzuhalten. Dazu gehört auch, fundiertes Feedback und informa- tive Rückmeldungen zu geben. Der E-Tutor sollte technisches Know-how besitzen, um die Unterstützung des Lernenden zu gewährleisten. Zudem müssen E-Tutoren dem Lernenden innerhalb des Lernangebots Struk- tur durch didaktisch-/organisatorische Maßnahmen ermöglichen und dadurch lernförderliche, unterstützende Rahmenbedingungen schaffen, um den Lernprozess aufrechtzuerhalten. Kenntnisse der didaktischen Orientierung des Kurses sind für den E-Tutor daher grundlegend.
Der vorliegende Beitrag beschäftigt sich mit der Akzeptanz, der Zufriedenheit und dem Lernerfolg eines Schulungsprogramms zur professionellen Ausbildung von Lehrenden zu E-Tutoren 1 der Virtuellen Hochschule Bayern (vhb), welches von der Ludwig-Maximilians-Universität München durchgeführt wird. Ziel dieser Ausbildung ist, Lehrende, insbesondere aus dem Hochschulbereich, in Online-Kursen dazu zu qualifizieren, Studierende beim virtuellen Lernen zu unterstützen. Zudem sollen sie als E-Tutoren ausgebildet werden. Grundlegend für dieses Angebot ist, dass es nach einem gemäßigt konstruktivistischen Ansatz gestaltet ist und den zukünftigen Lehrenden ermöglicht, selbst die Rolle des Lernenden einzunehmen und an den eigenen geplanten virtuellen Kursen zu arbeiten. Der Beitrag stellt Evaluationsbefunde aus vier Kursen der Jahre 2012 bis 2014 vor, die folgende Aspekte in Hinblick auf den Kurs genauer beleuchten: Akzeptanz des gesamten Kurses, Zufriedenheit mit der Lernplattform, Zufriedenheit mit der kooperativen Lernform, Zufriedenheit mit der Betreuung, subjektiver Lernerfolg und Nützlichkeit des Kurses. Die Ergebnisse weisen darauf hin, dass das nach einem gemäßigt konstruktivistischen Ansatz aufgebaute Ausbildungsprogramm als erfolgreiche Online-Ausbildung gesehen werden kann.
Objective and Purpose:
Values have increasingly gained recognition as important factors for organizational success in recent years. Values are a major component of an organization's culture (Schein, 2010) and have increasingly gained recognition as important factors for organizational success in recent years (Huhtala et al., 2011; Valentine et al., 2002). However, there are deficits in the value orientation of managers and employees. The goal of the present study is to implement work-oriented training measures to foster values in organizations in the financial sector.
Theoretical framework:
Approaches to foster values can be traced back as early as Kohlberg’s theory of moral development (Kohlberg & Turiel 1971; Lind, 2012; Oser, 2001). The goal of fostering values is not simply to promote passive conformity to values, but to encourage reflective thinking directed by values. As cases, enriched with dilemma situations, represent an authentic part of reality, they allow training participants to reflect upon possible solutions in ethical dilemmas (Zumbach & Mandl, 2008). Therefore we assume that work-oriented training measures are optimally suited, as it relates learning contents directly to the daily actions of the training participants’ workplace (Sonntag & Stegmaier, 2007). From an educational point of view, we suggest that working with authentic cases including dilemma situations from everyday business are particularly potent for fostering values.
Design of the study:
This paper presents an implementation model for developing training measures to foster values in cooperative banks. In this context the present work shows the requirements analysis, conception and realization.
Results:
The requirements analysis includes two empirical studies which aimed at value-related training needs assessment and the further specification of training needs.
(1) An online survey with 506 employees and 186 managers in 16 banks: According to managers and employees values are an important topic in their banks.
(2) Interviews with 7 employees and 9 managers from another 16 banks: This closer look revealed that there are problems in relating abstract values to practical examples for action.
The conception includes two steps:
(1) A stakeholder workshop with executives from 4 banks and 7 experts of the banks further education institute was conducted to identify values particularly relevant for training. Six values were selected that seemed particularly important for training. For each value, two authentic scenarios including dilemma situation were generated by executives and experts.
(2) These scenarios are developed into cases with trainers from the banks further education institute suited for training. These cases each describe a dilemma situation from the daily workplace operations of managers and employees. Enriched with tasks for reflection, these cases can be implemented in work-oriented trainings measures.
The realization:
The realization is ongoing. Cases were integrated in specific seminars.
Research/Practical Implications:
The implementation model presented here can serve as an example for a comprehensive procedure to foster values. The empirical part of this project demonstrates that values have to be concrete and related to practical work-oriented situations to support specific training needs. The developmental part demonstrates how work-oriented training measures on values can be tailored to training needs by drawing on authentic cases.
Dieser Leitfaden soll interessierte Lehrkräfte dabei unterstützen, die Arbeit mit Experimento | 8+ für eine gelingende Wertebildung im naturwissenschaftlich-technischen Unterricht zu nutzen. Experimento | 8+ bietet eine gute Basis, um Schülerinnen und Schüler im naturwissenschaftlich-technischen Unterricht über die curricularen Lerninhalte hinaus auch mit wertebezogenen Fragen zu konfrontieren. Dieser Leitfaden zeigt, wie Werte im Unterricht mit Experimento integriert
und welche Ziele damit anvisiert werden. Darüber hinaus werden methodisch-didaktische Zugänge aufgeführt, um die Auseinandersetzung mit Werten im naturwissenschaftlich-technischen Unterricht zu fördern.
Der Leitfaden stellt zunächst einen Bezug zwischen Werten und den Experimenten in
Experimento | 8+ her. Darin wird insbesondere der Frage nachgegangen, warum im Rahmen von naturwissenschaftlich-technischem Unterricht die Bildung von Werten wichtig ist. Nachfolgend werden die unter Einbeziehung von Experten ausgewählten Werte aufgeführt. Die Werte lassen sich auf die Aktivitäten im Lernprozess des Experiments und auf den Gegenstand des Experiments beziehen. Ein Überblick über Möglichkeiten, Werte in den naturwissenschaftlich-technischen Unterricht im Rahmen von Experimento | 8+ zu integrieren, wird abschließend gegeben. Dabei werden verschiedene Methoden vorgestellt, um eine Sensibilisierung für Werte zu ermöglichen.
In Ergänzung zu diesem Leitfaden, können sich Interessierte weitere Anregungen zum Thema Wertebildung im naturwissenschaftlich-technischen Unterricht auf dem Medienportal der Siemens Stiftung holen (https://medienportal.siemens-stiftung.org).
Im Rahmen der Fortbildung zu Experimento | 8+ im Blended-Learning-Format wurde eine Online-Anwendung entwickelt, die auf dem Medienportal zugänglich ist. Diese Online-Anwendung beinhaltet drei interaktive Selbstlern-Module zu den Themen Forschendes Lernen, Forschungskreis und Wertebildung.
Im interaktiven Modul Wertebildung werden anhand eines videografierten Unterrichtsbeispiels zum Thema „Wasser schützen“ Anregungen für die Einbindung der Wertebildung in den naturwissenschaftlichen Unterricht in der Grundschule gegeben. Kurze Texte, Bilder, interaktiven Anwendungen und Aufgaben unterstützen die Bearbeitung des Moduls.
Ebenfalls auf dem Medienportal hinterlegt ist ein Medienpaket, welches Anleitungen und Beispiele enthält für die methodische Einbettung von Wertebildung im MINT-Unterricht, angelehnt an konkrete Themen und Experimente aus Experimento | 8+.
Values and business ethics have increasingly gained recognition as important factors for organizational success in recent years. However, it is a difficult endeavor to intentionally improve employees’ value orientation within training for professional practice. This paper presents a multi-step approach which aimed at developing training measures to improve value orientation in banks. It includes two empirical studies aimed at value-related training needs assessment and the further specification of training needs, followed by a stakeholder workshop to identify values particularly relevant for training and to collect authentic scenarios with specific ethical dilemma situations. In a final step these scenarios are developed into case examples suited for training. Enriched with tasks for reflection, these cases can be implemented in work-oriented trainings measures.