Assessing cases of child welfare requires the ability to engage with different sources of information systematically. This study examined how case-based learning (CBL) can be used to support social work students (N = 104) acquire knowledge crucial to assessing cases of child welfare and whether benefits of CBL could be maximized by structuring the learning process. We conducted a 2*2 quasi experiment and randomly assigned the students to one of the conditions: computer support scripts (adaptable vs. strict scripts), metacognitive reflection prompts (generic vs. specific), or a control group. Students in the guided CBL environment acquired better conceptual knowledge scores compared to counterparts in the unguided CBL environment but not strategic knowledge and reasoning. In the posttest, generic prompts and adaptable scripts were found to be single-handedly effective in fostering conceptual knowledge but not when combined. Future research can examine possibilities of scaffolding activities of assessment to achieve congruent use of conceptual, strategic knowledge and reasoning.

Training students to approach practice situations professionally is crucial in social work education. Universities adopted different approaches in their curricula to equip students with theoretical knowledge and practical skills for social work's demanding situations. However, there is little evidence on how social work students implement the knowledge acquired into practice. This study utilises the grounded theory methodology to conduct an in-depth analysis of social work students' strategies throughout practice situations. Using simulation with a trained actress, we stipulated students ' engagement with a client during the initial stage of an assessment. 25 social work students from four different universities of social work in Germany participated. Our findings reveal the most challenging aspects for students: developing a working relationship with the client and processing professional problem-solving. With these results, we present a model representing students ' intervention strategies as a continuum varying between patterns of co- and mono-construction. The results highlight the importance of offering students opportunities to practice assessment and reflection about professional attitudes as a way to enhance professional competence. Die Forderung einer professionellen Herangehensweise in Praxissituationen ist ein wesentlicher Teil des Studiums der Sozialen Arbeit. Curricula umfassen verschiedenste Ansatze, um Studierenden theoretisches Wissen und praktische Fahigkeiten fur die anspruchsvollen Situationen der Sozialen Arbeit zu vermitteln. Bislang existieren relativ wenige Erkenntnisse daruber, wie Studierende ihr erworbenes Wissen tatsachlich in der Praxis einsetzen. Die vorliegende Studie basiert auf der Methodologie der Grounded Theory, um eine detaillierte Analyse der Handlungsstrategien von Studierenden der Sozialen Arbeit in Praxissituationen zu realisieren. Anhand einer simulierten Erstberatung mit einer trainierten Schauspielerin wurde eine professionelle Handlungssituation zwischen Studierenden und einer Klientin initiiert. 25 Studierende der Sozialen Arbeit aus vier verschiedenen deutschen Hochschulen beteiligten sich. Unsere Ergebnisse zeigen, dass die grossten Herausforderungen fur die Studierenden darin bestehen, eine Arbeitsbeziehung mit der Klientin zu entwickeln und eine professionelle Vorgehensweise bei der Problembearbeitung zu umzusetzen. Auf Grundlage der Ergebnisse prasentieren wir ein Modell, das die Interventionsstrategien der Studierenden als ein Kontinuum darstellt, welches sich zwischen Mustern von Ko- und Monokonstruktion aufspannt. Unsere Forschungsergebnisse verdeutlichen die Notwendigkeit Studierenden praktische ubungsfelder zu ermoglichen, in welchen eine Problemerfassung- und Bearbeitung systematisch geubt und eine professionelle Haltung reflektiert werden kann, um so ihre professionelle Kompetenz zu unterstutzen.

Informal learning contexts of creating and exploring artefacts through Augmented Reality (AR) and Virtual Reality (VR) are increasingly common. Nevertheless, insights on art educators' perspectives on potential for conceptualization and classroom implementation are scarce. In this study, twenty art educators with diverse backgrounds (elementary and secondary school, special education) were exploring a selection of AR/VR applications during online workshops. In addition, six media artists working on AR/VR were sharing experiences in educational contexts. Both art educators as well was artists are pointing out ways of integrating a variety of AR/VR applications in art education teaching practise, from creating in multiplayer mode to exploring artefacts and loci in SocialVR. Grounded Theory Methodology, specifically Situational Analysis as well as Visual Grounded Theory Methodology was applied. Core insights are differing media cultural perspectives in proximity and distance to AR/VR related “worlds”, resulting in different journeys from first encounter to conceptualization and implementation in educational practice.

When conducting a systematic analysis of the concept of scientific reasoning (SR), we found confusion regarding the definition of the concept, its characteristics and its blurred boundaries with the concept of scientific thinking (ST). Furthermore, some authors use the concepts as synonyms. These findings raised three issues we aimed to answer in the present study: (1) are SR and ST the same concept, (2) if not, what are the differences between them, and (3) how can SR and ST be characterised and operationalised for systematic research? We conducted a conceptual review using an integrative approach to analyse 166 texts. First, we found that thinking and reasoning might refer to different processes. Likewise, SR and ST can be characterised as distinct concepts. Furthermore, the review identified that differences found between the concepts of SR and ST are grounded in ontological and epistemological perspectives.

SocialVR offers a variety of learning opportunities as embodiment in spheres for creation and exploration.Hybrid creativity in participatory media culture meets agency beyond physical limitations.Yet, with strong affective and multi-sensorial stimulation, it is vital to match learners` heterogeneous abilities and preconditions.This workshop is addressing art educators as well as XRplatform designers for joint interdisciplinary perspectives.How do platforms engage or inhibit creative potential?How accessible and safe are SocialVR environments for creative purposes?We suggest a classification of SocialVR scenarios in art education and respective quality criteria.The criteria stretch from accessibility, room for creativity and aesthetic flexibility to ethical implications.

In this paper both receptive and productive Augmented Reality (AR)/Virtual Realty (VR)-Concepts to teach art are presented and discussed. Receptive means learning about art as an (immersed) spectator while productive means offering opportunities for own mixed reality artistic creations. The prototypes presented are pioneer research in terms of VR and AR, so called Mixed Reality (MR), informed art education. One of the core aims is to exemplify art educational applications by exploring usage of MR beyond traditional. The three MR based art educational concepts presented here invite users to experience art in heterogenous spatial contexts. MR is used here to highlight semantics of historically and art historically relevant spaces offering immersive as well as creative and participatory ways of learning. Three prototypes of MR informed art education are presented. First, a AR-based art history city guide is described with integration of teacher-based evaluation. Art is taught here in an interdisciplinary approach as situated learning experience visiting Munich's art historical sites and architecture. Teachers' attitudes towards AR/VR-based art history learning were conducted after trial of one of the applications. According to the educator's feedback, motivation, attention but also spatial imagination and perception are estimated to be fostered. Next, an AR-based installation of a missing painting by Franz Marc is presented conveying complex meanings of both architecture in art historical context as well as the art work itself. Finally, an immersive VR-art educational concept integrating two paintings of Caspar David Friedrich is described, offering sequential ways to inform about the painting's iconography. When it comes to implementing MR-concepts in day-to-day practice, media competence as well es technology acceptance or media cultural negotiations are vital aspects beyond the questions of it-technological equipment and infrastructure.

The present paper is the documentation, description, and reflection about the challenges of research on the development of cognitive abilities with commercial (off-the-shelf) video games, particularly in psychology and education. This paper documents specific problems derived from the nature of commercial video games. Finally, some thoughts on how to conduct research on commercial games and cognitive skills are shared.

The present study aims to evaluate how commercial video games can foster hypothetico-deductive reasoning in the everyday life. For this, we studied Multiplayer Online Battle Arenas while developing a methodology based on multi-design and multi-level data triangulation between game videos, eye tracking, game talks, and cued retrospective protocols. The studies take place in a simulated-naturalistic environment.

Based on in-game behaviour, eye tracking data, and cued retrospective reports, the present study aims to evaluate how commercial video games, specifically Multiplayer Online Battle Arenas can foster hypothetico-deductive reasoning in everyday life contexts. At the same time, it aims to locate in-game behaviour patterns serving as indicators of hypothetico-deductive traits. The studies take place in a simulated-naturalistic environment using both an exploratory and a microgenetic design.

Scientific reasoning and scientific argumentation are highly valued outcomes of K-12 and higher education. In this article, we first review main topics and key findings of three different strands of research, namely research on the development of scientific reasoning, research on scientific argumentation, and research on approaches to support scientific reasoning and argumentation. Building on these findings, we outline current research deficits and address five aspects that exemplify where and how research on scientific reasoning and ar-gumentation needs to be expanded. In particular, we suggest to ground future research in a conceptual frame-work with three epistemic modes (advancing theory building about natural and social phenomena, artefact-centred scientific reasoning, and science-based reasoning in practice) and eight epistemic activities (problem identification, questioning, hypothesis generation, construction and redesign of artefacts, evidence generation, evidence evaluation, drawing conclusions as well as communicating and scrutinizing scientific reasoning and its results). We further propose addressing the domain specificities and domain generalities of scientific reasoning and approaches to its facilitation as well as investigating the role of epistemic emotions in scientific reasoning, the social context of SRA, and the influence of digital technologies on scientific reasoning and argumentation.