Emergence and evolution of new industries: The path-dependent dynamics of knowledge creation. An introduction to the special section     

Jackie Krafft  Sebastien Lechevalier  Francesco Quatraro  Cornelia Storz 《Research Policy》2014

In this introduction, we review the arguments that underpin the rationale for the special section, and provide a structured sequence for the contents of the six selected papers that comprise the section.  相似文献   

Exploring student ideas about biological variation     

Ashley R. Alred  Jennifer H. Doherty  Laurel M. Hartley  Cornelia B. Harris  Jenny M. Dauer 《International Journal of Science Education》2013,35(12):1682-1700

ABSTRACT

An understanding of biological variation is important for understanding ecological interactions, ecosystem function, and species’ response to environmental change. Biological variation is essential to species survival because natural selection acts upon the phenotypic variation within a population: the more varied the population’s genetic resources, the more likely that the population will persist into the future. We explored how students think about biological variation by evaluating written assessments and interviews of grades 6–16 students about starting a captive breeding programme for species conservation. We created a qualitative framework that describes levels of proficiency in student ideas about biological variation. Lower level responses reason about attributes related to an individual’s reproduction and survival rather than population-level variability. Student responses at a middle level of sophistication point to the importance of variation but do not link it mechanistically to species survival and resilience. We also describe alternative conceptions related to biological variation and natural selection which exist at all grade levels. Educators can use these findings to inform curriculum and instruction in terms of addressing important concept areas (e.g. variation at the population scale) and some common alternative conceptions that may impact an accurate understanding of natural selection and evolution.  相似文献   

Regulation During Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts     

Cornelia Schoor  Susanne Narciss  Hermann Körndle 《教育心理学家》2013,48(2):97-119

This article reviews the terms and concepts that have been used for describing regulation of learning during cooperative and collaborative learning and suggests differentiating them on the basis of which parts of a regulatory feedback loop model are being shared. During cooperative and collaborative learning, not only self-regulation but also the regulation of the group process is important. This regulation might occur on both an individual level and a social level. Several modes of regulation have been identified, but the terms used for them vary tremendously—including social regulation, socially shared regulation, coregulation, and other-regulation. This article seeks to clarify the diverse terminology. To this end, we use a theoretical framework based on Winne and Hadwin's (1998) model of self-regulated learning to analyze how the different terms are used in the literature. We make and exemplify suggestions for a consistent usage of terms.  相似文献   

Providing Consultation About Boundary Dilemmas to Paraprofessional Staff Working With People With Severe Psychiatric Disabilities     

Joanne Schulze  Kevin Woods  Kath Tyldsley 《Journal of educational and psychological consultation》2013,23(4):377-400

ABSTRACT

Social justice has been suggested as a possible global moral framework for school psychology. It is, however, culturally understood and research suggests that the engagement with “social justice” in school psychology has been largely limited to a U.S. context. This project sought to extend international understandings and practices of social justice in school psychology. A thematic analysis of nine interviews with educational psychologists based in England was conducted. Social justice was defined as complex, and participants suggested it is important to educational psychology practice in part because of current cuts to public services and educational reforms. Findings also indicated a role for social justice consultation, building relationships, and engaging with broader macrolevel work to enact a social justice agenda. We discuss these findings in relation to previous literature, concluding that our research begins to document the seeds of a broader social justice agenda in school psychology.  相似文献   

Das MeDoc-System – ein elektronischer Publikations- und Nachweisdienst für die Informatik     

Dietrich Boles  Markus Dreger  Kai Gro?johann  Cornelia Haber  Andreas Kusserow  Stefan Lohrum  Dirk Menke  Jochen Meyer  Gerhard M?ller und Ricarda Weber 《Informatik - Forschung und Entwicklung》1998,13(3):110-121

Zusammenfassung.   Ziele des MeDoc-Projektes waren die Konzeption, prototypische Entwicklung und Erprobung volltextbasierter Informations- und Publikationsdienste für die Informatik, um den Informationsaustausch und die Literaturversorgung in der Wissenschaft effektiver gestalten zu k?nnen. Dazu wurde im Rahmen des Projektes ein internet-basiertes System entwickelt, in dem Informatik & Fachinformation im Volltext gespeichert, recherchiert, abgerufen und gelesen werden kann und das die Suche nach Informatik-Literatur in heterogenen, verteilten Informationsquellen im Internet unterstützt. Das Informationsangebot ist dabei teilweise kostenpflichtig. In diesem Artikel werden Ziele, Funktionalit?t und Architektur des MeDoc-Systems beschrieben. Eingegangen am 19. Januar 1998 / Angenommen am 27. April 1998  相似文献   

Teaching critical thinking: The struggle against dogmatism*     

Cristiane Maria Cornelia Gottschalk 《Educational Philosophy and Theory》2018,50(5):469-477

Abstract

From a Wittgensteinian point of view, my goal is to argue against the idea that teaching critical thinking should have as one of its aims the possibility of changing or adapting our deeply held beliefs. As pointed out by the Austrian philosopher in On Certainty, we have a world-picture which is neither true nor false, but above all, ‘it is the substratum of all my enquiring and asserting’ (OC, §162). Besides that, in his remarks on Frazer’s Golden Bough, Wittgenstein insists on the idea that different communities have their own rituals that express ways of acting, which become crystallized in their customs and institutions, similar to the magical rituals described by Frazer. The degree of similarity among them is greater than we suspect, and what interested Wittgenstein was to understand how we see things by looking for the links between the various ritualistic events. Based on these remarks, I argue that, if our deeply held beliefs are a source of necessity, instead of aiming to change/adapt them, teaching critical thinking should—by showing the links between diverse cultures—essentially avoid employing them in a dogmatic way, since our own deeply held beliefs could have been different ones.  相似文献   

Students’ genre expectations and the effects of text cohesion on reading comprehension     

Anke Schmitz  Cornelia Gräsel  Björn Rothstein 《Reading and writing》2017,30(5):1115-1135

This study raises the question what makes school texts comprehensible by analyzing whether students’ genre expectations about literary or expository texts moderate the impact of different forms of text cohesion on reading comprehension, even when the texts are similar regarding their genre. 754 students (Grade 9) from comprehensive schools read one of four text versions with similar content, but different degrees of local and global text cohesion. The four more or less cohesive texts were introduced as literary texts (part of a story) or as expository texts (newspaper article), although the different genres were only purported and the texts contained both literary and expository passages. Reading comprehension was assessed with multiple-choice-items, semi-open, and open-ended questions. Results demonstrate that global cohesion was profitable for reading comprehension with expository expectations, but not with literary ones. Local text cohesion and both forms of cohesion in combination did not interact with students’ genre expectations and had no main effect on comprehension. When students reading skills and prior knowledge were considered, the interaction was still apparent. Moreover, students with lower levels of reading skills tended to profit especially from texts with global cohesion, whereas the readers with higher reading skills achieved equal means in reading comprehension irrespective of the degree of global text cohesion. The findings are discussed with respect to theoretical aspects of text–reader-interactions, cognitive and emotional components of genre expectations, and the composition and instruction of comprehensible school texts.  相似文献   

Nobel Prize 2005     

Cornelia Denz  Maciej Lewenstein 《Resonance》2005,10(11):106-106

  相似文献   

Finding and fixing errors in worked examples: Can this foster learning outcomes?   总被引：1，自引：0，他引：1  

Cornelia S. Große  Alexander Renkl 《Learning and Instruction》2007,17(6):612-634

Learning from worked examples is an effective learning method in well-structured domains. Can its effectiveness be further enhanced when errors are included? This was tested by determining whether a combination of correct and incorrect solutions in worked examples enhances learning outcomes in comparison to correct solutions only, and whether a mixture of correct and incorrect solutions is more effective when the errors are highlighted. In addition, the effectiveness of fostering self-explanations was assessed. In Experiment 1, the participants learned to solve probability problems under six conditions that constituted a 2 × 3-factorial design (Factor 1: correct and incorrect solutions with highlighting the errors vs. correct and incorrect solutions without highlighting the errors vs. correct solutions only; Factor 2: prompting written self-explanations vs. no prompts). An aptitude-treatment interaction was found: providing correct and incorrect solutions fostered far transfer performance if learners had favourable prior knowledge; if learners had poor prior knowledge correct solutions only were more favourable. Experiment 2 replicated this interaction effect. Thus, a mixture of correct and incorrect solutions in worked examples enhanced learning outcomes only for “good” learners. In addition, Experiment 2 showed that confronting learners with incorrect solutions changed the quality of their self-explanations: on the one hand, new types of effective self-explanations could be observed, but on the other hand the amount of the very important principle-based self-explanations was substantially reduced. A possible measure to prevent this negative side effect of incorrect solutions is discussed.  相似文献   

Entwicklungsbereiche bildungswissenschaftlicher Kompetenzen von Lehramtsstudierenden im Praxissemester     

Sarah Mertens  Cornelia Gräsel 《Zeitschrift für Erziehungswissenschaft》2018,21(6):1109-1133

In recent years, the relevance of school-based practice in German teacher education was clearly confirmed by the introduction of long-term internships in most of the federal states. Nevertheless, the contribution of these long-term internships to increase professional competence is currently not clarified sufficiently. Therefore, this study examines the development of educational knowledge of N = 177 student teachers with and without a long-term internship in a quasi-experimental design. The student teachers had to (1) answer a self-assessment questionnaire, (2) take an educational knowledge test, and (3) participate in a video-based tool measuring teachers’ professional vision of lessons. The results show that the student teachers who had completed the long-term internship had a significantly higher increase of professional vision and competence in self-assessment than the control group, which did not participate in the long-term internship but attended regular university courses. A significant development of conceptual knowledge could not be proven for either of the two groups. Furthermore, results revealed that there was a link between competence in self-assessment and professional vision only after completion of the long-term internship.  相似文献