Deutsches Institut für Internationale Pädagogische Forschung (DIPF)
Refine
Year of publication
- 2020 (2) (remove)
Document Type
- Article (1)
- Doctoral Thesis (1)
Has Fulltext
- yes (2)
Is part of the Bibliography
- no (2)
Keywords
- Bilingualität (1)
- Identität (1)
- PISA (1)
- Peer Learning (1)
- Schule (1)
- Schüler (1)
- Sprache (1)
- Spracherwerb (1)
- Sprachkompetenz (1)
- complex problem-solving (1)
- exploration (1)
- kognitive Kompetenz (1)
- log data (1)
- sequence analysis (1)
Institute
- Erziehungswissenschaften (2) (remove)
Die vorliegende Studie versucht einen Beitrag zur Erforschung von Implementationsmöglichkeiten des bilingualen Sprachvermögens von Schüler*innen mit Migrationshintergrund für den Regelschulkontext zu leisten, indem ein bilinguales Interaktionsangebot beim Peer-Learning für türkisch-deutschsprachig aufwachsende Schüler*innen der dritten und vierten Klasse in einem quasi-experimentellen Setting unter Verwendung von Mixed Methods untersucht wird.
In this explorative study, we investigate how sequences of behaviour are related to success or failure in complex problem‐solving (CPS). To this end, we analysed log data from two different tasks of the problem‐solving assessment of the Programme for International Student Assessment 2012 study (n = 30,098 students). We first coded every interaction of students as (initial or repeated) exploration, (initial or repeated) goal‐directed behaviour, or resetting the task. We then split the data according to task successes and failures. We used full‐path sequence analysis to identify groups of students with similar behavioural patterns in the respective tasks. Double‐checking and minimalistic behaviour was associated with success in CPS, while guessing and exploring task‐irrelevant content was associated with failure. Our findings held for both tasks investigated, from two different CPS measurement frameworks. We thus gained detailed insight into the behavioural processes that are related to success and failure in CPS.