Förderung des Induktiven Denkens im Klassenzimmer
Evaluation des Kognitiven Förderprogramms KOLIBRI
- verfasst von
- Elfriede Billmann-Mahecha, Joachim Tiedemann, Carlos Kölbl
- Abstract
On the basis of the prescriptive theory of inductive reasoning as elaborated by Klauer, a cognition advancement program for primary-schools was developed and evaluated in a sample including twelve primary-school classrooms. The training, which lasted several hours, was implemented on the basis of a pre/posttest-control group design. The results point toward significant increases in inductive reasoning skills in standardized tests. When monitoring the training period, the identified effect is as expected. Possible transfer effects are discussed. The results reinforce the objective of an advancement of inductive reasoning at school.
- Organisationseinheit(en)
-
Institut für Psychologie
- Typ
- Artikel
- Journal
- Zeitschrift für Pädagogische Psychologie (ZfPP) (druck)
- Band
- 23
- Seiten
- 279-283
- Anzahl der Seiten
- 5
- ISSN
- 1010-0652
- Publikationsdatum
- 15.12.2009
- Publikationsstatus
- Veröffentlicht
- Peer-reviewed
- Ja
- ASJC Scopus Sachgebiete
- Pädagogische und Entwicklungspsychologie
- Elektronische Version(en)
-
https://doi.org/10.1024/1010-0652.23.34.279 (Zugang:
Unbekannt)