Book Reviews     

Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,17(1):545-558

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KING, Kenneth and McGRATH, Simon. 2002. Globalisation, Enterprise and Knowledge: Education, Training and Development in Africa     

Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,3(2):385-401

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Stichwort – Formatives Assessment     

Birgit Schütze  Elmar Souvignier  Marcus Hasselhorn 《Zeitschrift für Erziehungswissenschaft》2018,21(4):697-715

Formative assessment is considered one of the most effective frameworks to foster learning. It is defined as assessment of student performance aimed at providing diagnostic information to improve teaching and learning. Basic characteristics of formative assessment are the clarification of learning goals, the diagnosis of individual performance, as well as the provision of feedback and individual differentiation based on the diagnostic information. The design of formative assessment varies from spontaneous on-the-fly assessment to planned and formalized curricular-embedded assessment. Studies support the positive effect of formative assessment on learning with its impact varying depending on the concrete implementation. Although there are developments in politics, science, and schools contributing to the implementation of formative assessment, transfer into practice remains challenging. The present paper describes the current state of research by defining and characterizing the construct, presenting empirical results on its efficacy, and by addressing developments and challenges associated with its implementation.  相似文献   

Roberts, Peter. 2000. Education, Literacy, and Humanization. Exploring in the Work of Paulo Freire. Westport, Connecticut/London: Bergin & Garvey.     

Birgit Brock-utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,22(2):159-162

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Use of technical terms in German biology lessons and its effects on students’ conceptual learning     

Tobias Dorfner  Christian Förtsch  Birgit J. Neuhaus 《Research in Science & Technological Education》2020,38(2):227-251

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Language of instruction and student performance: new insights from research in Tanzania and South Africa     

Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,5(1):509-530

This article, drawing on a set of studies conducted in the framework of the Language of Instruction in Tanzania and South Africa (LOITASA) research project, shows how well African students express themselves if they are allowed to use a familiar African language, and conversely the difficulties they have when forced to use a foreign language, a language they hardly hear and never use outside of school, as a language of instruction. A key finding of the research is that when the foreign language, English in this case, is used, there is a much larger spread in test performance between students. This means that a small group of students succeed while the vast majority sinks. The author therefore argues for working towards a goal whereby African children like children in industrialized countries may study in their own language. Pursuing this goal should be a centrepiece in poverty reduction strategies.  相似文献   

Peer Mentoring Styles and Their Contribution to Academic Success Among Mentees: A Person-Oriented Study in Higher Education     

Birgit Leidenfrost  Barbara Strassnig  Alfred Schabmann  Christiane Spiel  Claus-Christian Carbon 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):347-364

The purpose of our study was to explore peer mentoring styles and examine their contribution to academic success among mentees. Data were collected as part of a comprehensive evaluation of a peer mentoring program. The sample consisted of 49 mentors (advanced students) who supported 376 mentees (first year students) in small groups. Indicators for peer mentoring styles were constructed using mentee assessments of mentoring functions and mentor quality, and unobtrusive data gathered in an analysis of online mentoring activities and a content analysis of the quality of the online mentoring activities. Using cluster analyses, three distinct mentoring styles were identified: Motivating master mentoring, informatory standard mentoring, and negative minimalist mentoring. Motivating master mentors were shown to have a positive influence on success in the mentoring program among those mentees who failed two preliminary exams. Implications for the training of peer mentors in higher education are discussed.  相似文献   

Determining The Presence of Photocatalytic Titanium White Pigments via Embedded Paint Sample Staining: A Proof of Principle     

Birgit Anne van Driel  Sharon R. van der Meer  Klaas Jan van den Berg  Joris Dik 《文物保护研究》2013,58(5):261-272

ABSTRACT

Twentieth century paints often contain titanium dioxide and zinc oxide based white pigments that can range from photostable to highly photocatalytic. Photocatalytic pigments can cause the degradation of paint upon UV exposure, whereas photostable pigments may be benign or can protect paintings from degradation. Hence, knowing whether or not a pigment is photocatalytic is of high importance for risk assessment and the subsequent decision making process concerning storage and exposure conditions of objects. Here we present a proof of principle, focused on titanium white paints, for an easy-to-use and low-tech application of a commercial photocatalytic activity indicator ink (PAII) on embedded paint samples or cross sections. This test determines, qualitatively, if a photocatalytic pigment is present in a white paint sample. The PAII paint sample staining application shows an obvious color change, within five minutes of UV irradiation, for paint samples containing photocatalytic pigments. A microscope with a camera and a UV source are the only necessary equipment for the application of this method. A quantitative image processing protocol is also proposed as an extension of the staining method by applying open source software analysis to measure the color change using photographs. The test was evaluated on reference paints with well-characterized pigments and applied on samples from modern paintings by Piet Mondriaan, Robert Ryman, and Lucebert, indicating the presence of harmful photocatalytic pigments in these cases. The novel application of a commercial ink on paint samples offers a simple test, not just for assessment of photocatalytic activity of titanium white pigments, but which may in future be applied for the detection of photoactive forms of zinc white and other potentially harmful semiconductor pigments in art objects.  相似文献   

Development of Items for a Pedagogical Content Knowledge Test Based on Empirical Analysis of Pupils' Errors     

Melanie Jüttner  Birgit J. Neuhaus 《International Journal of Science Education》2013,35(7):1125-1143

In view of the lack of instruments for measuring biology teachers' pedagogical content knowledge (PCK), this article reports on a study about the development of PCK items for measuring teachers' knowledge of pupils' errors and ways for dealing with them. This study investigated 9th and 10th grade German pupils' (n?=?461) drawings in an achievement test about the knee-jerk in biology, which were analysed by using the inductive qualitative analysis of their content. The empirical data were used for the development of the items in the PCK test. The validation of the items was determined with think-aloud interviews of German secondary school teachers (n?=?5). If the item was determined, the reliability was tested by the results of German secondary school biology teachers (n?=?65) who took the PCK test. The results indicated that these items are satisfactorily reliable (Cronbach's alpha values ranged from 0.60 to 0.65). We suggest a larger sample size and American biology teachers be used in our further studies. The findings of this study about teachers' professional knowledge from the PCK test could provide new information about the influence of teachers' knowledge on their pupils' understanding of biology and their possible errors in learning biology.  相似文献   

The role of involvement and emotional well-being for preschool children’s scientific observation competency in biology     

Janina Klemm  Birgit J. Neuhaus 《International Journal of Science Education》2013,35(7):863-876

ABSTRACT

Observation is one of the basic methods in science. It is not only an epistemological method itself, but also an important competence for other methods like experimenting or comparing. However, there is little knowledge about the relation with affective factors of this inquiry method. In our study, we would like to find out about the relations of emotional well-being and involvement with children’s observation competency. Seventy preschool children participated in our test observing a living mouse, a snail and a fish. From their behaviour in the test situation, we coded their observation competency as well as their emotional well-being and involvement. The data show that both emotional well-being and involvement are significant predictors of children’s observation competency. Further analyses confirm our hypothesis of a mediating role of involvement between well-being and the performance in the observation task. In conclusion, theoretical and practical implications of these results are discussed.  相似文献