Psychologie fürs Klassenzimmer – Details, episodes & analysis

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Psychologie fürs Klassenzimmer

Dr. Benedikt Wisniewski

Science

Frequency: 1 episode/32d. Total Eps: 44

In diesem Podcast geht es um Forschung zu Schule und Unterricht, die jede Lehrerin und jeder Lehrer kennen sollte. In jeder Folge stelle ich Ihnen eine Studie, ein Review oder eine Metaanalyse vor, die für didaktische und pädagogische Erwägungen von Praktikerinnen und Praktikern relevant ist. Dabei gehe ich sowohl auf 'Klassiker' als auch auf aktuelle Forschung ein. Ich bin Schulpsychologe, nebenbei seit vielen Jahren in der Forschung tätig und habe früher zwölf Jahre lang selbst unterrichtet. https://bsky.app/profile/benwisniewski.bsky.social

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🇩🇪 Germany - science
29/08/2026
#83
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28/08/2026
#68
🇩🇪 Germany - science
27/08/2026
#54
🇩🇪 Germany - science
26/08/2026
#45

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https://www.baden-wuerttemberg.de/de/service/presse/pressemitteilung/pid/unterrichtsqualitaet-beobachtbar-und-beschreibbar-machen/
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https://www.aerzteblatt.de/news/copsy-studie-psychische-gesundheit-von-heranwachsenden-ist-schlechter-als-vor-coronapandemie-b19d186c-dc51-4c06-8708-1f932f458a4c
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https://unipub.uni-graz.at/obvugrhs/content/titleinfo/6802188/full.pdf
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Spezial: De-Implementierung | Gespräch mit John Hattie [deutsche KI-Übersetzung]

Season 2

Wednesday, July 31, 2024 • Duration 46:29

In dieser Spezial-Folge geht es um den Satz "Weniger ist mehr". Ich unterhalte mich mit John Hattie darüber, was De-Implementierung ist, warum sie für Schulen wichtig ist und welche Schwierigkeiten dabei auftreten können.

Diese Version wurde mit einer KI-Software für deutsche Hörerinnen und Hörer synchronisiert.

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Spezial: De-Implementierung | Gespräch mit John Hattie [OV]

Season 2

Wednesday, July 24, 2024 • Duration 39:14

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Meichenbaum & Lilienfeld (2018) | Hypes

Season 1 · Episode 19

Thursday, June 15, 2023 • Duration 18:36

Thema: HypesUm diese Studie geht es in der Folge: Meichenbaum, D., & Lilienfeld, S. O. (2018). How to spot hype in the field of psychotherapy: A 19-item checklist. Professional Psychology: Research and Practice, 49(1), 22-30Diese Studien werden erwähnt: Nissen-Lie, H. A., Monsen, J. T., Ulleberg, P., & Rønnestad, M. H. (2013). Psychotherapists’ self-reports of their interpersonal functioning and difficulties in practice as predictors of patient outcome. Psychotherapy Research, 23, 86 –104 Farmer, R. L., McGill, R. J., Lockwood, A. B., Dombrowski, S. C., Canivez, G. L., & Zaheer, I. (2022). Warning signs for hype in school-based assessment: Implications for training and pedagogy. School Psychology: Training & Pedagogy, 39(1), 11-24. Wood, S. L., & Swait, J. (2002). Psychological indicators of innovation adoption: Cross-classification based on need for cognition and need for change. Journal of Consumer Psychology, 12(1), 1-13.

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Hauk & Gröschner (2022) | Offener Unterricht

Season 1 · Episode 18

Monday, May 22, 2023 • Duration 18:32

Thema: Offener Unterricht

Um diese Studie geht es in der Folge:

Hauk, D., & Gröschner, A. (2022). How effective is learner-controlled instruction under classroom conditions? A systematic review. Learning and Motivation, 80, 101850.

Diese Studien/Metaanalysen werden erwähnt:

Hanke, P. (2002). Lehr-Lernkulturen und schriftsprachliche Handlungskompetenzen im Primarstufenbereich. Köln: Habilitationsschrift Universität Köln.
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(2), 75-86.
Giaconia, R. M., & Hedges, L. V. (1982). Identifying features of effective open education. Review of educational research, 52(4), 579-602.

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Slavin (1983) | Kooperatives Lernen

Season 1 · Episode 17

Wednesday, May 3, 2023 • Duration 17:59

Thema: Kooperatives Lernen

Um diese Studie geht es in der Folge:

Slavin, R. E. (1983). When does cooperative learning increase student achievement?. Psychological Bulletin, 94(3), 429-445.

Diese Studien/Metaanalysen werden erwähnt:

Völlinger, V. A., Supanc, M., & Brunstein, J. C. (2018). Kooperatives Lernen in der Sekundarstufe. Zeitschrift für Erziehungswissenschaft, 21(1), 159-176.
Forslund Frykedal, K., & Samuelsson, M. (2016). “What’s in it for Me?” A Study on Students’ Accommodation or Resistance during Group Work. Scandinavian Journal of Educational Research, 60(5), 500-514.
Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. Minneapolis: University of Minnesota.
Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning: do recent studies falsify or verify earlier findings? Educational Research Review, 10, 133–149.

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Ambady & Rosenthal (1993) | Nonverbale Kommunikation

Season 1 · Episode 16

Thursday, March 30, 2023 • Duration 19:44

Thema: Nonverbale Kommunikation

Um diese Studie geht es in der Folge:

Ambady, N., & Rosenthal, R. (1993). Half a minute: Predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness. Journal of Personality and Social Psychology, 64(3), 431-441.

Erwähnt:

Mehrabian, A., & Ferris, S. R. (1967). Inference of attitudes from nonverbal communication in two channels. Journal of Consulting Psychology, 31(3), 248-252.
Mehrabian, A., & Wiener, M. (1967). Decoding of inconsistent communications. Journal of personality and social psychology, 6(1), 109-114.
Naftulin, D. H., Ware Jr, J. E., & Donnelly, F. A. (1973). The Doctor Fox lecture: A paradigm of educational seduction. Academic Medicine, 48(7), 630-635.
Hall, J. A. (1998). How big are nonverbal sex differences? The case of smiling and sensitivity to nonverbal cues. In D. J. Canary & K. Dindia (Eds.), Sex differences and similarities in communication: Critical essays and empirical investigations of sex and gender in interaction (S. 155–177). New York: Lawrence Erlbaum Associates Publishers.

Baer (2010) | Kreativität

Season 1 · Episode 15

Monday, March 20, 2023 • Duration 20:31

Thema: Kreativität

Um diesen Artikel geht es in der Folge: Baer, J. (2010). Is creativity domain speciﬁc. In: J. Kaufman, & R. Sternberg, The Cambridge Handbook of Creativity (S. 321-341). Cambridge: University Press.

Erwähnt:

Plucker, J. A. (1998). Beware of simple conclusions: The case for content generality of creativity. Creativity Research Journal, 11(2), 179-182.
Baer, J. (1998). The case for domain specificity of creativity. Creativity research journal, 11(2), 173-177.

Silvia, P. J., Kaufman, J. C., & Pretz, J. E. (2009). Is creativity domain-specific? Latent class models of creative accomplishments and creative self-descriptions. Psychology of Aesthetics, Creativity, and the Arts, 3(3), 139.
Barbot, B., Besançon, M., & Lubart, T. (2016). The generality-specificity of creativity: Exploring the structure of creative potential with EPoC. Learning and Individual Differences, 52, 178-187.

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Strong et al. (2011) | Unterrichtsbeobachtungen

Season 1 · Episode 14

Friday, February 24, 2023 • Duration 18:06

Thema: Unterrichtsbeobachtungen

Um diese Studie geht es in der Folge:

Strong, M., Gargani, J., & Hacifazlioğlu, Ö. (2011). Do we know a successful teacher when we see one? Experiments in the identification of effective teachers. Journal of Teacher Education, 62(4), 367-382.

Zu value added measures: Misco, T. (2008). Was that a result of my teaching? A brief exploration of value-added assessment. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82(1), 11-14.

Erwähnt:

Hill, H. C., Charalambous, C. Y., & Kraft, M. A. (2012). When rater reliability is not enough: Teacher observation systems and a case for the generalizability study. Educational Researcher, 41(2), 56-64.
Peterson, K. D. (2000). Teacher evaluation: A comprehensive guide to new directions and practices. Thousand Oaks: Corwin Press.
Rosenbusch, H. S. (1992). Lehrer und Schulräte – ein strukturell gestörtes Verhältnis. Bamberg: Erziehungswissenschaftliche Forschungsbeiträge der Otto-Friedrich-Universität.
Steinberg, M. P., & Garrett, R. (2016). Classroom composition and measured teacher performance: What do teacher observation scores really measure?. Educational Evaluation and Policy Analysis, 38(2), 293-317.

Truscott (2007) | Korrekturen

Season 1 · Episode 13

Friday, February 10, 2023 • Duration 15:54

Thema: Korrekturen

Um diese Studie geht es in der Folge:

Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of second language Writing, 16(4), 255-272.

Intro:

Schaarschmidt, U. (2006). AVEM – ein persönlichkeitsdiagnostisches Instrument für die berufsbezogene Rehabilitation. In Arbeitskreis Klinische Psychologie in der Rehabilitation BDP (Hrsg.). Psychologische Diagnostik – Weichenstellung für den Reha – Verlauf. Deutscher Psychologen Verlag GmbH, Bonn. S.59-82
Hillert, A., Lehr, D., Koch, S., Bracht, M.M., Ueing, S., Sosnowsky-Waschek, N. & Lüdtke, K. (2018). Lehrergesundheit: AGIL – das Präventionsprogramm für Arbeit und Gesundheit im Lehrerberuf (2., überarbeitete Aufl. 2016 Aufl.). Schattauer.

Erwähnt:

Mußmann, F., Riethmüller, M., & Hardwig, T. (2016). Niedersächsische Arbeitszeitstudie. Lehrkräfte an öffentlichen Schulen 2015/2016. Göttingen: Georg-August-Universität.
Ferris, D. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8(1), 1-11.
Bitchener, J., & Knoch, U. (2009). The relative effectiveness of different types of direct written corrective feedback. System, 37(2), 322-329.
Russell, J., & Spada, N. (2006). The effectiveness of corrective feedback for the acquisition of L2 grammar. Synthesizing Research on Language Learning and Teaching, 13, 133-164.
Spychiger M., Oser F., Hascher T., Mahler F. (1999) Entwicklung einer Fehlerkultur in der Schule. In: Althof W. (eds) Fehlerwelten. Wiesbaden: VS Verlag für Sozialwissenschaften.

Sweller et al. (1998) | Cognitive Load Theory

Season 1 · Episode 12

Tuesday, January 24, 2023 • Duration 19:08

Thema: Cognitive Load Theory

Um diese Studie geht es in der Folge:
Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.

Erwähnt:

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.
Moreno, R. (2006). When worked examples don't work: Is cognitive load theory at an impasse?. Learning and Instruction, 16(2), 170-181.
Sinha, T., & Kapur, M. (2021). When problem solving followed by instruction works: Evidence for productive failure. Review of Educational Research, 91(5), 761-798.

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Psychologie fürs Klassenzimmer – Details, episodes & analysis

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Psychologie fürs Klassenzimmer – Details, episodes & analysis

Podcast details

Recent rankings

Apple Podcasts

Shared links between episodes and podcasts

Other99+

Amazon5

RSS feed quality and score

Publication history

Latest published episodes

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Related Shows Based on Content Similarities

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Other99+

Amazon5

Apple Podcasts

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