Das Lernen von Vokabeln gehört schon seit Jahrzehnten zum Unterricht an deutschen Schulen und Universitäten. Dabei setzen die meisten Studenten und Schüler lediglich auf zwei Wörter, die einmal in Deutsch und dann in der zu übersetzenden Sprache angezeigt werden. Das Jourist Wörterbuch setzt an einem anderen Punkt an und schafft ein Wörterbuch, mit dem sich angenehmer üben lässt.

Anders als Wörter, die in jeder Sprache verschieden sind, konzentriert sich das Jourist Wörterbuch auf die Arbeit mit Bildern. Denn z.B. ein Stoßdämpfer sieht in jeder Sprache gleich aus. Das erleichtert Nutzern der App das tägliche Training, indem Begriffe direkt mit einem Objekt assoziiert werden. Daneben sind die Begriffe von menschlichen Sprechern vertont, was beim Üben für die passende Aussprache eine enorme Hilfe ist.

Um zum passenden Begriff zu kommen, setzen die Entwickler von Jourist Wörterbuch auf eine Verteilung der Wörter in 14 Kategorien. Damit kommt man besser zum themenrelevanten Lernen.

**Das Jourist Wörterbuch: Offline verwendbar – und jetzt zum Einführungspreis!**

Eine wichtige Funktion des Jourist Wörterbuch ist es, dass dieses Offline verwendbar ist. Das erlaubt es auch unabhängig von Internetempfang zu lernen, was im Urlaub oder auf Reisen eine wichtige Rolle spielt.

Insgesamt finden sich in der App knapp 4.500 Grafiken und dazu 120.000 Begriffe. In diesen werden die Sprachen Deutsch, Englisch, Russisch, Französisch, Spanisch und Italienisch abgedeckt.

Beachtet, dass die App bis Sonntag zum Einführungspreis von 3,99 Euro statt 7,99 Euro bereitsteht. Wer ungern Geld für eine Anwendung ausgeben will, kann stattdessen die App LEXI24 Bildwörterbuch testen, ebenfalls vom Jourist Verlag.

**Fazit: Ein interessanter Begleiter beim Erlernen neuer Sprachen**

Das Jourist Wörterbuch setzt an einer interessanten Stelle an, um neue Verbindungen zu Wörtern zu schaffen: dem Bild. Wer sich einer neuen Sprache widmen möchte, sollte die App unbedingt ausprobieren. Erhältlich ist sie für iOS– und Android-Geräte.

Unter dem Namen LEXI24 Bildwörterbuch wird eine kostenlose Variante der App angeboten, die allerdings eine Online-Verbindung voraussetzt.

## Ein Kommentar

Was denken andere über dieses Thema? Schreib deine Meinung!OneeDirectionerkommentierte am 19. Dezember 2015 um 21:48 Uhr

Arbaugh, F., & Reyes, B. J. (2001). Clearing up the confusion over culoalatcr use in grades K-5. Teaching Children Mathematics, 8(2), 90-94.The authors of this article, two professors at the University of Missouri, set forth in an attempt to clarify the National Council of Teachers of Mathematics (NCTM) position on culoalatcr use in the K-5 teaching environment. The NCTM believes that culoalatcrs can, and should, be used as a tool for learning mathematics at all levels since the technology is so widely available and integrated with todays society. Although the NCTM is adamant that culoalatcrs should be used, even at the K-5 level, they are equally as adamant about how the technology should be used. The NCTM stance is that culoalatcrs should not be used to replace making calculations by hand, but as a tool to inspire deeper exploration of traditional mathematics topics. In support of this, the authors cite a case where an elementary student was able to discover and begin reasoning with negative numbers while learning about the operation of subtraction. The article shows that the use of culoalatcrs to aid with mathematics instruction is a topic of concern that is still being refined.Beswick, G., Brown, E. T., Howe, C., Jones, J., Karp, K., Petrosko, J. M., & Zwanzig, K. (2007). Crutch or catalyst: Teachers’ beliefs and practices regarding culoalatcr use in mathematics instruction. School Science and Mathematics, 107(3), 102-116.Researchers from the University of Louisville, Vanhoose Educational Center, Parkview Middle School, and Dupont Manual High School, present a study done on a group of over 800 teachers, from elementary to high school, that were given a 28-question survey using a five point Likert scale. They were questioned about their beliefs, knowledge, and practices towards culoalatcr use. The majority of teachers had several years of experience (high school teachers had the highest mean and median years of experience), and the teachers chosen came from schools that represented a wide variety of the social spectrum. Across the board, the majority of teachers reported using culoalatcrs at least once or twice a week, and that they believed that culoalatcr use was beneficial to a students learning experience. This study shows the growing acceptance and use of culoalatcrs within our school system. It does not show, however, whether these teachers’ beliefs are being realized.Crowe, C. E., & Xin, M. (2010). Profiling student use of culoalatcrs in the learning of high school mathematics. Evaluation & Research in Education, 23(3), 171-190.Crowe and Xin, hailing from Eastern Kentucky University and University of Kentucky respectively, used data taken from a National Assessment of Educational Progress (done in 2005) to profile culoalatcr use amongst high school students based on their ethnicity, gender, and mathematics curriculum path. Three areas were investigated: what type of culoalatcr was used, what was it used for, and for what types of assessments was it being used. One of the most notable finds of the study was a link between basic four-function culoalatcr use and upper level classes. Regardless of ethnicity and gender, students who relied on the four-function culoalatcr at lower levels were more likely to take advanced algebra as late as possible, or avoid it completely. This shows that students who fell under the radar of proper culoalatcr use were likely hindered by the misuse and began struggling at the upper levels.Edwards, M. T., Meagher, M., & Ozgun-Koca, S. A. (2011). A teacher’s journey with a new generation handheld: Decisions, struggles, and accomplishments. School Science & Mathematics, 111(5), 209-224.The authors, researchers from Wayne State University, Brooklyn College-CUNY, and Miami University, present a case study that documents the attempt of a mathematics instructor to incorporate the use of a new graphics culoalatcr (the TI-Nspire) during instruction. The TPACK (Technological, Pedagogical, and Content Knowledge) model was used in conjunction with a five-stage growth model in an effort to monitor the level of success in integrating the TI-Nspire into instruction. The mathematics instructor, referred to as Jane, was able to adapt to the new technology and the five-stage growth model used to monitor her progress reflected this. What the study shows, however, is that the successful incorporation of culoalatcrs into the learning environment requires a great deal of modified instruction. Jane did not simply deploy the culoalatcrs and teach the students how to use them; she spent a great deal of time building and modifying lessons to support the integration.Goya, S. (2006). The critical need for skilled math teachers. Phi Delta Kappan, 87, 370-372.In this article, the author (an educator with 30 years of experience) pries past the question of culoalatcr use (while inadvertently taking a stance that culoalatcrs have likely been misused by many educators), and poses the argument that math educators, especially at the elementary level, are simply not competent enough in their math skills. Evidence to support this claim is found in a Northern Arizona University study where aspiring Elementary school teachers continually scored very low on a sixth grade level math test. In two years, roughly 90% of 800 participants scored below 70% on a pretest that covered elementary school topics such as fractions, decimals, and ratios. Many of the students who failed the test claimed that they would’ve done better if given a culoalatcr, and that they weren’t required to memorize math facts in grade school. The author asserts that if these students truly understood the concepts that they were tested on, they shouldn’t have needed a culoalatcr.Graham, E., Headlam, C., Sharp, J., & Watson, B. (2008). An investigation into whether student use of graphics culoalatcrs matches their teacher’s expectations. International Journal of Mathematical Education in Science & Technology, 39(2), 179-196.Researchers from the University of Plymouth used keystroke-recording software and interviews to determine whether an instructor’s expectations with regards to graphic culoalatcr use were being met. The keystrokes of the instructor were recorded for two weeks, and then she was asked to sit down and review the keystroke records to explain what was done and why. This data was then compared to the interviews of a select group of five students who were presented math problems and asked to note which problems would require a culoalatcr and how it would be used. The study showed that most of the students met all of the teacher’s expectations to some extent. As a point of interest it should be noted that although all of these students were successful math students, some of them preferred to do the calculations by hand. These students used the culoalatcr as a means of checking their answer, or avoided the culoalatcr completely. This shows that although culoalatcrs can be successfully implemented during instruction, it is not a necessity to the learning of mathematics at the typical high school level.Graham, T., & Smith, P. (2004). An investigation into the use of graphics culoalatcrs with pupils in key stage 2. International Journal of Mathematical Education in Science & Technology,35(2), 227-237.Researchers from the University of Plymouth present a study done on a group of 22 United Kingdom fifth graders that were given the opportunity to use graphics culoalatcrs to enhance their attempts at memorizing multiplication tables. The culoalatcr use in this study was not what would be considered typical use; the students did not use culoalatcrs to perform arithmetic operations that they had already been taught, but rather, the culoalatcrs were programmed to be used as a sort of multiplication flash card quiz. The students were instructed in the use of culoalatcrs and then allotted time to work with them as part of their regular math instruction. After a year, students’ beginning of the year scores were compared to their end of year scores on multiplication facts. Students were also surveyed to gauge how they felt about culoalatcr use, and if it improved their interest in math. Positive results were obtained all around: student scores went beyond the target improvement, student attitudes toward culoalatcr use were positive, the majority of students felt that culoalatcr use improved their math experience. The study shows that culoalatcrs, when used properly as a tool to enhance instruction, can be beneficial to elementary students. The study also shows that the term “calculator use,” carries with it some ambiguity.Graham, T., Headlam, C., Honey, S., Sharp, J., & Smith, A. (2003). The use of graphics culoalatcrs by students in an examination: What do they really do? International Journal of Mathematical Education in Science &Technology, 34(3), 319-334.In this study, researchers from the University of Plymouth used keystroke-recording software to determine how graphics culoalatcrs were being used during an exam situation. An expert first reviewed the exam to determine how a graphics culoalatcr could be used, then the keystroke records (which were recorded without student knowledge) were reviewed along with the finished exam, and finally, the students involved were interviewed. The study found that even though the students at this school were required to have both a scientific culoalatcr and a graphics culoalatcr, the graphics culoalatcr was grossly underused. Out of the seven students chosen in the sample, none of them used the graphics culoalatcr at the proficient, or semi-proficient level. The study shows that the benefits believed to be incurred through the introduction of this technology are often not realized. The school in this study required students to purchase graphics culoalatcrs, yet the students were obviously not supported with sufficient instruction on how to use them effectively.Naiman, D. Q., & Wilson, W. S. (2004). K-12 culoalatcr usage and college grades. Educational Studies in Mathematics, 56(1), 119-122.At John Hopkins University, a study was done by two of the instructors to see if there might be a correlation between culoalatcr use during K-12 education and college level math scores. The study was done with a small group of students from a distinct college population, so the authors are careful to note that their work should be treated as a pilot study, and they have presented their material in order to spark discussion and possibly future research. In the study, just over 600 students took a short survey about culoalatcr usage after taking a math final. All of the surveyed students were attending John Hopkins University, and the survey was given to Pre-calculus, Calculus, and Linear Algebra students. A statistical regression analysis was done using the survey data, the end of course grade, and each students’ mathematics SAT score. No correlation was found between SAT scores and the end of course grade, however, the study did show a correlation between culoalatcr usage and the end of course grade. On average, students who reported heavy culoalatcr usage during K-12 scored lower than those who claimed little culoalatcr usage.Ruthven, K. (2003). Creating a culoalatcr-aware number curriculum. Canadian Journal of Science, Mathematics, & Technology Education, 3(4), 437-450.A researcher from the University of Cambridge presents a study on a curriculum that was created and piloted for a UK school to include the use of culoalatcrs within its mathematics instruction. Students who took part in the pilot program were given instructional lessons designed around culoalatcr use with four different areas in mind: computation implementing, result checking, trial improving, and structure modeling. Computation by hand was not encouraged or enforced. The results were mixed. There appeared to be a larger onset of differentiation amongst the students who completed the pilot program brighter students did a bit better than their peers when compared to other schools, but remedial students tended to not fare as well as their peers from other schools. There were also mixed emotions amongst the teachers who implemented this project, and an overall feeling of unpreparedness to teach an unfamiliar curriculum. A noteworthy aspect of this study, however, is the fact that effective culoalatcr use in the regular classroom might require a severely adjusted curriculum.