Development of a subject-independent instrument for a video-based classification of meta-cognitive-discursive instructional quality using the examples of the subjects history, mathematics, religion

本研究的目的是开发一个独立于学科的元认知-话语教学质量评价编码和评分工具。在几个被试中，元认知对学习成功有很大的影响。然而，在以往的一些研究中，元认知知识和元认知能力对解决复杂任务的影响很低。在这些出版物中，它讨论了小的影响的原因是，只有教师的元认知的建议进行了测量，而独立的元认知活动的学习者自己没有看。此外，最近的研究表明，元认知在教学语境中不能脱离教学语篇的质量来考察。教学的话语质量对大多数学校科目都很重要，因为只有在谈话和讨论中，陈述和论点得到准确表达，并以令人信服的方式相互引用，才能促进学习过程。否则，相关活动的规划、监测和反映就不会有成效。毕竟，可以认为，在元认知-话语教学质量的意义上，元认知和话语性的综合评估可以为解释学生的学习成功提供一个显着的贡献，超越了迄今为止在教学研究领域建立的结构。计划中的项目的重点是开发一个编码和评估工具，评估元认知话语教学质量。该工具涵盖了以往研究中所关注的教师元认知建议。此外，还将测量学习者的元认知活动以及话语教学质量。该工具将在概念上独立于主题。目前已经开展了关于建立一个分类系统的初步工作。为了开发这一工具，计划对历史、数学和宗教课程进行录像和分析（每门课程5名教师，每名教师4节课）。信度，方差分布和记录的教训，需要测量的元认知话语教学质量的教师的数量将估计使用概化研究和决策研究。本研究的结果将被用于进一步的研究，以探讨元认知话语教学质量的影响和教师的可培训性，改变他们的教学习惯。

The goal of this project is to develop a subject-independent coding and rating instrument for assessing metacognitive-discursive instructional quality. In several examined subjects, metacognition has a great impact on learning success. However, in some previous studies the effects of metacognitive knowledge and metacognitive abilities on solving complex tasks have been very low. In these publications it is discussed that the reason for the small influences is that only teachers' metacognitive suggestions were measured whereas independent metacognitive activities of the learners themselves were not looked at. Besides, more recent studies showed that metacognition in an instructional context cannot be examined isolated from the quality of instructional discourse. Discourse quality of instruction is important with respect to the majority of school subjects because learning processes can only be stimulated if in talks and discussions statements and arguments are expressed accurately and refer to each other in a compelling manner. If not, planning, monitoring and reflecting related activities cannot be productive. After all, it can be supposed that a combined assessment of metacognition and discursivity in the sense of metacognitive-discursive instructional quality can provide a significant contribution for explaining students' learning success beyond the so-far-established constructs in the field of instructional research. The focus of the planned project is on developing a coding and rating instrument for assessing metacognitive-discursive instructional quality. The instrument is to cover teachers' meta-cognitive suggestions that have been focused on in previous studies. Additionally, the learners' metacognitive activities as well as the discursive instructional quality will be measured. The instrument will be conceptualized as being subject-independent. Preliminary work regarding the development of a system of categories already exists. For developing the instrument it is planned to videotape and analyze lessons in the subjects of history, mathematics, and religion (5 teachers each and 4 lessons per teacher). Reliability, distribution of variance and the number of recorded lessons that are required to measure the metacognitive-discursive instructional quality of a teacher will be estimated using generalizability studies and decision studies. The findings of the project are to be used for further studies to examine both the influence of metacognitive-discursive instructional quality and the trainability of teachers regarding changes in their instructional habits.