Sprache und Sprechen im Sport     

Helmut Digel  E. Hildenbrandt 《Sportwissenschaft》1978,8(4):432-437

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Remarks on the history of foundations and their role in the promotion of learning     

Coing H 《Minerva》1981,19(2):271-281

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Model-based testing with UML applied to a roaming algorithm for Bluetooth devices     

Zhen?Ru?DaiEmail author  Jens?Grabowski  Helmut?Neukirchen  Holger?Pals 《浙江大学学报(A卷英文版)》2004,5(11):1327-1335

In late 2001,the Object Management Group issued a Request for Proposal to develop a testing profile for UML2.0. In June 2003,the work on the UML 2.0 Testing Profile was finally adopted by the OMG. Since March 2004,it has become an official standard of the OMG. The UML 2.0 Testing Profile provides support for UML based model-driven testing. This paper introduces a methodology on how to use the testing profile in order to modify and extend an existing UML design model for test issues. The application of the methodology will be explained by applying it to an existing UML Model for a Bluetooth device.  相似文献   

Negative Knowledge: Understanding Professional Learning and Expertise     

Martin Gartmeier  Johannes Bauer  Hans Gruber  Helmut Heid 《Vocations and Learning》2008,1(2):87-103

In this paper, we critically analyze how the concept of negative knowledge contributes to the understanding of professionals’ expert practice and learning. Negative knowledge is experientially acquired knowledge about what is wrong and what is to be avoided during performance in a given work situation. In terms of its theoretical foundation, the concept relates to constructivist theorization and metacognition. Building on existing conceptions of negative knowledge, we systematically relate the concept to research on expertise and learning from errors. The concept of negative knowledge augments existing theories of professional knowledge by emphasizing knowing about what to avoid as part of experts’ effective actions. During routine actions, negative knowledge enhances professionals’ certainty of how to proceed and increases the efficacy through the avoidance of impasses and suboptimal problem-solving strategies. Quality and depth of reflective processes after actions are related to the development of negative knowledge. The potential of negative knowledge for the investigation of professional learning is discussed through reference to recent empirical work. Re-submitted for publication in: Vocations and Learning: Studies in Vocational and Professional Education.  相似文献   

Is too much help an obstacle? Effects of interactivity and cognitive style on learning with dynamic versus non-dynamic visualizations with narrative explanations     

Koć-Januchta  Marta M.  Höffler  Tim N.  Prechtl  Helmut  Leutner  Detlev 《Educational technology research and development : ETR & D》2020,68(6):2971-2990

Educational technology research and development - The aim of this study was to investigate the role of visual/verbal cognitive style and interactivity level in dynamic and non-dynamic multimedia...  相似文献   

Bildungslaufbahnen von Generationen: Befunde der LifE-Studie zur Interaktion von Elternhaus und Schule     

Helmut Fend 《Zeitschrift für Erziehungswissenschaft》2014,17(2):37-72

Since the PISA-events of the year 2000, the question of how the association between social background and educational success can be reduced is one of the central focuses of educational policy and research. In this regard, permeability in the education system as well as delaying the sorting of students into different tracks, are regularly discussed as potential solutions. Findings from the LifE-Study on the effectiveness of these practices are presented in the present paper. This is being done by describing the educational expectations and transitions between Grade 6 and the age of 35. The present paper thus presents a long-term perspective of the influence of social background on educational pathways.  相似文献   

Mentor support and academic achievement     

Helmut Fritsch  Gerhard Strohlein 《Open Learning》2013,28(2):27-32

How does the support of mentors based in Study Centres affect the performance of distance education students, both in their course assignments and in their final examinations? Helmut Fritsch and Gerhard Ströhlein ‐ from the Central Institute for Distance Education Research (ZIFF) in the FemUniversitat in West Germany ‐ address this question through an analysis of some of the data collected at the University. In their discussion, they also shed light on some of the methodological problems raised by this kind of analysis, while stressing the system‐specific nature of their findings.  相似文献   

Long‐Term Episodic Memory in Children with Attention‐Deficit/Hyperactivity Disorder     

Jeffrey S. Skowronek  Michelle D. Leichtman  David B. Pillemer 《Learning disabilities research & practice》2008,23(1):25-35

Twenty‐nine grade‐matched 4th–8th‐grade males, 12 with attention‐deficit/hyperactivity disorder (ADHD) (age M= 12.2 years, SD= 1.48), and 17 without (age M= 11.5, SD= 1.59), completed two working memory tasks (digit span and the Simon game) and three long‐term episodic memory tasks (a personal event memory task, story memory task, and picture recognition task). In line with clinical observations, children with ADHD performed worse than peers on all working memory tasks, but performed as well as or better than peers on long‐term episodic tasks, demonstrating particularly detailed memory for personally experienced past events. Participants' parents also completed questionnaires about their children's memories in daily life. Parents rated children with ADHD lower than children without ADHD on working and semantic memory (e.g., remembering names, spelling, and math), but rated them as high or higher on memory for events. Implications for theory and educational practice are discussed.  相似文献   

The Domestication of Critique: Problems of Justifying the Critical in the Context of Educationally Relevant Thought and Action     

Helmut Heid 《Journal of Philosophy of Education》2004,38(3):323-339

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Can self-report data on deficits in reading and spelling predict spelling disability as defined by psychometric tests?     

Schulte-Körne  Gerd  Deimel  Wolfgang  Remschmidt  Helmut 《Reading and writing》1997,9(1):55-63

Questionnaire data concerning spelling and reading self-assessment, habits, and school history were obtained for 79 adults (54 women and 25 men). The items were used to predict affectedness as defined on the basis of psychometric tests. For this purpose, two different discriminant analytical approaches (linear discriminant analysis and hierarchical classification with CART) were compared using a cross-validation design. 86.8–92.6% of the learning sample and 87.5–88% of the cross-validation sample were classified correctly. The CART model was preferred due to a balanced relation of sensitivity and specificity. Our results support the conclusion that self-report data are appropriate to substitute psychometric tests if these cannot be administered.  相似文献