{"id":3330,"date":"2021-12-15T16:20:34","date_gmt":"2021-12-15T15:20:34","guid":{"rendered":"https:\/\/www.kebu-freiburg.de\/research\/helps\/"},"modified":"2023-11-20T17:20:19","modified_gmt":"2023-11-20T16:20:19","slug":"helps","status":"publish","type":"page","link":"https:\/\/www.kebu-freiburg.de\/en\/research\/helps\/","title":{"rendered":"HeLPS"},"content":{"rendered":"<p><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-1 nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-padding-top:0px;--awb-padding-bottom:0px;--awb-margin-top:0px;--awb-margin-bottom:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-0 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last\" style=\"--awb-padding-top:0px;--awb-padding-right:0px;--awb-padding-bottom:0px;--awb-padding-left:0px;--awb-bg-size:cover;--awb-margin-bottom:0px;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><nav class=\"fusion-breadcrumbs fusion-breadcrumbs-1\" style=\"--awb-margin-top:10px;--awb-margin-bottom:10px;--awb-text-color:#adb7d1;--awb-breadcrumb-sep:&#039;\u00bb&#039;;\" aria-label=\"Breadcrumb\"><ol class=\"awb-breadcrumb-list\"><li class=\"fusion-breadcrumb-item awb-breadcrumb-sep awb-home\" ><a href=\"https:\/\/www.kebu-freiburg.de\/en\/\" class=\"fusion-breadcrumb-link\"><span >Home<\/span><\/a><\/li><\/ol><\/nav><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div>\n<div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-2 nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-background-position:left top;--awb-border-sizes-top:0px;--awb-border-sizes-bottom:0px;--awb-border-sizes-left:0px;--awb-border-sizes-right:0px;--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-padding-bottom:0px;--awb-margin-bottom:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-1 fusion_builder_column_1_3 1_3 fusion-one-third fusion-column-first\" style=\"--awb-bg-blend:overlay;--awb-bg-size:cover;width:30.6666%; margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\"><div class=\"fusion-image-element in-legacy-container\" style=\"--awb-margin-bottom:30px;--awb-max-width:300px;--awb-caption-title-font-family:var(--h2_typography-font-family);--awb-caption-title-font-weight:var(--h2_typography-font-weight);--awb-caption-title-font-style:var(--h2_typography-font-style);--awb-caption-title-size:var(--h2_typography-font-size);--awb-caption-title-transform:var(--h2_typography-text-transform);--awb-caption-title-line-height:var(--h2_typography-line-height);--awb-caption-title-letter-spacing:var(--h2_typography-letter-spacing);\"><span class=\" fusion-imageframe imageframe-none imageframe-1 hover-type-none\"><img decoding=\"async\" width=\"396\" height=\"108\" title=\"Helps Logo\" src=\"https:\/\/www.kebu-freiburg.de\/wp-content\/uploads\/2021\/02\/helps_logo.png\" data-orig-src=\"https:\/\/www.kebu-freiburg.de\/wp-content\/uploads\/2021\/02\/helps_logo.png\" alt class=\"lazyload img-responsive wp-image-3074\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%27396%27%20height%3D%27108%27%20viewBox%3D%270%200%20396%20108%27%3E%3Crect%20width%3D%27396%27%20height%3D%27108%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-srcset=\"https:\/\/www.kebu-freiburg.de\/wp-content\/uploads\/2021\/02\/helps_logo-200x55.png 200w, https:\/\/www.kebu-freiburg.de\/wp-content\/uploads\/2021\/02\/helps_logo.png 396w\" data-sizes=\"auto\" data-orig-sizes=\"(max-width: 1000px) 100vw, 396px\" \/><\/span><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-2 fusion_builder_column_2_3 2_3 fusion-two-third fusion-column-last\" style=\"--awb-bg-blend:overlay;--awb-bg-size:cover;width:65.3333%;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\"><div class=\"fusion-title title fusion-title-1 fusion-sep-none fusion-title-text fusion-title-size-two\" style=\"--awb-margin-top-small:0px;--awb-margin-right-small:0px;--awb-margin-bottom-small:15px;--awb-margin-left-small:0px;\"><h2 class=\"fusion-title-heading title-heading-left fusion-responsive-typography-calculated\" style=\"margin:0;--fontSize:26;line-height:1.25;\"><p>Research Training Group<\/p>\n<p>Heterogeneity: effective learning settings and professionalism in schools<\/p><\/h2><\/div><ul style=\"--awb-line-height:27.2px;--awb-icon-width:27.2px;--awb-icon-height:27.2px;--awb-icon-margin:11.2px;--awb-content-margin:38.4px;\" class=\"fusion-checklist fusion-checklist-1 fusion-checklist-default type-icons\"><li class=\"fusion-li-item\" style=\"\"><span class=\"icon-wrapper circle-no\"><i class=\"fusion-li-icon fa-flag-checkered fas\" aria-hidden=\"true\"><\/i><\/span><div class=\"fusion-li-item-content\">\n<p><strong>Objectives:<\/strong> Co-construction of teaching units by teams of teachers and scientists, evaluation of effectiveness and dissemination in networks.<\/p>\n<\/div><\/li><li class=\"fusion-li-item\" style=\"\"><span class=\"icon-wrapper circle-no\"><i class=\"fusion-li-icon fa-comment-alt fas\" aria-hidden=\"true\"><\/i><\/span><div class=\"fusion-li-item-content\">\n<p><strong>Research questions: <\/strong>Effectiveness and feasibility of strategies of internal differentiation that can be implemented in the context of regular classroom instruction.<\/p>\n<\/div><\/li><li class=\"fusion-li-item\" style=\"\"><span class=\"icon-wrapper circle-no\"><i class=\"fusion-li-icon fa-handshake fas\" aria-hidden=\"true\"><\/i><\/span><div class=\"fusion-li-item-content\">\n<p><strong>Cooperation partners: <\/strong>Regional school development networks, IQES online and University of Education Freiburg<\/p>\n<\/div><\/li><li class=\"fusion-li-item\" style=\"\"><span class=\"icon-wrapper circle-no\"><i class=\"fusion-li-icon fa-user-graduate fas\" aria-hidden=\"true\"><\/i><\/span><div class=\"fusion-li-item-content\">\n<p><strong>Principal Investigators: <\/strong>Prof. Dr. Timo Leuders, Jun.-Prof. Dr. Katharina Loibl, Jun.-Prof. Dr. Marita Friesen<\/p>\n<\/div><\/li><li class=\"fusion-li-item\" style=\"\"><span class=\"icon-wrapper circle-no\"><i class=\"fusion-li-icon fa-calendar-alt fas\" aria-hidden=\"true\"><\/i><\/span><div class=\"fusion-li-item-content\">\n<p><strong>Duration: <\/strong>06\/2019 &#8211; 05\/2022<\/p>\n<\/div><\/li><li class=\"fusion-li-item\" style=\"\"><span class=\"icon-wrapper circle-no\"><i class=\"fusion-li-icon fa-shapes fas\" aria-hidden=\"true\"><\/i><\/span><div class=\"fusion-li-item-content\">\n<p><strong>Project type: <\/strong>Research Training Group <strong><br \/>\n<\/strong><\/p>\n<\/div><\/li><\/ul><div class=\"fusion-video fusion-vimeo fusion-aligncenter\" style=\"--awb-max-width:1280px;--awb-max-height:720px;--awb-width:100%;--awb-margin-top:20px;--awb-margin-bottom:20px;\"><div class=\"video-shortcode\"><div class=\"fluid-width-video-wrapper\" style=\"padding-top:56.25%;\" > <div class=\"brlbs-cmpnt-container brlbs-cmpnt-content-blocker brlbs-cmpnt-with-individual-styles\" data-borlabs-cookie-content-blocker-id=\"default\" data-borlabs-cookie-content=\"PGlmcmFtZSB0aXRsZT0iVmltZW8gdmlkZW8gcGxheWVyIDEiIHNyYz0iaHR0cHM6Ly9wbGF5ZXIudmltZW8uY29tL3ZpZGVvLzcwMzMwNTU4Nj9hdXRvcGxheT0wJmFtcDthdXRvcGF1c2U9MCIgd2lkdGg9IjEyODAiIGhlaWdodD0iNzIwIiBhbGxvd2Z1bGxzY3JlZW4gYWxsb3c9ImF1dG9wbGF5OyBmdWxsc2NyZWVuIj48L2lmcmFtZT4=\"><div class=\"brlbs-cmpnt-cb-preset-a\"> <p class=\"brlbs-cmpnt-cb-description\">You are currently viewing a placeholder content from <strong>Default<\/strong>. To access the actual content, click the button below. Please note that doing so will share data with third-party providers.<\/p> <div class=\"brlbs-cmpnt-cb-buttons\"> <a class=\"brlbs-cmpnt-cb-btn\" href=\"#\" data-borlabs-cookie-unblock role=\"button\">Unblock content<\/a> <a class=\"brlbs-cmpnt-cb-btn\" href=\"#\" data-borlabs-cookie-accept-service role=\"button\" style=\"display: none\">Accept required service and unblock content<\/a> <\/div> <a class=\"brlbs-cmpnt-cb-provider-toggle\" href=\"#\" data-borlabs-cookie-show-provider-information role=\"button\">More Information<\/a> <\/div><\/div><\/div><\/div><\/div><div class=\"fusion-image-element in-legacy-container\" style=\"--awb-max-width:420px;--awb-caption-title-font-family:var(--h2_typography-font-family);--awb-caption-title-font-weight:var(--h2_typography-font-weight);--awb-caption-title-font-style:var(--h2_typography-font-style);--awb-caption-title-size:var(--h2_typography-font-size);--awb-caption-title-transform:var(--h2_typography-text-transform);--awb-caption-title-line-height:var(--h2_typography-line-height);--awb-caption-title-letter-spacing:var(--h2_typography-letter-spacing);\"><span class=\" fusion-imageframe imageframe-none imageframe-2 hover-type-none\"><img decoding=\"async\" width=\"600\" height=\"400\" title=\"Logo P\u00e4dagogische Hochschule Freiburg\" src=\"https:\/\/www.kebu-freiburg.de\/wp-content\/uploads\/2021\/04\/PH-Logo_3sprach_blau_600x400.png\" data-orig-src=\"https:\/\/www.kebu-freiburg.de\/wp-content\/uploads\/2021\/04\/PH-Logo_3sprach_blau_600x400.png\" alt class=\"lazyload img-responsive wp-image-3134\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%27600%27%20height%3D%27400%27%20viewBox%3D%270%200%20600%20400%27%3E%3Crect%20width%3D%27600%27%20height%3D%27400%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-srcset=\"https:\/\/www.kebu-freiburg.de\/wp-content\/uploads\/2021\/04\/PH-Logo_3sprach_blau_600x400-200x133.png 200w, https:\/\/www.kebu-freiburg.de\/wp-content\/uploads\/2021\/04\/PH-Logo_3sprach_blau_600x400-400x267.png 400w, https:\/\/www.kebu-freiburg.de\/wp-content\/uploads\/2021\/04\/PH-Logo_3sprach_blau_600x400.png 600w\" data-sizes=\"auto\" data-orig-sizes=\"(max-width: 1000px) 100vw, 600px\" \/><\/span><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-3 nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-background-position:left top;--awb-border-sizes-top:0px;--awb-border-sizes-bottom:0px;--awb-border-sizes-left:0px;--awb-border-sizes-right:0px;--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-background-color:#f5f6f9;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-3 fusion_builder_column_1_3 1_3 fusion-one-third fusion-column-first\" style=\"--awb-bg-blend:overlay;--awb-bg-size:cover;width:30.6666%; margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\"><div class=\"fusion-title title fusion-title-2 fusion-sep-none fusion-title-text fusion-title-size-three\" style=\"--awb-margin-top-small:0px;--awb-margin-right-small:0px;--awb-margin-bottom-small:15px;--awb-margin-left-small:0px;\"><h3 class=\"fusion-title-heading title-heading-left fusion-responsive-typography-calculated\" style=\"margin:0;--fontSize:26;line-height:1.25;\">Description<\/h3><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-4 fusion_builder_column_2_3 2_3 fusion-two-third fusion-column-last\" style=\"--awb-bg-blend:overlay;--awb-bg-size:cover;width:65.3333%;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-1\"><p>There are a large number of strategies for the dealing with heterogeneity in teaching (cf. Klieme &amp; Warwas, 2011). In addition to external differentiation through appropriate school and course structures and highly individualized instruction with the dissolution of class structures, strategies of internal differentiation that can be implemented within the framework of regular class instruction continue to be of great interest. Practitioners and researchers alike are interested in formats of differentiated instruction that can feasibly be implemented in the classroom and at the same time are effective for learning (&#8220;effective learning settings&#8221;). Research in subject matter education and educational psychology has been developing strategies for this purpose for many years and has empirically tested their effectiveness. These strategies point toward how learners with different prerequisites can best be supported (&#8220;adaptive learning settings&#8221;). As a rule, learners with less favourable learning conditions (prior knowledge, self-regulation, language, etc.) benefit from stronger structuring or various forms of instructional support (&#8220;prompting, scaffolding&#8221;, etc.), while conversely such measures have disadvantages for learners with more favourable learning conditions. Such findings are also plausible against the background of practical experience, but more concrete ideas (formats, materials) are needed as to how they can be used for implementation in the respective subject lessons.<\/p>\n<p>This is where the HeLPS project comes in and pursues the following goals:<\/p>\n<ul>\n<li>Development of concrete teaching units taking into account the current state of research<\/li>\n<li>Co-construction, i.e. joint development of the teaching units by teams of teachers and researchers to increase feasibility and effectiveness<\/li>\n<li>Building on the expert advice and professional development provided by the school districts, school regions and the Zentrum f\u00fcr Schulqualit\u00e4t und Lehrerbildung (ZSL, state center for school quality and teacher education)<\/li>\n<li>Support through professional digital platforms for school and teaching quality development (IQES online, IQES Learning Compass)<\/li>\n<li>Research on the effectiveness and dissemination in the networks<\/li>\n<\/ul>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div><div id=\"subprojects\" class=\"fusion-container-anchor\"><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-4 nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-sizes-top:0px;--awb-border-sizes-bottom:0px;--awb-border-sizes-left:0px;--awb-border-sizes-right:0px;--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-5 fusion_builder_column_1_3 1_3 fusion-one-third fusion-column-first\" style=\"--awb-padding-bottom:50px;--awb-bg-blend:overlay;--awb-bg-size:cover;width:30.6666%; margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\"><div class=\"fusion-title title fusion-title-3 fusion-sep-none fusion-title-text fusion-title-size-three\" style=\"--awb-margin-top-small:0px;--awb-margin-right-small:0px;--awb-margin-bottom-small:15px;--awb-margin-left-small:0px;\"><h3 class=\"fusion-title-heading title-heading-left fusion-responsive-typography-calculated\" style=\"margin:0;--fontSize:26;line-height:1.25;\">Subprojects<\/h3><\/div><div class=\"fusion-text fusion-text-2\"><p>Learning content in the area: Human-Nature-Technology<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-6 fusion_builder_column_2_3 2_3 fusion-two-third fusion-column-last\" style=\"--awb-bg-blend:overlay;--awb-bg-size:cover;width:65.3333%;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\"><div class=\"fusion-content-boxes content-boxes columns row fusion-columns-2 fusion-columns-total-4 fusion-content-boxes-1 content-boxes-icon-on-side content-left\" style=\"--awb-backgroundcolor:rgba(255,255,255,0);--awb-hover-accent-color:#96be3c;--awb-circle-hover-accent-color:transparent;\" data-animationOffset=\"top-into-view\"><div style=\"--awb-backgroundcolor:rgba(255,255,255,0);--awb-content-padding-left:40px;\" class=\"fusion-column content-box-column content-box-column content-box-column-1 col-lg-6 col-md-6 col-sm-6 fusion-content-box-hover content-box-column-first-in-row\"><div class=\"col content-box-wrapper content-wrapper link-area-box link-type-text icon-hover-animation-none\" data-link=\"https:\/\/www.kebu-freiburg.de\/en\/research\/helps\/#1\" data-link-target=\"_self\" data-animationOffset=\"top-into-view\"><div class=\"heading heading-with-icon icon-left\"><a class=\"heading-link\" href=\"https:\/\/www.kebu-freiburg.de\/en\/research\/helps\/#1\" target=\"_self\"><div class=\"icon\"><i style=\"background-color:transparent;border-color:transparent;height:auto;width: 20px;line-height:normal;font-size:20px;\" aria-hidden=\"true\" class=\"fontawesome-icon fa-plus fas circle-no\"><\/i><\/div><h4 class=\"content-box-heading fusion-responsive-typography-calculated\" style=\"--h4_typography-font-size:20px;--fontSize:20;line-height:1.25;padding-left:40px;\">SP1: Experimentation in the subject area of swimming and sinking<\/h4><\/a><\/div><div class=\"fusion-clearfix\"><\/div><div class=\"content-container\">\n<p>Principal investigators: Prof. Dr. Silke Mikelskis-Seifert and Jun.-Prof. Dr. Katja Scharenberg<br \/>\nResearch Associate: Cem Aydin Salim<br \/>\nSubject: Physics<\/p>\n<\/div><\/div><\/div><div style=\"--awb-backgroundcolor:rgba(255,255,255,0);--awb-content-padding-left:40px;\" class=\"fusion-column content-box-column content-box-column content-box-column-2 col-lg-6 col-md-6 col-sm-6 fusion-content-box-hover content-box-column-last-in-row\"><div class=\"col content-box-wrapper content-wrapper link-area-box link-type-text icon-hover-animation-none\" data-link=\"https:\/\/www.kebu-freiburg.de\/en\/research\/helps\/#2\" data-link-target=\"_self\" data-animationOffset=\"top-into-view\"><div class=\"heading heading-with-icon icon-left\"><a class=\"heading-link\" href=\"https:\/\/www.kebu-freiburg.de\/en\/research\/helps\/#2\" target=\"_self\"><div class=\"icon\"><i style=\"background-color:transparent;border-color:transparent;height:auto;width: 20px;line-height:normal;font-size:20px;\" aria-hidden=\"true\" class=\"fontawesome-icon fa-plus fas circle-no\"><\/i><\/div><h4 class=\"content-box-heading fusion-responsive-typography-calculated\" style=\"--h4_typography-font-size:20px;--fontSize:20;line-height:1.25;padding-left:40px;\">SP2: Linguistically supported development of non-fiction texts in history lessons<\/h4><\/a><\/div><div class=\"fusion-clearfix\"><\/div><div class=\"content-container\">\n<p>Principal investigator: Prof. Dr. Thomas Martin Buck<br \/>\nResearch Associate: Helene Bergmann M.A.<br \/>\nSubject: History<\/p>\n<\/div><\/div><\/div><div style=\"--awb-backgroundcolor:rgba(255,255,255,0);--awb-content-padding-left:40px;\" class=\"fusion-column content-box-column content-box-column content-box-column-3 col-lg-6 col-md-6 col-sm-6 fusion-content-box-hover content-box-column-first-in-row\"><div class=\"col content-box-wrapper content-wrapper link-area-box link-type-text icon-hover-animation-none\" data-link=\"https:\/\/www.kebu-freiburg.de\/en\/research\/helps\/#3\" data-link-target=\"_self\" data-animationOffset=\"top-into-view\"><div class=\"heading heading-with-icon icon-left\"><a class=\"heading-link\" href=\"https:\/\/www.kebu-freiburg.de\/en\/research\/helps\/#3\" target=\"_self\"><div class=\"icon\"><i style=\"background-color:transparent;border-color:transparent;height:auto;width: 20px;line-height:normal;font-size:20px;\" aria-hidden=\"true\" class=\"fontawesome-icon fa-plus fas circle-no\"><\/i><\/div><h4 class=\"content-box-heading fusion-responsive-typography-calculated\" style=\"--h4_typography-font-size:20px;--fontSize:20;line-height:1.25;padding-left:40px;\">SP3: Adaptive learning in consumer education in the field of fashion and accessories<\/h4><\/a><\/div><div class=\"fusion-clearfix\"><\/div><div class=\"content-container\">\n<p>Principal investigators<strong>: <\/strong>Prof. Dr. Ute Bender and Prof. Dr. Anne-Marie Grundmeier<br \/>\nResearch Associate: Nadine Kitzlinger<br \/>\nSubject: Everyday culture and health<\/p>\n<\/div><\/div><\/div><div style=\"--awb-backgroundcolor:rgba(255,255,255,0);--awb-content-padding-left:40px;\" class=\"fusion-column content-box-column content-box-column content-box-column-4 col-lg-6 col-md-6 col-sm-6 fusion-content-box-hover content-box-column-last content-box-column-last-in-row\"><div class=\"col content-box-wrapper content-wrapper link-area-box link-type-text icon-hover-animation-none\" data-link=\"https:\/\/www.kebu-freiburg.de\/en\/research\/helps\/#2a\" data-link-target=\"_self\" data-animationOffset=\"top-into-view\"><div class=\"heading heading-with-icon icon-left\"><a class=\"heading-link\" href=\"https:\/\/www.kebu-freiburg.de\/en\/research\/helps\/#2a\" target=\"_self\"><div class=\"icon\"><i style=\"background-color:transparent;border-color:transparent;height:auto;width: 20px;line-height:normal;font-size:20px;\" aria-hidden=\"true\" class=\"fontawesome-icon fa-plus fas circle-no\"><\/i><\/div><h4 class=\"content-box-heading fusion-responsive-typography-calculated\" style=\"--h4_typography-font-size:20px;--fontSize:20;line-height:1.25;padding-left:40px;\">SP8: Media affinities as conditions for the acquisition of literary competence<\/h4><\/a><\/div><div class=\"fusion-clearfix\"><\/div><div class=\"content-container\">\n<p>Principal Investigators: Prof. Dr. Jan M. Boelmann and Dr. Lisa K\u00f6nig<br \/>\nResearch Associate: Lilli Eichenberger<br \/>\nSubject: German<\/p>\n<\/div><\/div><\/div><div class=\"fusion-clearfix\"><\/div><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-7 fusion_builder_column_1_3 1_3 fusion-one-third fusion-column-first\" style=\"--awb-padding-bottom:50px;--awb-bg-blend:overlay;--awb-bg-size:cover;width:30.6666%; margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-3\"><p>Learning content in the area: Mathematics<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-8 fusion_builder_column_2_3 2_3 fusion-two-third fusion-column-last\" style=\"--awb-bg-blend:overlay;--awb-bg-size:cover;width:65.3333%;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\"><div class=\"fusion-content-boxes content-boxes columns row fusion-columns-2 fusion-columns-total-5 fusion-content-boxes-2 content-boxes-icon-on-side content-left\" style=\"--awb-backgroundcolor:rgba(255,255,255,0);--awb-hover-accent-color:#96be3c;--awb-circle-hover-accent-color:transparent;\" data-animationOffset=\"top-into-view\"><div style=\"--awb-backgroundcolor:rgba(255,255,255,0);--awb-content-padding-left:40px;\" class=\"fusion-column content-box-column content-box-column content-box-column-1 col-lg-6 col-md-6 col-sm-6 fusion-content-box-hover content-box-column-first-in-row\"><div class=\"col content-box-wrapper content-wrapper link-area-box link-type-text icon-hover-animation-none\" data-link=\"https:\/\/www.kebu-freiburg.de\/en\/research\/helps\/#4\" data-link-target=\"_self\" data-animationOffset=\"top-into-view\"><div class=\"heading heading-with-icon icon-left\"><a class=\"heading-link\" href=\"https:\/\/www.kebu-freiburg.de\/en\/research\/helps\/#4\" target=\"_self\"><div class=\"icon\"><i style=\"background-color:transparent;border-color:transparent;height:auto;width: 20px;line-height:normal;font-size:20px;\" aria-hidden=\"true\" class=\"fontawesome-icon fa-plus fas circle-no\"><\/i><\/div><h4 class=\"content-box-heading fusion-responsive-typography-calculated\" style=\"--h4_typography-font-size:20px;--fontSize:20;line-height:1.25;padding-left:40px;\">SP4: Adaptive fostering of operational understanding with the help of external representations<\/h4><\/a><\/div><div class=\"fusion-clearfix\"><\/div><div class=\"content-container\">\n<p>Principal investigators: Jun.-Prof. Dr. Katharina Loibl and Prof. Dr. Timo Leuders<br \/>\nResearch Associate: Eva Schultheis M.A.<br \/>\nSubject: Educational sciences<\/p>\n<\/div><\/div><\/div><div style=\"--awb-backgroundcolor:rgba(255,255,255,0);--awb-content-padding-left:40px;\" class=\"fusion-column content-box-column content-box-column content-box-column-2 col-lg-6 col-md-6 col-sm-6 fusion-content-box-hover content-box-column-last-in-row\"><div class=\"col content-box-wrapper content-wrapper link-area-box link-type-text icon-hover-animation-none\" data-link=\"https:\/\/www.kebu-freiburg.de\/en\/research\/helps\/#5\" data-link-target=\"_self\" data-animationOffset=\"top-into-view\"><div class=\"heading heading-with-icon icon-left\"><a class=\"heading-link\" href=\"https:\/\/www.kebu-freiburg.de\/en\/research\/helps\/#5\" target=\"_self\"><div class=\"icon\"><i style=\"background-color:transparent;border-color:transparent;height:auto;width: 20px;line-height:normal;font-size:20px;\" aria-hidden=\"true\" class=\"fontawesome-icon fa-plus fas circle-no\"><\/i><\/div><h4 class=\"content-box-heading fusion-responsive-typography-calculated\" style=\"--h4_typography-font-size:20px;--fontSize:20;line-height:1.25;padding-left:40px;\">SP5: Adaptive support for exploratory work in arithmetic<\/h4><\/a><\/div><div class=\"fusion-clearfix\"><\/div><div class=\"content-container\">\n<p>Principal investigators: Prof. Dr. Timo Leuders, Jun.-Prof. Dr. Lena Wessel and Prof. Dr. Josef K\u00fcnsting<br \/>\nResearch Associate: Martin Lacher<br \/>\nSubject: Mathematics<\/p>\n<\/div><\/div><\/div><div style=\"--awb-backgroundcolor:rgba(255,255,255,0);--awb-content-padding-left:40px;\" class=\"fusion-column content-box-column content-box-column content-box-column-3 col-lg-6 col-md-6 col-sm-6 fusion-content-box-hover content-box-column-first-in-row\"><div class=\"col content-box-wrapper content-wrapper link-area-box link-type-text icon-hover-animation-none\" data-link=\"https:\/\/www.kebu-freiburg.de\/en\/research\/helps\/#6\" data-link-target=\"_self\" data-animationOffset=\"top-into-view\"><div class=\"heading heading-with-icon icon-left\"><a class=\"heading-link\" href=\"https:\/\/www.kebu-freiburg.de\/en\/research\/helps\/#6\" target=\"_self\"><div class=\"icon\"><i style=\"background-color:transparent;border-color:transparent;height:auto;width: 20px;line-height:normal;font-size:20px;\" aria-hidden=\"true\" class=\"fontawesome-icon fa-plus fas circle-no\"><\/i><\/div><h4 class=\"content-box-heading fusion-responsive-typography-calculated\" style=\"--h4_typography-font-size:20px;--fontSize:20;line-height:1.25;padding-left:40px;\">SP6: Solving text problems with the help of sketches<\/h4><\/a><\/div><div class=\"fusion-clearfix\"><\/div><div class=\"content-container\">\n<p>Principal investigators: Prof. Dr. Lars Holz\u00e4pfel and Jun.-Prof. Dr. Katharina Loibl<br \/>\nResearch Associate: Rebecca Avallone<br \/>\nSubject: Mathematics<\/p>\n<\/div><\/div><\/div><div style=\"--awb-backgroundcolor:rgba(255,255,255,0);--awb-content-padding-left:40px;\" class=\"fusion-column content-box-column content-box-column content-box-column-4 col-lg-6 col-md-6 col-sm-6 fusion-content-box-hover content-box-column-last-in-row\"><div class=\"col content-box-wrapper content-wrapper link-area-box link-type-text icon-hover-animation-none\" data-link=\"https:\/\/www.kebu-freiburg.de\/en\/research\/helps\/#7\" data-link-target=\"_self\" data-animationOffset=\"top-into-view\"><div class=\"heading heading-with-icon icon-left\"><a class=\"heading-link\" href=\"https:\/\/www.kebu-freiburg.de\/en\/research\/helps\/#7\" target=\"_self\"><div class=\"icon\"><i style=\"background-color:transparent;border-color:transparent;height:auto;width: 20px;line-height:normal;font-size:20px;\" aria-hidden=\"true\" class=\"fontawesome-icon fa-plus fas circle-no\"><\/i><\/div><h4 class=\"content-box-heading fusion-responsive-typography-calculated\" style=\"--h4_typography-font-size:20px;--fontSize:20;line-height:1.25;padding-left:40px;\">SP7: Developing conceptual knowledge of fractions in adaptive language-sensitive mathematics lessons.<\/h4><\/a><\/div><div class=\"fusion-clearfix\"><\/div><div class=\"content-container\">\n<p>Principal investigators<strong>: <\/strong>Prof. Dr. Andreas Obersteiner and Prof. Dr. Gerald Wittmann<br \/>\nResearch Associate: Dr. Katja Lenz<br \/>\nSubject: Mathematics<\/p>\n<\/div><\/div><\/div><div style=\"--awb-backgroundcolor:rgba(255,255,255,0);--awb-content-padding-left:40px;\" class=\"fusion-column content-box-column content-box-column content-box-column-5 col-lg-6 col-md-6 col-sm-6 fusion-content-box-hover content-box-column-first-in-row content-box-column-last\"><div class=\"col content-box-wrapper content-wrapper link-area-box icon-hover-animation-none\" data-animationOffset=\"top-into-view\"><div class=\"heading heading-with-icon icon-left\"><div class=\"icon\"><i style=\"background-color:transparent;border-color:transparent;height:auto;width: 20px;line-height:normal;font-size:20px;\" aria-hidden=\"true\" class=\"fontawesome-icon fa-plus fas circle-no\"><\/i><\/div><h4 class=\"content-box-heading fusion-responsive-typography-calculated\" style=\"--h4_typography-font-size:20px;--fontSize:20;line-height:1.25;padding-left:40px;\">SP9: Professional perspectives of practicing teachers on strategies of internal differentiation in mathematics teaching.<\/h4><\/div><div class=\"fusion-clearfix\"><\/div><div class=\"content-container\">\n<p>Principal investigators<strong>: <\/strong>Junior Prof. Dr. Marita Eva Friesen, Prof. Dr. Timo Leuders and Junior Prof. Dr. Katharina Loibl<br \/>\nSubject: Mathematics<\/p>\n<\/div><\/div><\/div><div class=\"fusion-clearfix\"><\/div><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-9 fusion_builder_column_1_4 1_4 fusion-one-fourth fusion-column-first\" style=\"--awb-bg-size:cover;width:25%;width:calc(25% - ( ( 4% ) * 0.25 ) );margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-menu-anchor\" id=\"1\"><\/div><div class=\"fusion-title title fusion-title-4 fusion-sep-none fusion-title-text fusion-title-size-four\" style=\"--awb-margin-top-small:0px;--awb-margin-right-small:0px;--awb-margin-bottom-small:15px;--awb-margin-left-small:0px;\"><h4 class=\"fusion-title-heading title-heading-left fusion-responsive-typography-calculated\" style=\"margin:0;--fontSize:20;line-height:1.25;\"><h4 class=\"content-box-heading fusion-responsive-typography-calculated\" data-fontsize=\"20\" data-lineheight=\"25px\">Subproject 1: Experimentation in swimming and sinking<\/h4><\/h4><\/div><a class=\"fusion-one-page-text-link\" href=\"#subprojects\">To the overview of all subprojects<\/a><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-10 fusion_builder_column_3_4 3_4 fusion-three-fourth fusion-column-last\" style=\"--awb-bg-size:cover;width:75%;width:calc(75% - ( ( 4% ) * 0.75 ) );\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-4\"><p>There are different strategies for dealing with heterogeneity in the classroom (Klieme &amp; Warwas, 2011). In addition to forms of external differentiation through school structures and highly individualized teaching, strategies of internal differentiation that can be implemented within the framework of regular classroom teaching are of great interest in order to be able to meet the individual needs of students with different levels of prior knowledge.<br \/>\nParticularly in the case of experimentation in science education at elementary schools, differentiation seems appropriate due to the heterogeneous learning prerequisites of the students. Practice and research alike are interested in formats of differentiated instruction that can feasibly be implemented and are at the same time effective in terms of learning outcomes (&#8220;effective learning settings&#8221;).<br \/>\nTeaching-learning research has been developing strategies for this for many years and has empirically tested their effectiveness. In this context, there are indications of how learners with different prerequisites can be supported in different ways (&#8220;adaptive learning settings&#8221;). For example, the &#8220;expertise reversal effect&#8221; states that learners with less favourable learning prerequisites (for example, in terms of language or cognitive ability) benefit from learning supports, but that conversely such measures are disadvantageous for learners with more favourable learning prerequisites (Kalyuga et al., 2003).<br \/>\nThe aim of the project is to develop differentiating learning materials for experimentation on the topic of &#8220;swimming and sinking&#8221;. For this purpose, comics are created, either containing or not containing concrete learning supports in the form of visualizations. The project investigates the extent to which students&#8217; learning gains depend on their prior knowledge and the chosen learning material (learning supports versus no learning supports). The expected results of the project will thus provide important information about the effect of the developed adaptive learning settings in the teaching of primary science education.<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-11 fusion_builder_column_1_4 1_4 fusion-one-fourth fusion-column-first\" style=\"--awb-bg-size:cover;width:25%;width:calc(25% - ( ( 4% ) * 0.25 ) );margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-menu-anchor\" id=\"2\"><\/div><div class=\"fusion-title title fusion-title-5 fusion-sep-none fusion-title-text fusion-title-size-four\" style=\"--awb-margin-top-small:0px;--awb-margin-right-small:0px;--awb-margin-bottom-small:15px;--awb-margin-left-small:0px;\"><h4 class=\"fusion-title-heading title-heading-left fusion-responsive-typography-calculated\" style=\"margin:0;--fontSize:20;line-height:1.25;\"><h4 class=\"content-box-heading fusion-responsive-typography-calculated\" data-fontsize=\"20\" data-lineheight=\"25px\">Subproject 2: Linguistically supported development of non-fiction texts in history lessons<\/h4><\/h4><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-12 fusion_builder_column_3_4 3_4 fusion-three-fourth fusion-column-last\" style=\"--awb-bg-size:cover;width:75%;width:calc(75% - ( ( 4% ) * 0.75 ) );\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-5\"><p>In the context of the discussion about so-called language-sensitive teaching, language learning in history lessons has increasingly become the focus of research in history education research. Corresponding studies deal, for example, with language features of subject-specific texts or with writing processes in history lessons. The area of subject-specific reading skills training, which is the focus of this doctoral project, is still underexposed in didactic research in Germany. Anglo-American research is more advanced, but shows a lack of quantitative effectiveness studies. Sub-project 2 aims to develop and evaluate a differentiated reading strategy training for the subject of history. The aim is to make a practice-relevant contribution to the empirically-based development of language-sensitive history teaching. The effectiveness of the adaptive teaching setting, in which language support in text work is systematically varied according to learning and language requirements, is tested in an experimental study with several test time points using standardized methods.<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-13 fusion_builder_column_1_4 1_4 fusion-one-fourth fusion-column-first\" style=\"--awb-bg-size:cover;width:25%;width:calc(25% - ( ( 4% ) * 0.25 ) );margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-menu-anchor\" id=\"3\"><\/div><div class=\"fusion-title title fusion-title-6 fusion-sep-none fusion-title-text fusion-title-size-four\" style=\"--awb-margin-top-small:0px;--awb-margin-right-small:0px;--awb-margin-bottom-small:15px;--awb-margin-left-small:0px;\"><h4 class=\"fusion-title-heading title-heading-left fusion-responsive-typography-calculated\" style=\"margin:0;--fontSize:20;line-height:1.25;\"><h4 class=\"content-box-heading fusion-responsive-typography-calculated\" data-fontsize=\"20\" data-lineheight=\"25px\">Subproject 3: Adaptive learning in consumer education in the field of fashion and accessories<\/h4><\/h4><\/div><a class=\"fusion-one-page-text-link\" href=\"#subprojects\">To the overview of all subprojects<\/a><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-14 fusion_builder_column_3_4 3_4 fusion-three-fourth fusion-column-last\" style=\"--awb-bg-size:cover;width:75%;width:calc(75% - ( ( 4% ) * 0.75 ) );\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-6\"><p>Within the framework of the sub-project, an adaptive learning environment for consumer education in the field of fashion and accessories is to be developed for the school subject &#8220;Everyday Culture, Nutrition, Social Issues&#8221; (AES) (secondary level 1, Baden-W\u00fcrttemberg) on the basis of research, empirically examined for effectiveness and a transfer into practice is to be initiated. Two studies will investigate the differential effects as well as the impact of the adaptive learning environment in the classroom (Leuders &amp; Loibl, 2019).<\/p>\n<p>A reflective approach to decision-making situations is an elementary component of &#8220;assessment competence&#8221; (Eggert &amp; B\u00f6geholz, 2006) and plays a central role within the subject AES (Ministerium f\u00fcr Kultus, Jugend und Sport Baden-W\u00fcrttemberg, 2016). It can be assumed that learners in the ninth year of secondary school include aspects of sustainability and quality in their purchasing decisions to varying degrees, and that the individual consumption orientations of the students, in the sense of heterogeneous learning conditions, have an impact on their decision-making behaviour (Lange, 2004; Lange, Choi, Yoo &amp; Adamczyk, 2005). Within the framework of ATI research, the aim is to react appropriately to this and to adapt consumption-related learning tasks in such a way that they correspond to the two different consumption orientations according to Lange (2004) of students and adequately support the heterogeneous starting situations. In the concrete, adaptive learning environment, an elaborated station work on the consumer product &#8220;sneakers&#8221; is to support the learners in making well-founded and systematic decisions on different options for action in complex, consumption-related situations.<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-15 fusion_builder_column_1_4 1_4 fusion-one-fourth fusion-column-first\" style=\"--awb-bg-size:cover;width:25%;width:calc(25% - ( ( 4% ) * 0.25 ) );margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-menu-anchor\" id=\"4\"><\/div><div class=\"fusion-title title fusion-title-7 fusion-sep-none fusion-title-text fusion-title-size-four\" style=\"--awb-margin-top-small:0px;--awb-margin-right-small:0px;--awb-margin-bottom-small:15px;--awb-margin-left-small:0px;\"><h4 class=\"fusion-title-heading title-heading-left fusion-responsive-typography-calculated\" style=\"margin:0;--fontSize:20;line-height:1.25;\"><h4 class=\"content-box-heading fusion-responsive-typography-calculated\" data-fontsize=\"20\" data-lineheight=\"25px\">Subproject 4: Adaptive promotion of operational understanding with the help of external representations<\/h4><\/h4><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-16 fusion_builder_column_3_4 3_4 fusion-three-fourth fusion-column-last\" style=\"--awb-bg-size:cover;width:75%;width:calc(75% - ( ( 4% ) * 0.75 ) );\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-7\"><p>Research on the learning effectiveness of concrete learning settings often shows high variance in terms of effectiveness and &#8211; given the heterogeneity in the classroom &#8211; differential effects, i.e. one group of students benefits from the learning setting studied, another less so. Against the background of this state of research, the present project develops an adaptive learning environment based on assumptions about theory-based ATI effects (aptitude-treatment-interaction, Cronbach &amp; Snow 1969) and empirically validates the ATI assumptions. In this research project, the learning object of operation comprehension is considered as a basic mathematical competence.<\/p>\n<p>Studies show that a substantial proportion of students enter lower secondary school with fundamental gaps in basic mathematical skills. In particular, operational understanding is not sufficiently developed in the area of multiplication and division (Schulz et al. 2017; Ehlert et al. 2013), although this is curricularly completed by 4th grade and plays an elementary role for further learning (Baroody et al. 2006). A central aspect of operational understanding is considered to be the ability to translate situations (real, verbally described, figuratively given) into a mathematical (symbolic) term and vice versa (Schulz et al. 2019). If &#8211; as planned in the present study &#8211; a textual task is to be mathematized, mathematics didactic research generally proceeds from two main steps: first, the understanding of the described situation and the construction of a situation model. This is a mental representation of the content that integrates inferences and other relevant experiences. The next step is then mathematization, i.e. the translation of the situation model into a mathematical form (Verschaffel et al. 2000, 169). This transition from the situation described in the written task to the mathematical model (e.g., calculation) is described as the activation and application of &#8220;basic ideas&#8221; (Prediger 2008; Vom Hofe &amp; Blum 2016).<\/p>\n<p>Lack of operational understanding in text tasks suggests inappropriate or faulty mental representations. In this case, illustrative graphical representations (e.g. point fields) can support the task processing, provided that the translation between text, representation and calculation is successful. They represent an intermediate stage between concrete actions and abstract ideas that take place only in the mind (Lorenz 2019). Point patterns are thus already simplified situation models for the mathematical structure. They promote basic ideas about multiplication and division and flexible arithmetic as students switch back and forth between the dot pictures and matching calculations. Thus, these representations provide very good opportunities to illustrate the principle of multiplication (and division as its inverse), to build conceptual understanding of these operations, and also to clarify the computational laws associated with it (Schulz 2017; Barmby et al. 2009; Hurst &amp; Hurrell 2016; Young-Loveridge 2005; Izs\u00e1k 2004).<\/p>\n<p>However, various studies also show that students differ in the way they use representations and that these differences, in turn, can have a major effect on learning outcomes. Accordingly, some students require different or more extensive instruction in order to be able to use external representations &#8211; such as point fields &#8211; profitably (Schnotz et al. 1994; Maichle 1994; Peeck 1994).<\/p>\n<p>The aim of the project is to investigate these differential effects and to test whether an adaptive learning setting using graphical representations to promote operational understanding for multiplication and division is superior to a non-adaptive one.<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-17 fusion_builder_column_1_4 1_4 fusion-one-fourth fusion-column-first\" style=\"--awb-bg-size:cover;width:25%;width:calc(25% - ( ( 4% ) * 0.25 ) );margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-menu-anchor\" id=\"5\"><\/div><div class=\"fusion-title title fusion-title-8 fusion-sep-none fusion-title-text fusion-title-size-four\" style=\"--awb-margin-top-small:0px;--awb-margin-right-small:0px;--awb-margin-bottom-small:15px;--awb-margin-left-small:0px;\"><h4 class=\"fusion-title-heading title-heading-left fusion-responsive-typography-calculated\" style=\"margin:0;--fontSize:20;line-height:1.25;\"><h4 class=\"content-box-heading fusion-responsive-typography-calculated\" data-fontsize=\"20\" data-lineheight=\"25px\">Subproject 5: Adaptive support for exploratory work in arithmetic<\/h4><\/h4><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-18 fusion_builder_column_3_4 3_4 fusion-three-fourth fusion-column-last\" style=\"--awb-bg-size:cover;width:75%;width:calc(75% - ( ( 4% ) * 0.75 ) );\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-8\"><p>Exploring and investigating mathematical structures takes on (at least) two roles in mathematics education:<\/p>\n<ol>\n<li>As a learning goal: It is considered a learning goal for many content areas and all grades of mathematics instruction in terms of process competence.<\/li>\n<li>As a learning principle: reflecting on mathematical structures promotes the development of conceptual understanding (especially in arithmetic) better than working on unrelated tasks.<\/li>\n<\/ol>\n<p>Not all learners are able to deal with the openness of the tasks that arise in exploratory work to the same extent: For some, particular challenges emerge. There is reason to believe that various factors such as self-regulatory abilities, self-concept, self-efficacy, and prior knowledge play an important role in this process, but their interplay is not fully understood. The heterogeneity is to be absorbed by a differentiating teaching concept, whereby the differentiation is designed in adequate scaffolding measures.<\/p>\n<p>In two main studies, both of which are based on a (quasi-)experimental setting, and a pilot study, a teaching concept for the exploratory acquisition of knowledge in the learning domain &#8220;divisors and multiples&#8221; is investigated:<\/p>\n<ul>\n<li>Pilot study: The influence of various factors such as self-regulation, self-concept, self-efficacy, prior achievement in mathematics, etc. on knowledge gain is investigated and the heterogeneity variable &#8220;handling of exploratory tasks&#8221; (hereafter referred to as HV) is defined from this.<\/li>\n<li>ATI study: In the first study, the generally evidenced differential impact of scaffolding in the classroom context is tested using the aptitude-treatment-interaction (ATI) research strategy. Specifically, this involves reviewing,\n<ul>\n<li>whether exploratory work in the subject matter without scaffolding shows positive effects on high ability learners regarding the HV, but rather small effects on low ability learners regarding the HV, and<\/li>\n<li>whether exploratory work in the mentioned learning object with scaffolding measures produces positive effects on learners with low skills regarding the HV, but rather low effects on those with high skills regarding the HV.<\/li>\n<\/ul>\n<\/li>\n<li>ALS study: In the second sub-study, the effectiveness of an adaptive learning environment (ALS) is tested in comparison to a non-adaptive learning environment. This learning environment will be derived from the ATI study and optimized based on its results and process data.<\/li>\n<\/ul>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-19 fusion_builder_column_1_4 1_4 fusion-one-fourth fusion-column-first\" style=\"--awb-bg-size:cover;width:25%;width:calc(25% - ( ( 4% ) * 0.25 ) );margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-menu-anchor\" id=\"6\"><\/div><div class=\"fusion-title title fusion-title-9 fusion-sep-none fusion-title-text fusion-title-size-four\" style=\"--awb-margin-top-small:0px;--awb-margin-right-small:0px;--awb-margin-bottom-small:15px;--awb-margin-left-small:0px;\"><h4 class=\"fusion-title-heading title-heading-left fusion-responsive-typography-calculated\" style=\"margin:0;--fontSize:20;line-height:1.25;\"><h4 class=\"content-box-heading fusion-responsive-typography-calculated\" data-fontsize=\"20\" data-lineheight=\"25px\">Subproject 6: Solving text problems with the help of sketches<\/h4><\/h4><\/div><a class=\"fusion-one-page-text-link\" href=\"#subprojects\">To the overview of all subprojects<\/a><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-20 fusion_builder_column_3_4 3_4 fusion-three-fourth fusion-column-last\" style=\"--awb-bg-size:cover;width:75%;width:calc(75% - ( ( 4% ) * 0.75 ) );\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-9\"><p>Solving text tasks causes difficulties for many students: Learners achieve lower solution rates when solving text tasks than in comparable context-free tasks (e.g. Hohn 2012). In order to understand the realistic situation underlying a text task, a situation model appropriate to the task\/situation is needed (cf. Mayer &amp; Hegarty, 1996; Verschaffel et al., 2000). The formation of a situation model that fits the task can be supported by sketches (cf. e.g. Franke &amp; Ruwisch, 2010). Influences on solution success include knowledge about characteristics of helpful sketches (Rellensmann et al., 2017). This is where the present research project comes in: students are supported in the analysis of sketches. From this, learners build up their knowledge of features of helpful sketches, which they then increasingly learn to apply in sketches they produce themselves. The heterogeneity of the learners has to be taken into account &#8211; the aim of the project is to develop an adaptive training for solving text problems with the help of sketches in order to increase the solution rates.<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-21 fusion_builder_column_1_4 1_4 fusion-one-fourth fusion-column-first\" style=\"--awb-bg-size:cover;width:25%;width:calc(25% - ( ( 4% ) * 0.25 ) );margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-menu-anchor\" id=\"7\"><\/div><div class=\"fusion-title title fusion-title-10 fusion-sep-none fusion-title-text fusion-title-size-four\" style=\"--awb-margin-top-small:0px;--awb-margin-right-small:0px;--awb-margin-bottom-small:15px;--awb-margin-left-small:0px;\"><h4 class=\"fusion-title-heading title-heading-left fusion-responsive-typography-calculated\" style=\"margin:0;--fontSize:20;line-height:1.25;\"><h4 class=\"content-box-heading fusion-responsive-typography-calculated\" data-fontsize=\"20\" data-lineheight=\"25px\">Subproject 7: (Further) developing conceptual knowledge of fractions in adaptive language-sensitive mathematics teaching<\/h4><\/h4><\/div><a class=\"fusion-one-page-text-link\" href=\"#subprojects\">To the overview of all subprojects<\/a><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-22 fusion_builder_column_3_4 3_4 fusion-three-fourth fusion-column-last\" style=\"--awb-bg-size:cover;width:75%;width:calc(75% - ( ( 4% ) * 0.75 ) );\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-10\"><p>Language is central to learning success in mathematics, this has been shown many times. In particular, for the acquisition of conceptual knowledge, i.e., the construction of understanding, language emerges as a central heterogeneity dimension (Prediger et al., 2015). The fact that linguistically weaker students have specific weaknesses in this area is not surprising, since conceptual knowledge is predominantly taught linguistically in school. Linguistically weaker learners therefore need language-related support or scaffolding (Gibbons &amp; Cummins, 2009), in order to build conceptual knowledge. Empirical findings confirm that word and sentence level support, as well as holistic discourse stimuli (describing, explaining, justifying), promote the acquisition of conceptual knowledge by linguistically weaker learners (Wessel et al., 2020). The extent to which such scaffolding affects linguistically stronger learners is not sufficiently clear. It is assumed that linguistically stronger learners experience smaller or even negative effects because cognitive resources are unnecessarily tied up. In the project, this research desideratum is addressed using the example of fractions. In concrete terms, a language-sensitive learning environment on fractions will be developed and evaluated in language-heterogeneous learning groups under controlled conditions in an ecologically valid teaching situation.<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-23 fusion_builder_column_1_4 1_4 fusion-one-fourth fusion-column-first\" style=\"--awb-bg-size:cover;width:25%;width:calc(25% - ( ( 4% ) * 0.25 ) );margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-menu-anchor\" id=\"2a\"><\/div><div class=\"fusion-title title fusion-title-11 fusion-sep-none fusion-title-text fusion-title-size-four\" style=\"--awb-margin-top-small:0px;--awb-margin-right-small:0px;--awb-margin-bottom-small:15px;--awb-margin-left-small:0px;\"><h4 class=\"fusion-title-heading title-heading-left fusion-responsive-typography-calculated\" style=\"margin:0;--fontSize:20;line-height:1.25;\"><h4 class=\"content-box-heading fusion-responsive-typography-calculated\" data-fontsize=\"20\" data-lineheight=\"25px\">Subproject 8: Medial affinities as conditional factors of the acquisition of literary<br \/>\ncompetence (MABEL)<\/h4><\/h4><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-24 fusion_builder_column_3_4 3_4 fusion-three-fourth fusion-column-last\" style=\"--awb-bg-size:cover;width:75%;width:calc(75% - ( ( 4% ) * 0.75 ) );\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-11\"><p>The PhD project MABEL investigates whether and how students&#8217; media affinities can be harnessed for the acquisition of literary competence (cf. Boelmann 2017, Boelmann and K\u00f6nig 2020). Thematically, the implementation takes place on the topic of fairy tales in grade 5, which is anchored in the national curriculum and is realized in two teaching projects: one is based on work with a computer game, the other on reading texts.<\/p>\n<p>The research project will be conducted as an ATI study, focusing on the interaction between learners&#8217; aptitudes (individual learning affinity for media) and treatments (reading text-based vs. digital-interaction-based with computer games) (cf. Cronbach and Snow 1969, Snow 1991). The construct media affinity draws on research findings in media socialization (cf. Kr\u00e4mer 2013, Hurrelmann 2020), motivation (cf. Seel 2003, Bak 2019), and self-concept (cf. Goy, Valtrin, and Hu\u00dfmann 2017). It is expected that especially weak and most vulnerable students, whose learning setting is similar to their media affinity, will benefit from the media adaptation of the lessons.<\/p>\n<\/div><div class=\"fusion-content-boxes content-boxes columns row fusion-columns-1 fusion-columns-total-1 fusion-content-boxes-3 content-boxes-clean-vertical content-left content-boxes-icon-on-top\" style=\"--awb-hover-accent-color:#96be3c;--awb-circle-hover-accent-color:transparent;--awb-item-margin-bottom:40px;\" data-animationOffset=\"top-into-view\"><div style=\"--awb-backgroundcolor:#f5f6f9;border-color:rgba(255,255,255,0);\" class=\"fusion-column content-box-column content-box-column content-box-column-1 col-lg-12 col-md-12 col-sm-12 fusion-content-box-hover content-box-column-last content-box-column-last-in-row\"><div class=\"col content-box-wrapper content-wrapper-background link-area-box link-type-text icon-hover-animation-none\" data-link=\"https:\/\/www.kebu-freiburg.de\/praxis\/literarisches-lernen-fuer-alle\/\" data-link-target=\"_self\" data-animationOffset=\"top-into-view\"><div class=\"heading heading-with-icon icon-left\"><a class=\"heading-link\" href=\"https:\/\/www.kebu-freiburg.de\/praxis\/literarisches-lernen-fuer-alle\/\" target=\"_self\"><div aria-hidden=\"true\" class=\"image\"><img decoding=\"async\" class=\"lazyload\" src=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%271920%27%20height%3D%271080%27%20viewBox%3D%270%200%201920%201080%27%3E%3Crect%20width%3D%271920%27%20height%3D%271080%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/www.kebu-freiburg.de\/wp-content\/uploads\/2023\/07\/vlcsnap-2023-07-24-14h10m15s760-1080x608.png\" width=\"1080\" height=\"608\" alt=\"Eichenberger\" \/><\/div><h2 class=\"content-box-heading fusion-responsive-typography-calculated\" style=\"--h2_typography-font-size:20px;--fontSize:20;line-height:1.25;\">Literary Learning for All<\/h2><\/a><\/div><div class=\"fusion-clearfix\"><\/div><a class=\" fusion-read-more\" href=\"https:\/\/www.kebu-freiburg.de\/praxis\/literarisches-lernen-fuer-alle\/\" target=\"_self\">In this video, Lilli Eichenberger shows how differentiation based on media affinity can succeed.<\/a><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-clearfix\"><\/div><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div><\/div><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-5 fusion-parallax-none nonhundred-percent-fullwidth non-hundred-percent-height-scrolling lazyload\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-padding-top:50px;--awb-padding-bottom:50px;--awb-background-size:cover;--awb-flex-wrap:wrap;\" data-bg=\"https:\/\/www.kebu-freiburg.de\/wp-content\/uploads\/2016\/08\/demo-fading-1.jpg\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-25 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last\" style=\"--awb-bg-blend:overlay;--awb-bg-size:cover;--awb-margin-bottom:0px;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\"><div class=\"fusion-button-wrapper\"><a class=\"fusion-button button-flat button-small button-default fusion-button-default button-1 fusion-button-default-span fusion-button-default-type\" target=\"_self\" href=\"https:\/\/www.kebu-freiburg.de\/forschung\/\"><i class=\"fa-arrow-left fas awb-button__icon awb-button__icon--default button-icon-left\" aria-hidden=\"true\"><\/i><span class=\"fusion-button-text awb-button__text awb-button__text--default\">zur\u00fcck zur \u00dcbersicht<\/span><\/a><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div>\n<\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":5,"featured_media":0,"parent":3205,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"100-width.php","meta":{"footnotes":""},"class_list":["post-3330","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.kebu-freiburg.de\/en\/wp-json\/wp\/v2\/pages\/3330","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.kebu-freiburg.de\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.kebu-freiburg.de\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.kebu-freiburg.de\/en\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/www.kebu-freiburg.de\/en\/wp-json\/wp\/v2\/comments?post=3330"}],"version-history":[{"count":5,"href":"https:\/\/www.kebu-freiburg.de\/en\/wp-json\/wp\/v2\/pages\/3330\/revisions"}],"predecessor-version":[{"id":4862,"href":"https:\/\/www.kebu-freiburg.de\/en\/wp-json\/wp\/v2\/pages\/3330\/revisions\/4862"}],"up":[{"embeddable":true,"href":"https:\/\/www.kebu-freiburg.de\/en\/wp-json\/wp\/v2\/pages\/3205"}],"wp:attachment":[{"href":"https:\/\/www.kebu-freiburg.de\/en\/wp-json\/wp\/v2\/media?parent=3330"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}