This randomized trial tested whether small-group discussions about narrative fiction improve children's collective and individual moral reasoning. The sample consisted of 704 Swiss children (Mage = 10.32, 49.3% girls, 29.8% with a non-Swiss German home language), 159 discussion groups, and 51 teachers across 3 waves in 2022-2023. Data included coded discussions and essays on conflicts between fairness and group loyalty. The intervention enhanced collective reasoning, indicated by increases in student talk, questions, reasons, challenges, and build-ons (RRs = 1.37-8.62) and decreases in unreasoned claims (RR = 0.49). For individual reasoning, children in the intervention group provided more moral justifications (RR = 1.67) but not more group-based justifications and shifted to higher justification levels, including more dual-domain responses (OR = 2.05).
Children’s beliefs about abilities shape their learning. Although a growing body of research has examined whether parents’ and teachers’ beliefs are related to children’s beliefs and learning, very few studies have considered parents, teachers, and children simultaneously. Moreover, existing studies present mixed findings. Addressing this gap can clarify whether parents’ and teachers’ beliefs relate differently to children’s beliefs and learning. This study used structural equation modeling to analyze data from 757 children, their parents and teachers. Results showed that parents’ mindsets about abilities predicted children’s mindsets about abilities, while teachers’ mindsets about abilities did not. However, children’s perceptions of parents’ and teachers’ failure mindsets were linked to children’s beliefs and self-regulated learning. Although these findings highlight that adults’ beliefs relate differently to children’s beliefs and learning, they underscore the importance of cultivating growth-oriented environments both at home and school, where failure is framed as a valuable opportunity for learning.
Cet article trilingue résume les discussions d’une table ronde portant sur la communication des savoirs entre la recherche et la pratique enseignant·e. Il en ressort qu’une meilleure reconnaissance du temps alloué pour nourrir le dialogue entre pratique et recherche est nécessaire à chaque niveau. Pour la recherche, il s’agit d’anticiper et valoriser le travail de vulgarisation. Dans les écoles, des conditions cadres favorisant la systématisation de ce dialogue encourageraient les enseignant·e·s à s’informer sur les résultats actuels et à contribuer activement au développement des savoirs. Finalement, les formateur·trices·s d’enseignant·e·s peuvent jouer un rôle déterminant en présentant aux (futur·e·s) enseignant·e·s les ressources pertinentes et en leur apprenant à les identifier ainsi qu’en initiant des collaborations entre les différent·e·s acteur·e·s.
Die in diesem Artikel vorgestellte Studie interessiert sich für Schülerinnen- und Schülervorstellungen zu Politik und politischen Konflikten, versucht diese empirisch begründet sowie mit Bezug auf politische Theorie zu rekonstruieren und strebt didaktisch motiviert danach, Leitlinien einer politischen Bildung in der Primarstufe zu bezeichnen. Geleitet durch das Modell der didaktischen Rekonstruktion wird zunächst die „Wimmelbild-Methode“ als Erhebungsmethode von Schülerinnen- und Schülervorstellungen erläutert, anschließend werden Erkenntnisse der Vorstellungsrekonstruktion dargestellt und in einem politikdidaktischen Modell im Anschluss an die politische Theorie Hannah Arendts verortet.
The study investigated the effects of a one-year literary program on children’s intergroup attitudes toward peers with a migration background and on their perceptions of inclusive classroom norms. Fourth- and fifth-grade students and their teachers discussed four literary fiction books in small groups, with children taking the lead by asking their own questions, engaging in dialogue, and challenging one another. The books addressed topics such as intergroup exclusion, inclusive group norms, and civil courage. A total of 744 children participated in pre- and posttest assessments. The 41 classrooms were randomly assigned to either the intervention or the control group. Children’s intergroup attitudes were assessed using measures of intended intergroup contact, sympathy, and peer nominations indicating preferences for outgroup classmates. Inclusive classroom norms were assessed by having children rate their classmates’ intergroup-inclusive behaviors and fairness. Multilevel analyses revealed positive effects of the literary program on most intergroup attitudes and inclusive norms. However, these effects were small and emerged primarily among specific subgroups (i.e., children without a migration background, and in the younger grade level). We discuss the opportunities and challenges of using literary education as an integrated approach to promote both language development and social inclusion in schools.
