Cognitive activation in literature classes. Conceptualization and operationalisation
Submitted by:
Iris Winkler
Abstract:
Cognitive activation is one of three basic dimensions of teaching quality (Klieme et al. 2009). From a view that stresses subject teaching, cognitive activation is the most interesting of these dimensions because of two reasons. First it allows the description of domain specific characteristics of teaching. Furthermore it very probably supports the pupils’ learning outcome (Kunter et al. 2013). However, most existing studies about cognitive activation focus on mathematics and sciences classes. For L1 classes there are only few suggestions how to investigate cognitive activation, especially in the field of reading instruction. To apply the concept of cognitive activation to L1 literature classes it has to be specified for this domain that includes reading but still more than reading.
Against this background the paper proposes how to conceptualize and operationalise the general construct of cognitive activation for L1 literature classes (Winkler 2015). This approach is based on theoretical positions in the fields of literary studies and teaching literature. Additionally, it adapts findings of empirical classroom research concerning other subjects. The theoretical conceptualization is empirically underlaid with data of a pilot study for the research project KoALa (“Cognitive Activation by Tasks in Literature Lessons”). For the pilot study, six literature lessons about the same short story with different teachers and classes (grade 8, German “Gymnasium”) were videotaped. In the analysis of the pilot data tasks are regarded as indicators for the potential of cognitive activation (choice of tasks, implementation of tasks).
The paper proves that the general construct of cognitive activation offers fruitful connections to domain specific research about teaching quality in literature lessons.
Klieme, E., Pauli, C. & Reusser, K. (2009). The Pythagoras Study. Investigating Effects of Teaching and Learning in Swiss and German Mathematics Classrooms. In T. Janik & T. Seidel (Eds.), The Power of Video Studies in Investigating Teaching and Learning in the Classroom (pp. 137-160). Münster et al.: Waxmann.
Kunter, M., Baumert, J., Blum, W., Klusmann, U., Krauss, S. & Neubrand, M. (Eds.) (2013). Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers. Results from the COACTIV Project. New York: Springer Science+Business Media.
Winkler, I. (2015). “Subjektive Involviertheit und genaue Wahrnehmung miteinander ins Spiel bringen”. Überlegungen zur Spezifikation eines zentralen Konzepts für den Literaturunterricht. Leseräume, 2, 155-168.