Search results for author:"Inga Glogger-Frey"
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Learning from direct instruction: Best prepared by several self-regulated or guided invention activities?
Inga Glogger-Frey; Katharina Gaus; Alexander Renkl
Learning and Instruction Vol. 51, No. 1 (October 2017) pp. 26–35
Learning from direct instruction can be enhanced by preparatory invention tasks: students invent an index that allows to differentiate a set of cases regarding important aspects (self-regulated). However, contradictory results have been found. As...
Language: English
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Student teachers' prior knowledge as prerequisite to learn how to assess pupils' learning strategies
Inga Glogger-Frey; Marcus Deutscher; Alexander Renkl
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 76, No. 1 (November 2018) pp. 227–241
This study analyzed whether student teachers exhibit insufficient prior knowledge concerning learning strategies and whether different contexts lead to variations in activated knowledge. Furthermore, we investigated whether pieces of prior-knowledge ...
Language: English
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Inventing a solution and studying a worked solution prepare differently for learning from direct instruction
Inga Glogger-Frey; Corinna Fleischer; Lisa Grüny; Julian Kappich; Alexander Renkl
Learning and Instruction Vol. 39, No. 1 (October 2015) pp. 72–87
Solving an open problem as proposed by inventing and productive failure approaches has been shown to prepare learners effectively for subsequent direct instruction. Inventing can raise awareness of knowledge gaps (cognitive) as well as increase...
Language: English
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Teachers' assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model
Stephanie Herppich; Anna-Katharina Praetorius; Natalie Förster; Inga Glogger-Frey; Karina Karst; Detlev Leutner; Lars Behrmann; Matthias Böhmer; Stefan Ufer; Julia Klug; Andreas Hetmanek; Annika Ohle; Ines Böhmer; Constance Karing; Johanna Kaiser; Anna Südkamp
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 76, No. 1 (November 2018) pp. 181–193
In this article, we present a new model of teachers' assessment competence. The model is based on the educational competence concept, thus defining competences to be context-specific, learnable cognitive dispositions that are needed to successfully...
Language: English