Sommerfeld,the quantum,and the problem approach to physics     

Helge Kragh 《Metascience》2011,20(1):87-90

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The discourse and nature of creativity and innovation: Ways of relating to the novel     

Lars Geer Hammershøj 《Educational Philosophy and Theory》2017,49(14):1313-1325

In the discourse of the knowledge-based economy, the link between creativity and innovation is usually taken for granted. However, not only is this link of recent date, it joins together two diametrically opposed concepts: the economic concept of innovation and the humanistic concept of creativity. In research too, there is a lack of enquiry into the nature of the processes of creativity and innovation and into how these processes are similar yet different. Building on the original insights of Henri Poincaré and Joseph Schumpeter, I present the hypothesis that creativity and innovation are similar in nature, not in regard to knowledge or skills, but in that both are ways of relating to the novel. My findings suggest, meanwhile, that creativity and innovation differ in that creativity is about experiencing the novel in the creative process, whereas innovation is about willing the novel as a strategy for the innovative process. Furthermore, my findings suggest that there exists a structural similarity between creativity and innovation and Aristotle’s concepts of practical and philosophical wisdom, in that innovation is a form of practical wisdom in regard to the novel, whereas creativity is a form of philosophical wisdom in regard to the novel.  相似文献   

‘Peer social capital’ and networks of migrants and minority ethnic youth in England and Spain     

Clara Helene Rübner Jørgensen 《British Journal of Sociology of Education》2017,38(4):566-580

This article discusses friendships and peer groups of migrant and minority ethnic youth in schools in England and Spain, and critically considers them in relation to existing notions of ‘peer social capital’ and bridging (heterogeneous) and bonding (homogeneous) peer networks. The article argues for an extended understanding of peer social capital and discusses the complex composition and outcomes of bridging and bonding peer networks. It critically discusses both facilitators and barriers to friendships experienced by migrant and minority ethnic youth in schools, and considers them in relation to school practices.  相似文献   

Do students’ beliefs about knowledge and knowing predict their judgement of texts’ trustworthiness?     

Helge Ivar Strømsø  Ivar Bråten  M. Anne Britt 《教育心理学》2011,31(2):177-206

We examined whether epistemic beliefs predict students’ evaluation of documents. Undergraduates read two texts on climate change. Participants judged the trustworthiness of each text and then indicated the criteria for their rating. We found that readers who believe strongly in relying on personal interpretations rather than on authorities trusted both documents less and used the document’s content or their own opinion as criteria for judging trustworthiness. We also found that readers who believe that knowledge claims should be critically evaluated through logic and rules rated the science text as more trustworthy and used the criteria of their own opinion, author and content more than readers who believe in relying on their own experiences. These effects hold true while controlling for readers’ prior knowledge and text comprehensibility.  相似文献   

On Modern Cosmology and its Place in Science Education   总被引：1，自引：0，他引：1  

Helge Kragh 《Science & Education》2011,20(3-4):343-357

Cosmology in its current meaning of the science of the universe is a topic that attracts as much popular as scientific interest. This paper argues that modern cosmology and its philosophical aspects should have a prominent place in science education. In the context of science teaching a partly historical approach is recommended, in particular an approach that gives priority to the relationship between observation and theory during the formative years of modern cosmology from about 1910?C1970. It is further argued that there are very important aspects of cosmology that are not primarily of a scientific nature, but are mainly conceptual and philosophical (and perhaps religious), and that these, too, might advantageously enter courses in astronomy and physics. While cosmology is a science, it is not just a science. Among the topics dealt with are the big bang, the cosmological principle, cosmic creation, and the multiverse. The paper outlines some cosmological questions of a qualitative and conceptual nature that, in the author??s view, are organic parts of cosmology. Courses and textbooks which deal with cosmology should encourage discussions of such questions, not shun them in the name of science.  相似文献   

A study of technical signs in science: implications for lexical database development     

Lang HG  Hupper ML  Monte DA  Brown SW  Babb I  Scheifele PM 《Journal of deaf studies and deaf education》2007,12(1):65-79

Both classroom instruction and lexical database development stand to benefit from applied research on sign language, which takes into consideration American Sign Language rules, pedagogical issues, and teacher characteristics. In this study of technical science signs, teachers' experience with signing and, especially, knowledge of content, were found to be essential for the identification of signs appropriate for instruction. The results of this study also indicate a need for a systematic approach to examine both sign selection and its impact on learning by deaf students. Recommendations are made for the development of lexical databases and areas of research for optimizing the use of sign language in instruction.  相似文献   

Health sciences libraries in Germany: new directions     

Helge Knüttel  Evamaria Krause  Martina Semmler‐Schmetz  Iris Reimann  Maria‐Inti Metzendorf 《Health information and libraries journal》2020,37(1):83-88

This feature is part of a series about medical library services in various countries. It gives an overview of the state of and selected current developments of medical library services to support research, education and clinical practice in Germany. Findings from an online survey and issues of access to health information are discussed in relation to the German health care system.J.M.  相似文献   

The role of personal epistemology in the self-regulation of internet-based learning     

Helge I. Str?ms?  Ivar Br?ten 《Metacognition and Learning》2010,5(1):91-111

The predictability of Internet-specific epistemic beliefs for self-regulated learning within Internet technologies was examined in a sample of 84 physics undergraduates. Dimensions of Internet-specific epistemic beliefs were found to explain unique variance in Internet-based search, help-seeking, and self-regulatory strategies, respectively. Specifically, students who emphasized that course-related knowledge located on the Internet consisted of specific facts and details perceived Internet-search and evaluation of search results to be less problematic and reported on more help-seeking and use of self-regulatory strategies during Internet-based learning. Moreover, students believing that Internet-based knowledge claims need to be checked against other sources, reason, and prior knowledge were reportedly more likely to use self-regulatory strategies when using the Internet during coursework. The results are discussed in light of what characterizes the Internet as a knowledge source.  相似文献   

Examining the prediction of reading comprehension on different multiple‐choice tests     

Rune Andreassen  Ivar Brten 《Journal of Research in Reading》2010,33(3):263-283

In this study, 180 Norwegian fifth‐grade students with a mean age of 10.5 years were administered measures of word recognition skills, strategic text processing, reading motivation and working memory. Six months later, the same students were given three different multiple‐choice reading comprehension measures. Based on three forced‐order hierarchical multiple regression analyses, results indicated that the unique contribution of measured skills and processes to performance varied across comprehension tests. In particular, when the test consisted of a longer passage, contained a larger proportion of inferential questions and was answered without access to relevant text passages, the relative importance of word recognition skills seemed to be reduced while working memory emerged as a relatively strong, unique positive predictor of comprehension performance. These findings have important practical implications for the assessment of reading comprehension.  相似文献   

Fun for all = digital competence for all?     

Helen Jøsok Gansmo 《Learning, Media and Technology》2009,34(4):351-355

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