Stefan T. Siegel
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Siegel
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Stefan T.
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Eine qualitative Bewertung der Stärken und Schwächen deutschsprachiger Erklärvideos im Pflegebereich

2024-06 , Marcel Scherrer , Stefan T. Siegel , Josef Buchner , Michael Kerres

For nursing education and training, numerous explanatory videos are available on the widely used video streaming platform YouTube. However, the videos are published largely uncontrolled, and they are characterized by a great heterogeneity. Teachers and learners are often faced with the question of which video is most suitable from the extensive list of results in a search. The focus of this study is the qualitative design of explainer videos, since even subject-specific content must be presented appropriately in order to increase the likelihood of learning progress. For the qualitative evaluation of three explanatory videos each on the nursing topics of infusion preparation and 30-degree positioning, a cross-disciplinary analysis grid is used that considers pedagogical-didactic, (instructional) psychological, and film-analytical features. The results of the empirical investigation show a mixed quality of explanatory videos for nursing. The evaluated explanatory videos each consider the quality criteria to varying extents and hardly fulfill (media) pedagogical-didactic quality criteria. The authors discuss why the explanatory videos are suitable for different target groups and how (instructional) psychological and film design criteria intertwine.

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El Problema de la Teoría de la Educación

2022 , Siegel, Stefan T. , Biesta, Gert

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Students’ and Instructors’ Understandings, Attitudes and Beliefs about Educational Theories: Results of a Mixed-Methods Study

2021-04-23 , Siegel, Stefan T. , Daumiller, Martin

Abstract (1) Background: Educational theories are a constitutive element of educational studies. Despite their theoretical relevance, little is still known about students’ and instructors’ understandings of educational theories and their theory-related attitudes and beliefs. (2) Methods: To elucidate these constructs and to test their relevance, we conducted a mixed-methods study with 32 students and 12 instructors of educational studies at a German university. (3) Results: We found that both groups perceived educational theories as rather abstract concepts. Students reported rather negative attitudes and naive beliefs. For both groups, we found that attitudes and beliefs were strongly tied to motivational and affective aspects when dealing with educational theories, which stresses their relevance for educational studies. (4) Conclusions: We suggest a systematic theoretical clarification of the term educational theories. Furthermore, consideration of students’ and instructors’ theory-related attitudes and beliefs can give rise to meaningful practical implications (e.g., through self-reflection). Keywords: educational theory; theory-related attitudes; epistemic beliefs; educational studies; mixed methods study https://www.mdpi.com/2227-7102/11/5/197

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The Fine art of Detecting Sciencewashing: Definition, Consequences, Forms & Prevention

2023 , Dr. Stefan T. Siegel , Jannes Terdenge

Sciencewashing is a deliberate action to simulate scientific practices or quality assurance to deceive others. It occurs in various areas, e.g., the beauty marketing or the nutritional supplement industry. In this guest article, Stefan T. Siegel and Jannes Terdenge elaborate on the question of what sciencewashing is and why it can be a challenge for science communication.

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Education’s Relative Autonomy: A Closer Look at the Discipline’s Past, Present, and Future

2022-03-07 , Siegel, Stefan T. , Matthes, Eva

The relative autonomy of Pädagogik (education) as an academic field has always been in jeopardy. Consequently, we take a closer look at its past, present, and future. We begin by retracing the historical development of this field of study in the German-speaking context. In the second part, we look at the current state of the discipline and spotlight current developments threatening education’s autonomy, first and foremost the steep rise and dominance of Empirische Bildungsforschung (empirical educational research). In the last part, we argue for education as an independent discipline and outline how educationalists can strengthen its autonomy and disciplinary identity. https://noredstudies.org/index.php/nse/article/view/3785

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Construction and Validation of a Short Multidisciplinary Research Performance Questionnaire (SMRPQ)

2019-05-05 , Daumiller, Martin , Siegel, Stefan T. , Dresel, Markus

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Selbstanzeige: Erziehungswissenschaftliche Theorien und Individuelle Orofessionalisierung: Studien zu theoriebezogenen Einstellungen und Überzeugungen von Studierenden und Dozierenden erziehungswissenschaftlicher und lehramtsbezogener Studiengänge, Bad Heilbrunn (Klinkhardt Verlag) 2022, zugl.: Augsburger Univ. Diss. 2021

2022 , Siegel, Stefan T.

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The problem of educational theory

2021-07-30 , Siegel, Stefan T. , Biesta, Gert

Abstract This interview sheds light on current developments threatening the disciplinary ‘heart’ of education. Taking a starting point in the continental ‘configuration’ of the field, Gert Biesta and Stefan T Siegel argue that there are forms of theory considered distinctively educational. Based on this premise, they discuss why defining educational theories (Erziehungswissenschaftliche Theorien) is so challenging, and why it is nevertheless a rewarding endeavour. By distinguishing between (genuinely) educational theories in a narrow sense and (educationally relevant) theories in a wider sense, Biesta and Siegel attempt to tackle the problem of educational theory and to stimulate the discourse on theorizing education. Keywords Educational theory, philosophy of education, educational studies, academic disciplines, purposes of theory https://journals.sagepub.com/doi/10.1177/14782103211032087

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