کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6845774 | 621194 | 2016 | 12 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Instructional methods and languages in class: A comparison of two teaching approaches and two teaching languages in the field of intercultural learning
ترجمه فارسی عنوان
روش های آموزشی و زبان در کلاس: مقایسه دو روش آموزش و دو زبان آموزش در زمینه یادگیری میان فرهنگی
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کلمات کلیدی
آموزش بین فرهنگی، آموزش کلاس درس، یادگیری بر پایه مشکلات، یادگیری مضر-تجربی، حوادث بحرانی،
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
چکیده انگلیسی
The article presents the results of a quasi-experimental intervention study with a 2 Ã 2 factorial design. We implemented a problem-based intercultural learning unit in four secondary schools (grades 9 to 12) and varied the teaching approach (analytical/affective-experiential) and the language of instruction (German/English). The learning unit covered six 45-min lessons and was conducted in nine school courses (n = 143). Five additional school courses (n = 66) served as a control group. In all experimental groups, students engaged with critical incidents. These were either analysed (analytical focus) or acted out as role plays (affective-experiential focus). In addition, students analysed film clips (analytical focus) or participated in a simulation game (affective-experiential focus). The experimental groups outperformed the control group in the post-test, which required the analysis of critical incidents. Both teaching approaches were equally effective; however, students evaluated affective-experiential learning more positively. Using a foreign language for teaching did not impair performance.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Instruction - Volume 42, April 2016, Pages 83-94
Journal: Learning and Instruction - Volume 42, April 2016, Pages 83-94
نویسندگان
Vera Busse, Ulrike-Marie Krause,