Skip to main content
Disciplines
Automotive Business IT + Informatics Construction + Real Estate Electrical Engineering + Electronics Energy + Sustainability Insurance + Risk Finance + Banking Management + Leadership Marketing + Sales Mechanical Engineering + Materials
Events
DE
EN
Books
Journals
Topic Page
Marketing
Start single access now
Access for companies
EXTENDED SEARCH
Log in
Top
Published in:
Hochschuldidaktik als quantitativ-empirische Wissenschaft Read chapter Read first chapter

2015 | OriginalPaper | Chapter

4. Projektseminar

Authors : Tim Eberwein, Ann-Katrin Gässler, Silke Grönbeck, Eva Hähn, Lisa Wieglepp, Verena Zierden, Michael Schneider

Published in: Gute Hochschullehre: Eine evidenzbasierte Orientierungshilfe

Publisher: Springer Berlin Heidelberg

Log in

Activate our intelligent search to find suitable subject content or patents.

search-config
loading …

Zusammenfassung

Projektseminare beinhalten selbstgesteuertes Lernen im Kontext komplexer und wirklichkeitsnaher Probleme. Sie vermitteln Fähigkeiten effektiver und Faktenwissen ineffektiver als Vorlesungen und herkömmliche Seminare. Projektseminare sind jedoch nur dann effektiv, wenn der Problemlöseprozess durch die Dozierenden so vorstrukturiert wird, dass die Erreichung der Lehrziele sichergestellt ist. Ein wichtiges Mittel dazu sind eine realistische und exakte Zeitplanung sowie die Vorstrukturierung der Kommunikationswege und -anlässe durch die Dozierenden. Lehrende können ein anregendes Arbeitsumfeld schaffen, indem sie regelmäßig Feedback geben und Fehler der Studierenden als Lerngelegenheiten begrüßen. Projektseminare stellen auch eine Gelegenheit zur Einübung sog. allgemeiner akademischer Kompetenzen dar. Es fällt den Studierenden umso leichter, solche Kompetenzen nachfolgend auch tatsächlich anzuwenden, je ähnlicher sich die Übungsaufgaben und die späteren Anwendungsaufgaben sind.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

inform now
previous chapter Seminar
next chapter PowerPoint-Präsentation
Literature
Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., et al. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102–1134. doi:10.3102/0034654308326084.CrossRef
Albanese, M. A., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 68(1), 52–81. doi:10.1097/00001888-199301000-00012.PubMedCrossRef
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1–18.CrossRef
Alfieri, L., Nokes-Malach, T. J., & Schunn, C. D. (2013). Learning through case comparisons: A meta-analytic review. Educational Psychologist, 48(2), 87–113. doi:10.1080/00461520.2013.775712.CrossRef
Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students’ learning with hypermedia? Journal of Educational Psychology, 96(3), 523–535. doi:10.1037/0022-0663.96.3.523.CrossRef
Baer, J. (1998). The case for domain specificity of creativity. Creativity Research Journal, 11(2), 173–177. doi:10.1207/s15326934crj1102_7.CrossRef
Baer, M., & Oldham, G. R. (2006). The curvilinear relation between experienced creative time pressure and creativity: Moderating effects of openness to experience and support for creativity. Journal of Applied Psychology, 91(4), 963–970. doi:10.1037/0021-9010.91.4.963.PubMedCrossRef
Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128(4), 612–637. doi:10.1037//0033-2909.128.4.612.PubMedCrossRef
Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59, 617–645. doi:10.1146/annurev.psych.59.103006.093639.PubMedCrossRef
Boom, G. v. d., Paas F., & Merrienboer, J. J. G. v. (2007). Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes. Learning and Instruction, 17, 532–548. doi:10.1016/j.learninstruc.2007.09.003.
Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with multiple implications. Review of Research in Education, 24, 61–100.
Buehler, R., Griffin, D., & Ross, M. (1994). Exploring the „Planning Falacy“: Why people underestimate their task completion times. Journal of Personality and Social Psychology, 67(3), 366–381.CrossRef
Buehler, R., Griffin, D., & Ross, M. (2002). Inside the planning fallacy: The causes and consequences of optimistic time predictions. In T. Gilovich, D. Griffin, & D. Kahneman (Hrsg.), Heuristics and biases: The psychology of intuitive judgement (S. 251–270). Cambridge: Cambridge University Press.
Creß, U., & Friedrich, H. F. (2000). Selbst gesteuertes Lernen Erwachsener. Zeitschrift für Pädagogische Psychologie, 14(4), 194–205.CrossRef
Day, S. B., & Goldstone, R. L. (2012). The import of knowledge export: Connecting findings and theories of transfer of learning. Educational Psychologist, 47(3), 153–176.CrossRef
DeChurch, L. A., & Mesmer-Magnus, J. R. (2010). Measuring shared team mental models: A meta-analysis. Group Dynamics: Theory, Research, and Practice, 14(1), 1–14. doi:10.1037/a0017455.CrossRef
DeHaan, R. L. (2011). Teaching creative science thinking. Science, 334, 1499–1500. doi:10.1126/science.1207918.
Detterman, D. K. (1993). The case for the prosecution: Transfer as an epiphenomenon. In D. K. Detterman, & R. J. Sternberg (Hrsg.), Transfer on trial: Intelligence, cognition, and instruction (S. 1–24). Norwood: Ablex.
Dietrich, A., & Kanso, R. (2010). A review of EEG, ERP, and neuroimaging studies of creativity and insight. Psychological Bulletin, 136(5), 822–848. doi:10.1037/a0019749.PubMedCrossRef
Dochy, F., Segers, M., Bossche, P. V. d., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13, 533–568. doi:10.1016/S0959-4752(02)00025-7.CrossRef
Dow, G. T., & Mayer, R. E. (2004). Teaching students to solve insight problems: Evidence for domain specificity in creativity training. Creativity Research Journal, 16(4), 389–398. doi:10.1080/10400410409534550.CrossRef
Dunning, D., Heath, C., & Suls, J. M. (2004). Flawed self-assessment: Implications for health, education, and the workplace. Psychological Science in the Public Interest, 5(3), 69–106. doi:10.1111/j.1529-1006.2004.00018.x.CrossRef
Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49(8), 725–747.CrossRef
Gentner, D., Loewenstein, J., & Thomson, L. (2003). Learning and transfer: A general role for analogical encoding. Journal of Educational Psychology, 95(2), 393–408.CrossRef
Gobet, F. (2005). Chunking models of expertise: Implications for instruction. Applied Cognitive Psychology, 19, 183–204.CrossRef
Haag, L., & Stern, E. (2000). Non scholae sed vitae discimus? Auf der Suche nach globalen und spezifischen Transfereffekten des Lateinunterrichts. Zeitschrift für Pädagogische Psychologie, 14, 146–157.CrossRef
Hall, R. H., & O’Donnell, A. (1996). Cognitive and affective outcomes of learning from knowledge maps. Contemporary Educational Psychology, 21, 94–101. doi:10.1016/S0959-4752(02)00020-8.CrossRef
Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449–455.PubMedCrossRef
Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66(2), 99–136. doi:10.3102/00346543066002099.CrossRef
Heijltjes, A., Gog, T. v., Leppink, J., & Paas, F. (2014a). Improving critical thinking: Effects of dispositions and instructions on economics students’ reasoning skills. Learning and Instruction, 29, 31–42. doi:10.1016/j.learninstruc.2013.07.003.
Heijltjes, A., Gog, T. v., & Paas, F. (2014b). Improving students’ critical thinking: Empirical support for explicit instructions combined with practice. Applied Cognitive Psychology. doi:10.1002/acp.3025.
Helle, L., Tynjälä, P., & Olkinuora, E. (2006). Project-based learning in post-secondary education: Theory, practice and rubber sling shots. Higher Education, 51, 287–314. doi:10.1007/s10734-004-6386-5.CrossRef
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.CrossRef
Hurk, M. v. d. (2006). The relation between self-regulated strategies and individual study time, prepared participation and achievement in a problem-based curriculum. Active Learning in Higher Education, 7(2), 155–169. doi:10.1177/1469787406064752.CrossRef
Karau, S. J., & Kelly, J. R. (1992). The effects of time scarcity and time abundance on group performance quality and interaction process. Journal of Experimental Social Psychology, 28(6), 542–571. doi:10.1016/0022-1031(92)90045-L.CrossRef
Keith, N., & Frese, M. (2005). Self-regulation in error management training: Emotion control and metacognition as mediators of performance effects. Journal of Applied Psychology, 90(4), 677–691. doi:10.1037/0021-9010.90.4.677.PubMedCrossRef
Keith, N., & Frese, M. (2008). Effectiveness of error management training: A meta-analysis. Journal of Applied Psychology, 93(1), 59–69. doi:10.1037/0021-9010.93.1.59.PubMedCrossRef
Kelly, J. R., & Loving, T. J. (2004). Time pressure and group performance: Exploring underlying processes in the Attentional Focus Model. Journal of Experimental Social Psychology, 40(2), 185–198. doi:10.1016/S0022-1031(03)00094-5.CrossRef
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41, 75–86. doi:10.1207/s15326985ep4102_1.CrossRef
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284.CrossRef
Lehman, D. R., Lempert, R. O., & Nisbett, R. E. (1988). The effects of graduate training on reasoning: Formal discipline and thinking about everyday-life events. American Psychologist, 43(6), 431–442.CrossRef
Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59(1), 14–19.PubMedCrossRef
Moizer, J., Lean, J., Towler, M., & Abbey, C. (2009). Simulations and games: Overcoming the barriers to their use in higher education. Active Learning in Higher Education, 10(3), 207–224. doi:10.1177/1469787409343188.CrossRef
Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3), 413–448. doi:10.3102/00346543076003413.CrossRef
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. doi:10.1080/03075070600572090.CrossRef
Novick, L. R. (1988). Analogical transfer, problem similarity, and expertise. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14(3), 510–520. doi:10.1037/0278-7393.14.3.510.PubMed
Ohlsson, S. (1996). Learning from performance errors. Psychological Review, 103(2), 241–262.CrossRef
Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101.CrossRef
Pressley, M., Harris, K. R., & Marks, M. B. (1992). But good strategy instructors are constructivists! Educational Psychology Review, 4(1), 3–31.CrossRef
Rapanta, C., Garcia-Mila, M., & Gilabert, S. (2013). What is meant by argumentative competence? An integrative review of methods of analysis and assessment in education. Review of Educational Research, 83(4), 483–520. doi:10.3102/0034654313487606.CrossRef
Remedios, L., Clarke, D., & Hawthorne, L. (2008). The silent participant in small group collaborative learning contexts. Active Learning in Higher Education, 9(3), 201–216. doi:10.1177/1469787408095846.CrossRef
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 38(2), 353–387. doi:10.1037/a0026838.CrossRef
Ritter, F. E., & Schooler, L. J. (2001). The learning curve. In N. J. Smelser, & P. B. Baltes (Hrsg.), International Encyclopedia of the Social and Behavioral Sciences (S. 8602–8605). Amsterdam: Pergamon.
Roxburgh, S. (2004). „There just aren’t enough hours in the day“: The mental health consequences of time pressure. Journal of Health and Social Behavior, 45, 115–131. doi:10.1177/002214650404500201.PubMedCrossRef
Roy, M. M., Christenfeld, N. J. S., & McKenzie, C. R. M. (2005). Underestimating the duration of future events: Memory incorrectly used or memory bias? Psychological Bulletin, 131(5), 738–756. doi:10.1037/0033-2909.131.5.738.PubMedCrossRef
Scott, G., Leritz, L. E., & Mumford, M. D. (2004). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16(4), 361–388.CrossRef
Singley, M. K., & Anderson, J. R. (1989). The transfer of cognitive skill. Cambridge: Harvard University Press.
Son, L. K., & Metcalfe, J. (2000). Metacognitive and control strategies in study-time allocation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(1), 204–221. doi:10.1037//0278-7393.26.1.204.PubMed
Spelt, E. J. H., Biemans, H. J. A., Tobi, H., Luning, P. A., & Mulder, M. (2009). Teaching and learning in interdisciplinary higher education: A systematic review. Educational Psychology Review, 21(4), 365–378. doi:10.1007/s10648-009-9113-z.CrossRef
Spronken-Smith, R., & Harland, T. (2009). Learning to teach with problem-based learning. Active Learning in Higher Education, 10(2), 138–153. doi:10.1177/1469787409104787.CrossRef
Stern, E., Aprea, C., & Ebner, H. G. (2003). Improving cross-content transfer in text processing by means of active graphical representation. Learning and Instruction, 13, 191–203.CrossRef
Thorndike, E. L. (1924). Mental discipline in high school studies. Journal of Educational Psychology, 15(1–22) 83–98.CrossRef
Tricot, A., & Sweller, J. (2014). Domain-specific knowledge and why teaching generic skills does not work. Educational Psychology Review. doi:10.1007/s10648-013-9243-1.
Tuckman, B. W., & Kennedy, G. J. (2011). Teaching learning strategies to increase success of first-term college students. The Journal of Experimental Education, 79, 478–504. doi:10.1080/00220973.2010.512318.CrossRef
Metadata
Title
Projektseminar
Authors
Tim Eberwein
Ann-Katrin Gässler
Silke Grönbeck
Eva Hähn
Lisa Wieglepp
Verena Zierden
Michael Schneider
Copyright Year
2015
Publisher
Springer Berlin Heidelberg
Book
Gute Hochschullehre: Eine evidenzbasierte Orientierungshilfe

Print ISBN: 978-3-662-45061-1

Electronic ISBN: 978-3-662-45062-8

Copyright Year: 2015

DOI
https://doi.org/10.1007/978-3-662-45062-8_4

Premium Partner

    Image Credits