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380 results on '"Oberle, Monika"'

2. Einleitung

Author

Bieling, Hans-Jürgen, Ewert, Benjamin, Haus, Michael, Oberle, Monika, Wohnig, Alexander, Deichmann, Carl, Series Editor, Juchler, Ingo, Series Editor, Bieling, Hans-Jürgen, editor, Ewert, Benjamin, editor, Haus, Michael, editor, Oberle, Monika, editor, and Wohnig, Alexander, editor

Published
2022
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8. Schulbücher als Vermittler der Europäischen Integration?

Author

Bischewski, Marret, Oberle, Monika, and Tatje, Christian

Subjects
Education, Curricula, bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKC Curriculum planning & development
Abstract

Ohne Kenntnisse über die Europäische Union lässt sich Politik heute nicht mehr verstehen und gestalten. Aber was lernen Schülerinnen und Schüler in Deutschland über die Europäische Union? Diese Studie verbindet auf innovative Weise zwei Ebenen der empirischen Schulbuchforschung: Zum einen wird die Darstellung der Europäischen Integration in Schulbüchern für allgemeinbildende Schulen untersucht, zum anderen werden die Verwendung und Bewertung der Schulbücher durch Lehrkräfte und Schülerinnen und Schüler an niedersächsischen Gymnasien und Gesamtschulen analysiert. Die Ergebnisse unterstreichen die hohe Relevanz des Schulbuchs für den Politikunterricht und geben Hinweise auf bestehende Probleme und Verbesserungsmöglichkeiten. It is no longer possible to truly understand or shape politics without knowledge of the European Union. But what do German pupils learn about the European Union in school? This study’s innovative approach connects two levels of empiric textbook research: on one level it examines how the European Union is portrayed in secondary school textbooks and on the other level it analyses how textbooks are used and assessed by teachers and pupils at comprehensive and grammar schools in Lower Saxony. The findings emphasise the relevance of textbooks for civics lessons and offer recommendations to solve existing problems.

Published
2021
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9. Schlüsselwerke im Portrait

Author

Höntzsch, Frauke, Voigt, Rüdiger, Elbe, Ingo, Opitz-Belakhal, Claudia, Bergem, Wolfgang, Kurth, Alexandra, Kessl, Fabian, Winkler, Michael, Kubes, Tanja Angela, Lindner, Urs, Zapf, Holger, Bethke, Hannah, Staubmann, Helmut, Klemm, Matthias, Kirchhoff, Christine, Peter, Annica, Walter, Franz, Klatt, Jöran, Thöndl, Michael, Lemmermöhle, Doris, Kraul, Margret, Hambauer, Verena, Ayaß, Ruth, Dudek, Peter, Buchhaupt, Felix, Fontana, Joachim, Geck, Lukas, Kurz, Karin, Peglau, Andreas, Göymen-Steck, Thomas, Völcker, Matthias, Mende, Janne, Gerhardt, Uta, van Ooyen, Robert Chr., Bogner, Artur, Rosenthal, Gabriele, Eisheuer, Florian, Schale, Frank, Süß, Winfried, Pelinka, Anton, Salzborn, Samuel, Rensmann, Lars, König, Julia, Hessel, Florian, Balandis, Oswald, Kanitz, Maria, Pettigrew, Thomas, Hammann, Kerstin, Pfaff, Nicolle, Reinhardt, Thomas, Pickel, Susanne, Kreitz, David, Müller, Jennifer Ch., Ackermann, Ulrike, Oberle, Monika, Busch, Andreas, Maud, Jovan, Niedenzu, Heinz-Jürgen, von Blumenthal, Julia, Scharch, Sebastian, Pohl, Rolf, Hunger, Ina, Müller, Johannes, Krovoza, Alfred, Bernhard, Armin, Miethe, Ingrid, Thumfart, Alexander, Hagemann, Steffen, Wegener, Mai, Frindte, Wolfgang, Geschke, Daniel, Schroer, Markus, Ritter, Martina, Scherr, Albert, Thiele, Anja, König, Hans-Dieter, Hofmann, Wilhelm, Burgermeister, Nicole, Lohl, Jan, Kiani, Shida, Ionescu, Dana, Aßmann, Alex, Birsl, Ursula, Reese-Schäfer, Walter, Pickel, Gert, Rosenzweig, Beate, Hidalgo, Oliver, Ostner, Ilona, Backhaus, Wibke, Dingelstedt, André, Jetschke, Anja, Kerner, Ina, Stich, Torben B. F., Scheurle, Esther, Schröder, Martin, Schlipphak, Bernd, and Salzborn, Samuel, editor

Published
2021
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24. Simulation Games on the European Union in Civics: Effects on Secondary School Pupils' Political Competence

Author

Oberle, Monika and Leunig, Johanna

Abstract

Civics courses strive to promote students' political competencies, which according to the model of Detjen et al. incorporate content knowledge, abilities to make political judgements and take political action, as well as motivational skills and attitudes. For achieving these goals, high hopes are placed on active learning tools such as political simulations. Looking at positive expectations generally placed on simulation games, they seem very suitable for addressing key problems of teaching about European Union identified earlier. However, simulation games have also been regarded as demanding and time-consuming, with the "fun-factor" outweighing the "learning factor". There is a profound lack of systematically won empirical evidence for such positive and negative expectations. This study addresses this research deficit, focusing on the effects of short European Union simulation games of the decision-making of the European Parliament on pupils and their political competence controlling for different background variables (e.g. gender, cultural capital, pre-knowledge, political interest). Data were collected from 2013 to 2016 in secondary schools of Lower Saxony and North Rhine-Westphalia (N = 308; average age = 16.75 years) using partly standardised questionnaires accompanied by interviews. The intervention study (pre--post design) focuses on the competency dimensions content knowledge, motivation (political interest, self-efficacy), volition (willingness to participate politically) and attitudes (e.g., perceived responsiveness of European Union and perceived relevance of European Union for everyday life).

Published
2016
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36. Continuing Education of Civics Teachers for Teaching the European Union: Results of the Jean Monnet Project PEB

Author

Oberle, Monika and Forstmann, Johanna

Abstract

The European dimension is of salient importance for understanding and shaping politics especially, but not only, in Europe. The European Union by now has become a compulsory content of civics classes in secondary schools throughout Germany. For teachers, however, teaching this topic is connected with manifold difficulties, for example, due to the complexity and dynamics of European integration, the (perceived) distance of European Union politics, and popular prejudices. European Union content and didactics are not always included in teacher training; moreover, civics is often taught by teachers who have not been trained in this subject. Thus, special continuing education for civics teachers with regard to teaching the European Union is needed. In the context of the Jean Monnet project "Politiklehrerfortbildung zur nachhaltigen Vermittlung Europäischer Bürgerschaftskompetenzen" [Civics teachers' continuing education for sustainable teaching of European citizen competencies] (http://peb.uni-goettingen.de), 180 teachers participated in nine continuing education courses throughout Germany. The training courses were developed at Göttingen University and designed to update both teachers' knowledge on European integration (focus: Treaty of Lisbon; the "Euro Crisis") and their capacity to convey European Union knowledge and competencies to pupils. Practical experiences in various methodological approaches were integrated into the training course as well as a visit of a member of the European Parliament. The courses were accompanied by an empirical study with pre-, post- and follow-up-tests (standardized questionnaires, both paper and pencil and online; pre/post sample N?=?179). This contribution introduces several key results of the accompanying study regarding the European Union-related characteristics of participating teachers (e.g. the relation between European Union knowledge and attitudes towards the European Union, controlling for background variables such as gender and school type), the current practice--including goals, approaches, methods and problems--of teaching the subject of the European Union from a teachers' perspective and the effects of the teachers' continuing education series "Politiklehrerfortbildung zur nachhaltigen Vermittlung Europäischer Bürgerschaftskompetenzen".

Published
2015
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45. Political judgements in civics lessons - a difficult challenge?

Author

Oberle, Monika, Stamer, Märthe-Maria, Weißeno, Georg, Oberle, Monika, Stamer, Märthe-Maria, and Weißeno, Georg

Abstract

Political judgement is considered an important goal of civics lessons. When judging moral, political, or literary content, the focus is always on discovering connections between aspects that were originally not related. Existing knowledge about a domain-specific area is the basis for drawing conclusions about other knowledge. In this paper, it is showed how difficult it is to determine the quality of a political judgement in terms of content analysis or from a philosophical perspective. Political judgement is here understood as a competence. Judgement competence is the ability to argue based on justifications, weigh the facts, and decide about political matters in a way that is correct from a factual perspective. ln conclusion, the findings from two political didactics studies on political judgements are presented which reveal that quality is a problem in civics lessons.

Published
2022

46. Urbane Rückzugsräume schützen! Aber wie? Ergebnisse einer Pilotstudie zum Planspiel 'Alte Linde'

Author

Bohla, Marie, Leunig, Johanna, Oberle, Monika, Bohla, Marie, Leunig, Johanna, and Oberle, Monika

Abstract

Planspiele sind eine bewährte Methode der politischen Bildung, um komplexe Zusammenhänge handlungsorientiert zu vermitteln. Forschungsergebnisse unterstreichen ihr Potenzial, bei Teilnehmenden politisches Interesse und Selbstwirksamkeitsüberzeugungen sowie Kenntnisse über politische Prozesse, Strukturen und Inhalte zu fördern. Bisher gibt es jedoch kaum Angebote, die Schüler:innen zu einer kritischen Auseinandersetzung mit den Themen Wohnraum als gesellschaftliches Konfliktfeld und politischem Protest einladen. Das Planspiel "Alte Linde" greift dies auf und simuliert den Umgang von Jugendlichen mit der bevorstehenden Verdrängung eines von ihnen genutzten Kulturzentrums. Der vorliegende Beitrag präsentiert erste Ergebnisse einer empirischen Begleitstudie zu dem Planspiel.

Published
2022

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