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[German] DOIT - First evaluation results by Elisabeth Unterfrauner (ZSI)

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Dr. Elisabeth Unterfrauner presented DOIT evaluation results from the first pilot phase (in German)

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[German] DOIT - First evaluation results by Elisabeth Unterfrauner (ZSI)

  1. 1. Making Social Innovators Erste Evaluationsergebnisse der Pilotdurchführungen CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 1 Mag. Dr. Elisabeth Unterfrauner
  2. 2. Überblick • Evaluationsdesign • Ergebnisse – TeilnehmerInnen – Facilitatoren – Effekte: creativity und self- efficacy – Ergebnisse von qualitativer Analyse • Aussagekraft der Ergebnisse CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 2 Picture from ZSI pilot
  3. 3. Early entrepreneurial education EC thematic working group (2016): “Entrepreneurship education is about learners developing the skills and mind-set to be able to turn creative ideas into entrepreneurial action. This is a key competence for all learners, supporting personal development, active citizenship, social inclusion and employability” CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 3
  4. 4. Evaluationsdesign Basierend auf Lackéus (2015): Entrepreneurial attitudes: self-confidence, self-efficacy, sense of initiative, ambiguity tolerance, perseverance; Entrepreneurial skills: creativity, planning, financial literacy, managing resources, managing uncertainty/risk, teamwork; Entrepreneurial knowledge: assessment of opportunities, identifying with the role of an entrepreneurs – self-reflection, how-to knowledge CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 4
  5. 5. Evaluationsdimensionen Based on theory by Lackeus (2015) evaluation dimensions: – Creativity – Self-efficacy – Teamwork, collaboration skills – Dealing with uncertainty, overcoming road blocks – Perseverance – Awareness of others’ needs (empathy) – Being motivated, sense of initiative – Ability to plan, managing resources (planning skills) – Embrace new things (entrepreneurial identities) Picture from ZSI pilot
  6. 6. Herausforderungen in der Evaluation • Unterschiedliche Sprachen • Vielfalt von Dimensionen • Vielfalt an Instrumenten • Alterspanne • Unterschiedliche Umsetzung von DOIT CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 6 Foto vom EduCentrum Pilot Foto vom SRFG Pilot Foto vom IAAC Pilot
  7. 7. Evaluation design • Mixed method approach • Prä- und Post-test • Verschiedene Instrumenten – Kreativitätsscreening TSD-Z (Urban & Jellen, 2010) – Self-rating Fragebogen (self-efficacy) – Interviews mit Facilitatoren – (Workshop-Dokumentation) – (Kinder interviewen Kinder) – (Feedback von Kindern) CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 7
  8. 8. TeilnehmerInnen – Pilot 1 CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 8 538 Kinder 46,5 % weiblich , 53,5 % männlich Alterspanne von 6 bis 16 mit einem Durchschnitt von 11 Jahren
  9. 9. TeilnehmerInnen Setting/participant info Percentage Number in school 63% 339 outside school 25% 137 Missing info 22% 62 less privileged background 31% 168 special needs 7% 38 rural areas 35% 189 advanced makers 3% 18 9
  10. 10. Kreativität - Test zum Schöpferischen Denken (TDS-Z) • Komponentenmodell der Kreativität CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 10
  11. 11. CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 11
  12. 12. CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 12
  13. 13. Kreativität • N=404/ 538 • Prä-Test-Score= 18,61 • Post-Test-Score= 20,43 • Signifikanter Unterschied (T=-4,706, df=393, p=0,000) • Effektgröße = 0,243 → moderater Effekt nach Cohen (2013) CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 13
  14. 14. Kreativität – Altersunterschiede • Keine signifikanten Unterschiede im Prätest • Signifikante Unterschiede im Posttest CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 14
  15. 15. Kreativität - Geschlechtsunterschiede • Keine signifikanten Unterschiede im Prätest • Signifikante Unterschiede im Posttest CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 15
  16. 16. Kreativität – TeilnehmerInnen mit Behinderungen • N=15 • Signifikante Unterschiede zwischen Prä- und Postest CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 16
  17. 17. Kreativität – Rahmenbedingungen • Leichte Korrelationen zwischen Anwesenheit und Kreativitätsscore • Keine Korrelation mit Facilitatoren- TeilnehmerInnen-Schlüssel • Keine Korrelation mit Facilititatorenkonstanz • Kleiner negativer Effekt mit Facilitatorenalter (umso jünger die Facilitatoren, desto höher der Score) 17 Picture from UZAF pilot
  18. 18. Self-efficacy • Self-efficacy is defined as a person's belief in his or her capability to perform a task. Self-efficacy is not a perceived skill; it is what a person believes he or she can do with his or her skills under certain conditions • it is what a person believes he or she can do, not necessarily will do (Maddux & Kleiman, 2012; Bandura, 1997). CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 18
  19. 19. Self-efficacy • N= 471/ 538 • Signifikante Unterschiede zwischen Prä- (54,56) und Post-test (55,51) • Auch auf Subscore Ebene: – Self-efficacy in relation to others – Self-concept of own capabilities – Self-concept regarding problem solving/uncertainty • Ähnlich moderate Effektgröße (0,207) CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 19 Picture from SFRG pilot
  20. 20. Self-efficacy – Altersunterschiede • Beide Gruppen haben im Post-Test höhere Werte • Signifikante Unterschiede zwischen den Altersgruppen im Prä- und im Posttest • Sub-Score: der höchste Wert findet sich bei beiden Gruppen bei “Self-concept of own capabilities” CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 20
  21. 21. Self-efficacy – Geschlechtsunterschiede • Keine signifikanten Unterschiede weder bei Prä- noch Posttest • Ausnahme: Geschlechtsunterschiede bei jüngerer Altersgruppe: Buben weisen höhere Werte auf, im Prä- und Posttest und auch auf Subscore-Level 21Picture from IAAC pilot
  22. 22. Self-efficacy – TeilnehmerInnen mit Behinderung Signifikante Unterschiede im Prä- und Posttest CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 22
  23. 23. Self-efficacy – Rahmenbedingungen • Keine Korrelation mit Anwesenheit • Kein Facilitatoreneffekt (gender, age, constancy) CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 23Picture from ZSI pilot
  24. 24. Qualitative Daten • Bisher 24 Interviews (14 Frauen, 10 Männer) • Zusätzlich Pilotdokumentation, Feedback durch TN, Kinder Interviews, etc. → MAXQDA: Induktive und deductive Codes CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 24
  25. 25. Qualitative Analyse I– Alter der TN Im Allgemeinen je jünger ... – ... desto leichter ablenkbar – ... umso mehr Pausen und Bewegung dazwischen notwendig – ... desto niedriger der Facilitatoren-TN-Schlüssel – ...umso weniger Planungs- und Management- Skills CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 25
  26. 26. Qualitative Analyse II – Special Needs • Kinder mit Behinderung – Gutes Arbeiten und Lernen im Team – Positive Effekte in der sozialen Integration und Selbstbewusstsein • ‚Challenging kids‘ – Kinder können sich sehr gut in das Setting einfügen und den Herausforderungen stellen – “Gute” SchülerInnen haben manchmal Schwierigkeiten mit der offenen Struktur des Makerspace-Settings CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 26
  27. 27. Qualitative Analyse III - Motivation • Faktoren, welche die Motivation beeinflussen: – Ownership (Idee, Prototyp, ...) – Kleine Erfolgsschritte – Spaß – Mix an Aktivitäten – Balance zwischen Theorie (Motivation phase) und Praxis (making) – Pausen – Interessen, Initialmotivation – Ausdauer hängt von Anfangsmotivation und Persönlichkeit der Kinder ab CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 27
  28. 28. Aussagekraft der Ergebnisse • Keine Kontrollgruppe • Unterschiedliche Rahmenbedingungen • Unterschiedliche Sprachen und Kultur -> dennoch: Übungseffekte könnten zT ausgeschlossen werden CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 28
  29. 29. Referenzen • Bandura, A. (1997). Self-efficacy: The exercise of control. Macmillan. • Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Routledge. • Eurydice. (2016). Entrepreneurship Education at School in Europe: Eurydice Report. Publications Office of the European Union. • Lackéus, M. (2015). Entrepreneurship in education: What, why, when, how. Background Paper. Paris: OECD Publishing. • Maddux, J. E., & Kleiman, E. M. (2012). Self-efficacy. The Wiley Handbook of Positive Clinical Psychology, 89–101. • Urban, K. K., & Jellen, H. G. (2010). Test zum Schöpferischen Denken-Zeichnerisch (TSD-Z). Pearson Assessment & Information GmbH. CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 29
  30. 30. CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 30
  31. 31. Get in touch with DOIT Dr. Elisabeth Unterfrauner ZSI – Zentrum für Soziale Innovation Wien unterfrauner@zsi.at http://DOIT-Europe.net CC BY 4.0 DOIT, http://DOIT-Europe.Net, H2020-770063 31 DOIT.Europe.Net @DOIT_Europe_Net This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 770063

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