Publication 6538

Minnameier G., Hermkes R. & Mach H. (2015) Kognitive Aktivierung und Konstruktive Unterstützung als Prozessqualitäten des Lehrens und Lernens [Cognitive activation and constructive support as process qualities]. Zeitschrift für Pädagogik 61(6): 837–856. Fulltext at https://cepa.info/6538
Instructional research underlines the significance of cognitive activation and constructive support as features of the quality of teaching, with special emphasis on their conception as quality features of teaching-learning-processes. The focal point of recent debates has been the model of offer and use. Following this figure of offer and use, the task is to integrate not only offer-related stimuli (instruction, material, etc.), but also processes of the reconstruction of knowledge into the conception of teaching quality. The contribution therefore also takes into consideration argumentation-related approaches that allow for a reconstruction and an empirical recording of such processes of knowledge acquisition. Using the inferential theory of teaching and learning, a systematics is developed that forms the basis for the procedural conception of cognitive activation and constructive support. Finally, the operationalization and empirical recording of these constructs via video-graphic and video-analytical procedures is presented.

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