Data base
Find out more about our research activities: Our data base provides you with a variety of research projects and different results.
Find out more about our research activities: Our data base provides you with a variety of research projects and different results.
Our study examines the effects of teachers' feedback based on a rubric for mathematical reasoning. Specifically, we observe outcomes related to primary students' achievement, self-regulation, and self-efficacy beliefs. Further, we are interested in differences between teachers' feedback quality. Our sample comprises around 45 classes in two Swiss regions. Feedback is conceptualized as formative feedback for students' learning in classroom situations. Mathematical reasoning is defined according the Swiss curriculum 21 as verifying or falsifying their solutions based on explanations and calculations.
Collaboration between university-based (PH) lecturers and field-based lecturers enables a very close connection to be established between the two separate learning locations (school and university), thereby further developing and strengthening teacher vocational training.
Physical education is central to promoting sporting abilities and exercise. To ensure the high quality and further development of PE teaching, we need more knowledge on the conditions required for, and the effects of, good PE teaching.
The Storytelling project combines the telling of stories with early scientific education for pupils from grades 1 to 3. Central to the concept are the experiences of the literary figures in the stories.
The project is divided into two phases: a preliminary study and a main study (to begin in 2019). The project’s goals are (a) to analyse how test results and Jobskills profiles are used by pupils, and in some cases by teachers and training institutions, when making decisions on suitable vocational training options; (b) to examine the predictive power of test results and of their correlation with Jobskills profiles in terms of promoting pupils’ successful entry into and performance during foundational vocational training; and (c) to develop a model for using test results in practice.
The specialist unit provides research, development, consulting and training services in the field of occupation-specific language skills (in both foreign languages and the respective language of schooling) for teachers. Its activities pick up on preliminary projects financed by the Federal Office of Culture that sought to develop occupation-specific language skills profiles for foreign language teachers.
This project looks at pupils’ attention and work-related behaviour in various subjects. It examines whether the length of time spent actively learning differs from subject to subject. Do pupils spend more time actively learning in craft, design and technology lessons than they do in German or English lessons, for example?
Because these subjects tend to be taught by different teachers, the project seeks to find out to what extent the different teachers collaborate and discuss their pupils’ progress and behaviour.
Out-of-school learning places (OSLePs) for the sciences allow pupils from primary through to upper secondary school to experience laboratory work and make use of different learning materials.
Providing pupils with individualised support is becoming increasingly important. F3K seeks to create the didactic basis for using aptitude diagnostics data to provide pupils with targeted support.
PHSG students on programmes of a scientific nature complete two laboratory classes during their first year.
The overall objective of this project is to establish a competence centre for profession-specific didactics. The objective of the “Skill acquisition in vocational training locations” sub-project is to define issues on which the three vocational training locations can work in concert to promote the acquisition of skills, abilities and attitudes. It also aims to demonstrate how students can use KOMPRA to first acquire the skills they need, then apply these skills to solve problems and tasks.
Educational research has shown that all pupils benefit greatly from high-quality teaching and lessons designed to facilitate effective learning.
Within the ACCOMPAGNA project, students of the PHSG provide training and support to children who have had to flee their own countries.
The «Berzelius – high-tech for upper secondary schools» project helps teaching staff at Swiss grammar schools to show where the fields of teaching and professional research connect.
This project is dedicated to developing a language-independent teacher training concept for language teaching at lower secondary school level.
The use of teaching assistants is becoming increasingly common in schools. However, most teaching assistants do not have any educational training. Their role is to provide teachers with support in dealing with heterogeneous classes and in integrating children with special needs.