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Das Sekretariat des Lehrstuhls Prof. Zlatkin-Troitschanskaia ist vom 07.-11.10.19 nur unregelmäßig besetzt. In dringenden Fällen wenden Sie sich bitte das MitarbeiterInnen des Lehrstuhls oder an lstroitschanskaia@uni-mainz.de
Dr. Roland Happ (Lehrstuhl für Wirtschaftspädagogik Prof. Dr. Olga Zlatkin-Troitschanskaia) hat im Auftrag des Bundesverbandes für Wirtschaftsförderung und Außenwirtschaft vor einer Delegation von 20 Hochschulprofessor*Innen am 04.09.2019 in Mainz einen Vortrag gehalten. Die Delegation stammt von dem Guangdong Agriculture Industry Business Polytechnic College in China. Thema des Vortrags war das ökonomische Wissen von deutschen und chinesischen Schüler*Innen.
Am 14.10.2019 findet ein internes Forschungskolloquium der Lehrstühle für Wirtschaftspädagogik statt. Daher werden die Sekretariate und Büros an diesem Tag nicht besetzt sein.
Zlatkin -Troitschanskaia, O., Jitomirski, J., Happ, R., Molerov, D., Schlax, J., Kühling-Thees, C., Förster, M. & Brückner, S. (2019). Validating a Test for Measuring Knowledge and Understanding of Economics Among University Students. Zeitschrift für Pädagogische Psychologie, 32(2), 119–133.
Abstract:
University students' knowledge and understanding of economics have mostly been investigated cross-sectionally; however, longitudinal analyses are needed to determine which factors influence knowledge development and to draw valid conclusions based on test results. In the WiWiKom II project, a quasi-experimental longitudinal study was conducted assessing bachelor students of business and economics over the course of their studies in Germany (N = 39 universities). In this project, running from 2016 – 2019, the test-takers complete the WiWiKom II-test of economic knowledge (adapted TUCE4G and TEL4G items) and a general cognitive ability test (BEFKI 11) at four measurement points, each one year apart. In this paper, we describe the validation of the test instrument based on the data from the first measurement (winter semester 2016/17). We compare students' results on the economic knowledge test and the general cognitive abilities test between first-year students of economic sciences (N = 3,710) and social sciences (N = 1,347) to determine the discriminant validity of the economic knowledge test. The findings from the confirmatory factor analyses presented here show that the items on general cognitive ability and economic knowledge are empirically separable. As expected, there were no differences in the factorial structure between the comparison groups (economic vs. social science students) at the beginning of their studies.
The scientific transfer project of the research program “KoKoHs: Modeling and Measuring Competencies in Higher Education – Validation and Methodological Innovations” cordially invites you to our international conference on September 12-13, 2019, at Johannes Gutenberg University in Mainz, Germany.
At the conference, the main results of the KoKoHs program will be presented and critically discussed with world-renowned international experts. We aim to encourage debates on the practical use of developed models and instruments as well as on conceptional and methodological innovation in competency assessment. One focus will be on national and international perspectives on transferring the validated test instruments into practice. We provide an outlook on the next working phase, in which the KoKoHs competence measurement instruments will be transferred into university practice.
The conference will take place on September 12-13, 2019, starting at 10:00 AM at the Helmholtz Institute at Johannes Gutenberg University Mainz.
Participation in the conference is free of charge, and registration is possible until September 2, 2019, by sending us a brief e-mail: info@kompetenzen-im-hochschulsektor.de
For further information, please see our conference program attached.
We are looking forward to your attendance.
Klein, P., Küchemann, S., Brückner, S., Zlatkin-Troitschanskaia, O., & Kuhn, J. (2019). Student understanding of graph slope and area under a curve: A replication study comparing first-year physics and economics students. Physical Review Physics Education Research, 15(2), 1-17.
https://journals.aps.org/prper/pdf/10.1103/PhysRevPhysEducRes.15.020116
Abstract:
In this eye-tracking study, we compared graph comprehension between economics and physics students. The findings broadly confirm that both groups of students have the same visit duration on the graphs, consequently proving total dwell time to be an inadequate predictor of performance. We identify that attention on concept-specific areas of interest within the graphs discriminates the correct from the incorrect performers. Furthermore, we analyzed the confidence level of the two student groups and found that physics students have a higher ability to correctly judge their own performance compared to economics students. Overall, our results highlight the importance of an instructional adjustment towards a more mathematical- and graphical-based education.
Christina Guthier hat am 16.10.2018 erfolgreich die Disputation im Rahmen ihres Promotionsverfahrens bestanden. Die Dissertation trägt den Titel: "Creating Healthier Study and Work Environments: A Continuous Time Perspective on the Causal Relations between Demands, Resources, and Burnout". Wir gratulieren Frau Guthier herzlich zur hervorragenden Promotion.
Jeschke, C., Kuhn, C., Lindmeier, A., Zlatkin-Troitschanskaia, O., Saas, H. & Heinze, A. (2019). What is the Relationship Between Knowledge in Mathematics and Knowledge in Economics? Investigating the professional knowledge of (pre-service) teachers trained in two subjects. Zeitschrift für Pädagogik, 4, 511-524. https://dx.doi.org/10.3262/ZP1904511
Abstract:
Content knowledge (CK) and pedagogical content knowledge (PCK) are considered key aspects of teacher competence. Although teacher education and training programs across disciplines focus on the development of CK and PCK, there is little evidence of whether teachers trained in two subjects benefit from reciprocal effects between knowledge in these subjects. To approach this question, we investigated the correlation between the CK and PCK in mathematics and economics of N = 96 pre- and in-service teachers trained in both subjects. We found a substantial correlation between CK and PCK within a subject and between corresponding knowledge components across subjects, with CK in mathematics related also to PCK in economics. We found that although teachers’ professional knowledge structure mirrored domains, CK in mathematics could be useful for teaching economics.
Aufgrund des diesjährigen Lehrstuhlausflugs sind die Mitarbeiterinnen und Mitarbeiter des Lehrstuhls Zlatkin-Troitschanskaia am Dienstag, 27.08.19, nicht im Hause.
Das Team des Lehrstuhls für Wirtschaftspädagogik rund um Frau Prof. Dr. Zlatkin-Troitschanskaia wird auch in diesem Jahr wieder mit mehreren Vorträgen und Symposien auf den folgenden internationalen Tagungen vertreten sein: 18thBiennial EARLI Conference (12.-16.08.2019, Aachen), WERA 2019 Focal Meeting (05.-08.08.2019, Tokyo) sowie auf der Jahrestagung der Sektion Berufs- und Wirtschaftspädagogik (BWP) (25.-27.09.2019, Graz). Näheres entnehmen Sie bitte dem jeweiligen Tagungsprogramm.
Liebe Studierende,
beachten Sie die geänderten Öffnungszeiten des Sekretariats von Herr Prof. Dr. Dormann ab 15.07.19.
Dienstag 10-14 Uhr
Mittwoch 9-13 Uhr
Ausnahme: In der Woche vom 22.-28-07. ist das Sekretariat nur am Mittwoch von 10-12 Uhr besetzt.
Dr. Roland Happ hat seit April 2019 eine Visiting Professorship am Mori Arinori Institute for Higher Education and Global Mobility der Hitotsubashi University in Tokyo (Japan) inne. Diese Position stärkt die weitere intensive Zusammenarbeit mit dem japanischen Institut.
das interdisziplinäre collaborative Forschungsprogramm "Positive Learning in the Age of Information" (PLATO) wird ab Juni 2019 im Rahmen der Forschungsinitiative des Landes Rheinland-Pfalz gefördert. Das Forschungsprogramm wird zudem vom RMU fonds gefördert. Für weitere Informationen über PLATO besuchen Sie gerne unsere Website.
Weitere Neuigkeiten finden Sie hier.