Features of innovative lectures that distinguish them from traditional lectures and their evaluation by attending students.

Autor/inn/en	Kuklinski, Christiane; Liebendörfer, Michael; Hochmuth, Reinhard; Biehler, Rolf; Schaper, Niclas; Lankeit, Elisa; Leis, Elena; Schürmann, Mirko
Titel	Features of innovative lectures that distinguish them from traditional lectures and their evaluation by attending students.
Quelle	Aus: Jankvist, Uffe Thomas (Hrsg.); Heuvel-Panhuizen, Marja van den (Hrsg.); Veldhuis, Michiel (Hrsg.): Proceedings of the eleventh congress of the European society for research in mathematics education. CERME 11. Utrecht: Freundenthal institute for science and mathematics education (2019) S. 2562-2569 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Proceedings of CERME
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-90-73346-75-8
Schlagwörter	Evaluation; Fragebogen; Problemlösen; Selbstkonzept; Affektives Lernziel; Brückenkurs; Fachdidaktik; Mathematik; Mathematikunterricht; Mathematische Kompetenz; Studium; Universität; Übergang Schule - Hochschule; Studienanfang; Innovation; Vorkurs; Studienanfänger
Abstract	To support students at the often-times difficult transition from high school to university mathematics, some universities in Germany have introduced innovative lectures. The WiGeMath project evaluated to what extent these measures fulfill their self-set goals. During the evaluations, specific questionnaire items and lecture observations were applied to investigate which characteristics made these lectures different from traditional ones and in how far students valued these features in achieving the courses' learning objectives. The results show that students in the redesigned lectures value guidance and clarification rather than abstractions and that redesigned lectures include more social interactions and student engagement than traditional lectures. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/3