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41.
Sabine Kubesch Laura Walk Manfred Spitzer Thomas Kammer Alyona Lainburg Rüdiger Heim Katrin Hille 《Mind, Brain, and Education》2009,3(4):235-242
Physical activity is not only beneficial to physical health but also to cognitive functions. In particular, executive functions that are closely related to learning achievement can be improved by acute and recurring physical activity. We examined the effects of a single 30-min physical education program in contrast to a 5-min movement break on working memory, cognitive flexibility, and inhibition of attention and behavioral tendencies of eighty-one 13- to 14-year-old students in grade 7 in Germany. Results indicate that the maintenance of on-task attention in the face of distraction was improved by an aerobic endurance exercise-based physical education program but not by a short aerobic movement break. This suggests that the duration of a school sports program is decisive for improving students' executive attention. 相似文献
42.
Albert Zeyer Katrin Bölsterli Dorothee Brovelli Freia Odermatt 《International Journal of Science Education》2013,35(5):779-802
Sex is considered to be one of the most significant factors influencing attitudes towards science. However, the so-called brain type approach from cognitive science suggests that the difference in motivation to learn science does not primarily differentiate the girls from the boys, but rather the so-called systemisers from the empathizers. The present study investigates this hypothesis by using structural equation modelling on a sex-stratified sample of 500 male and female students of secondary II level. The results show, that the motivation to learn science is directly influenced by the systemizing quotient SQ, but not by sex. The impact of sex on the motivation to learn science, measured by five key concepts, only works indirectly, namely through the influence of sex on the SQ. The empathizing quotient (EQ) has no impact on the motivation to learn science. The SQ explains between 13 and 23 percent of the variation of the five key constructs. In female students, the impact of the SQ is very similar for all key concepts. In male students, it is highest for self-efficacy and lowest for assessment anxiety. The motivation to learn science is significantly larger for male students in all involved SMQ key concepts, but the difference is small. The interpretation of these findings and conclusions for science teaching and further research are discussed. 相似文献
43.
Katrin Obermeit 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):206-230
Student recruitment is an increasingly important topic for universities worldwide. But in order to develop sophisticated recruitment strategies, recruitment officers need to have a clear understanding of how and why students choose colleges. This review compares the German and US research concerning university choice models, choice criteria and information sources prospective students use when exploring their options after school. The paper emphasizes the complexity of the decision-making processes of freshmen and reveals three gaps in the German student recruitment research literature. The development of a German university choice model, an increased application of explorative research methodologies, and the consideration of additional aspects possibly impacting the college choice could help to refine German research approaches. 相似文献
44.
Prof. Dr. Harm Kuper Dipl.-Päd. Katrin Kaufmann 《Zeitschrift für Erziehungswissenschaft》2010,13(1):99-119
In this article participation in job-related informal learning activities is analyzed based on data from the German ‘Berichtssystem Weiterbildung’ 2003, a national monitoring survey of continuing education and training activities in Germany. Job-related informal learning activities are expected to gain in importance; however, rather heterogeneous definitions of such informal learning activities exist. Based on factor analyses we distinguish between four different forms of informal learning activities. The probability of attendance for those distinguished forms of informal learning activities is then estimated comparatively using logistic regression analysis. Socio-demographic and company-related parameters are included as independent variables. The results show diverse influencing factors for the different informal learning activities which underlines the relevance of a distinctive differentiation of job-related informal learning activities. Further, the results indicate that different forms of job-related informal learning activities are determined by specific combinations of both company-related parameters and socio-demographic characteristics which appear to provide different opportunities for job-related informal learning activities. 相似文献
45.
Saskia Kistner Katrin Rakoczy Barbara Otto Charlotte Dignath-van Ewijk Gerhard Büttner Eckhard Klieme 《Metacognition and Learning》2010,5(2):157-171
An implication of the current research on self-regulation is to implement the promotion of self-regulated learning in schools.
Teachers can promote self-regulated learning either directly by teaching learning strategies or indirectly by arranging a
learning environment that enables students to practise self-regulation. This study investigates teachers’ direct and indirect
promotion of self-regulated learning and its relation to the development of students’ performance. Twenty German mathematics
teachers with their overall 538 students (grade 9) were videotaped for a three-lesson unit on the Pythagorean Theorem. Students’
mathematics performance was tested several times before and after the observed lessons. A low-inferent coding system was applied
to assess the teachers’ implicit or explicit instruction of cognitive strategies (e.g., organisation), metacognitive strategies
(e.g., planning), and motivational strategies (e.g., resource management). High-inferent ratings were used to assess features
of the learning environment that foster self-regulation. Results reveal that a great amount of strategy teaching takes place
in an implicit way, whereas explicit strategy teaching and supportive learning environment are rare. The instruction of organisation
strategies and some features of the learning environment (constructivism, transfer) relate positively to students’ performance
development. In contrast to implicit strategy instruction, explicit strategy instruction was associated with a gain in performance.
These results reveal a discrepancy between the usefulness of explicit strategy instruction and its rare occurrence in classrooms. 相似文献
46.
Supporting emerging teacher identities: can we identify teacher potential among students? 总被引：1，自引：1，他引：0
Erika Löfström Katrin Poom‐Valickis Markku S. Hannula Samuel R. Mathews 《欧洲师范教育杂志》2010,33(2):167-184
The research focuses on Estonian university students’ emerging teacher identity and their interest in becoming teachers. Five hundred and sixty‐five first, third and fifth year students participated in the survey. The results suggest that pedagogical reasons for entering teacher education and clear motives for studying are significant indicators of teacher potential. Pedagogical reasons for entering teacher education or the teaching profession and the wish to function as a change agent in the society were related to academic self‐efficacy beliefs and the belief that the teacher expertise is mainly pedagogical in nature. However, at the point in their studies at which the students are able to choose their masters programme and entry into teacher education, their likelihood of choosing teacher education remains low, indicating that there is a need to develop pedagogical content, study counselling and career guidance services to encourage students’ continued interest in and entry to teacher education and the teaching profession. 相似文献
47.
Carmen Zahn Norbert Schaeffeler Katrin Elisabeth Giel Daniel Wessel Ansgar Thiel Stephan Zipfel Friedrich W. Hesse 《Education and Information Technologies》2014,19(3):603-621
Mobile phones and advanced web-based video tools have pushed forward new paradigms for using video in education: Today, students can readily create and broadcast their own digital videos for others and create entirely new patterns of video-based information structures for modern online-communities and multimedia environments. This paradigm shift in video usage can be used for advanced learning about complex topics in higher education, for example, learning about socio-scientific or medical topics. Yet–technology aside–applicable educational concepts using collaborative video creation as a method need to be developed. In the present study, we investigate a specific concept designed to fight obesity stigmatization by developing knowledge using a learning-through-design-approach. We expected that creating videos can actually contribute to a deeper understanding of obesity and to a reduction in stigmatizing attitudes–when compared to a control condition. Dependent measures were based on the students’ video products, obesity-related knowledge and attitudes. The course group assessed their own knowledge on causes of obesity and stigmatization because of obesity higher in the post-test than a control group who read a newspaper article on the topic. A corresponding significant reduction in stigmatizing attitudes was found. In sum, results indicate significant differences between students who produced YouTube videos and a control group of students. The results are interpreted as a confirmation of our initial assumptions and evidence indicating that the program is successfully applicable in higher education. 相似文献
48.
In recent years, firms have increasingly contributed to and been confronted with a patent landscape characterized by numerous but marginal inventions, overlapping claims and patent fences. As a result, firms risk their patent applications to be pre-empted or to be infringed upon by rivals. While both aspects constitute major challenges for the appropriation of returns to inventive activity, extant literature suggests that participation in the market for technology might actually resolve or at least alleviate these problems. In this paper, we investigate the effect of pre-empted and infringed patents on firms’ engagement in in- and cross-licensing. Based on a sample of more than 1100 German manufacturing firms our results show that firms engage in in-licensing as a reaction to pre-empted patents and in cross-licensing if their protected IP was infringed upon. However, these effects vary depending on the fragmentation of technology fields and whether the firm operates in a discrete or complex product industry. 相似文献
49.
Frank Lipowsky Katrin Rakoczy Christine Pauli Barbara Drollinger-Vetter Eckhard Klieme Kurt Reusser 《Learning and Instruction》2009,19(6):527-537
This article presents findings from a German–Swiss video-based classroom study. The research examines how three basic dimensions of instructional quality impact the development of students' understanding of the Pythagorean Theorem. The study sample comprised 19 German and 19 Swiss mathematics classes. A three-lesson introductory unit on the Pythagorean Theorem was videotaped in all classes. Multilevel analyses revealed both classroom management and cognitive activation to have positive effects on mathematics achievement. The results also provide empirical evidence that cognitive activation and a supportive climate moderate the relationship between mathematics-related interest and mathematics achievement. 相似文献
50.
Katrin Hahn 《Research Policy》2019,48(4):923-935
Shareholder value, short-term strategies, quarterly financial reports, and performance-based remuneration are strong indicators of a financial market-oriented company. It is questionable whether innovativeness and sustainable innovation capabilities can be maintained in times of financialization focused on short-term efficiency instead of free space for creativity and learning. Using the example of established German industrial companies, I examined the extent to which financialization and financial market actors steer innovation strategies and practices. In-depth interviews with companies, cluster managers and banks and reviews of financing data do not reveal a direct influence of financial investors on innovation activities. On the contrary, companies’ managements still have the power to decide how much financial control and standardization they allow for their companies’ innovation practices. The pressure on these German companies to innovate comes from their strong market orientation rather than from financialization. 相似文献