Simon Börner

Cognitive Activation in Spelling Instruction: Development of a Video-Based Assessment Instrument

This project focuses on the dimension of teaching quality known as “Cognitive Activation,” with a primary emphasis on the less-explored student perspective within an Offer-and-Use model. It is assumed that the reality of cognitive activation is largely constructed by the learners themselves and their patterns of engagement.

The study investigates when and how children are cognitively active and to what extent classroom observations can provide insights into this activity. In the context of spelling instruction, the research considers not only educational, psychological, and general didactic aspects but also subject-specific didactic features of cognitive activation. Thus, the study is positioned at the intersection of German didactics and elementary education.

The research project first aims to develop a video-based coding manual that facilitates the recording of students’ actions and interactions in learning settings. In a second step, this will be used to investigate quantitative relationships between instructional approaches, cognitive student activity, and individual characteristics.

Studies and Degree

10/2020 – 01/2025: Primary School Education with subjects Mathematics, German, General Studies, and Art at Technische Universität Dresden.
Thesis: “Strengthening Language Awareness through Encounters with Foreign Languages and Scripts: Chinese in Primary School Education.”

Professional Experience

since 02/2025: Research Associate in the DFG Graduate School “Subject-Specific Learning and Interaction in Elementary School” (INTERFACH).

02/2024 – 09/2024: Student Assistant at the Chair of Primary Education/Mathematical Education at Technische Universität Dresden.