The impact of system specifics on systems thinking     

Sophia Mambrey  Justin Timm  Jana Julia Landskron  Philipp Schmiemann 《科学教学研究杂志》2020,57(10):1632-1651

Present and future social and ecological challenges are complex both to understand and to attempt to solve. To comprehend the complex systems underlying these issues, students need systems thinking skills. However, in science education, a uniform delineation of systems thinking across contexts has yet to be established. While there seems to be consensus on a number of key skills from a theoretical perspective, it remains uncertain whether it is possible to distinguish levels of systems thinking, and if so, how they would be determined. In this study, we investigated the impact of the specifics of a system on the skills and levels of systems thinking. We administered a 36-item multiple-choice test to 196 Grade 5 and 6 students. For our analysis, we followed a quantitative approach, applying a systems thinking model that incorporates the latest insights on the levels and skills of systems thinking in geography to the context of ecology. By following an Item Response Theory approach, we confirmed a set of systems thinking skills that are necessary to understand complex systems in ecology: identifying system organization, analyzing system behavior, and system modeling. We examined whether individual skill levels can be distinguished to determine whether a system's general principle or system-specific features cause difficulty for students. Our results indicate that system specifics, such as type of relation within ecosystems (e.g., predator–prey), appear to determine the formation of levels. Students struggled most with the difference between basic, direct cause-and-effect relationships and indirect effects. Once they understood the relevance of indirect relationships in moderately complex systems, a further increase in complexity caused little additional difficulty. Accordingly, we suggest that systems thinking should be examined from a variety of perspectives. To promote interdisciplinary learning, a systems thinking model that defines key commonalities across fields while leaving space for system specifics is needed.  相似文献   

Some scientific views to the Franklin Institute on the eighteenth of May 1932     

Philipp Lenard 《Journal of The Franklin Institute》1932,214(3):257-263

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REPORT OF AN INVESTIGATION OF THE RELIGIOUS EDUCATION ASSOCIATION     

Philipp Klutz 《Religious education (Chicago, Ill.)》2013,108(2):230-238

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‘Efficiency’ and ‘Vocationalism’ as Structuring Principles of Industrial Education in the USA     

Philipp Gonon 《Vocations and Learning》2009,2(2):75-86

The aim of this paper, based on a comparative viewpoint from an European outsider perspective, is to present a brief historical reconstruction of the pedagogical and educational political discussion about education for the industrial sector in America. The discussion was triggered by the emerging idea that one of the principal tasks of education should be to prepare youth most effectively for their upcoming work life. It followed that the constitution and role of the American schools to achieve this purpose were widely debated early in the twentieth century by eminent pedagogues. Some of these pedagogues argued for an American education system that also developed vocational abilities and skills, whereas others favoured only the development of general knowledge. During the course of this dispute, across the first half of the twentieth century, other key issues were brought forward such as whether this much vaunted vocational education should be enacted in comprehensive schools or whether other kinds of schools should be established for these purposes. Furthermore, another model that resembled the German vocational system was also proposed through this period. However, ultimately and unlike in Germany, a dual model of vocational education and training characterised by an interlocking of school-based instruction and workplace training has not managed to establish itself as a discrete educational sector in America. Currently, education for industry is provided mainly in schools and tends to be oriented towards the criteria of efficiency and vocationalism.

Philipp GononEmail:

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Philipp Gonon   was born on October 15th in Flensburg (Germany). Since 2004, he holds the chair of VET and Teacher Training at the University of Zurich (Switzerland). His exploratory focus are International and comparative approach to VET and Further Education, Philosophy and History of (Vocational) Education and Quality assurance and Evaluation.  相似文献   

The impact of organizational capacity on voluntary engagement in sports clubs: A multi-level analysis     

Philipp Swierzy  Pamela Wicker  Christoph Breuer 《Sport Management Review》2018,21(3):307-320

As volunteerism occurs in an organizational context, both individual factors and organizational characteristics affect (potential) volunteers in sports clubs. Whereas a number of researchers have studied individual-level determinants, knowledge on the role of organizational-level factors is limited. Based on the concept of organizational capacity, in the present study, the authors investigate whether and how human resources, financial, and structural capacities of sports clubs influence individual voluntary engagement. Using data from German football and track and field clubs (n = 296) and their members (n = 1222), the effects of organizational capacity on voluntary engagement within two subsamples, adult members and parents of underage members, are examined. The results of multi-level mixed effects regression analyses show that all capacity dimensions are significantly associated with voluntary engagement of both adult members and parents of underage members. A larger number of members and a greater share of volunteers reduce the amount of time a volunteer devotes to voluntary work; adult members are less likely to volunteer when their club has a balanced budget; and strategic planning increases the likelihood of individuals to volunteer informally. Overall, the results support the notion that the organizational context is more relevant to volunteering of adult members than individual characteristics and equally relevant to parents of underage members. Managerial implications to facilitate volunteering, such as shifting club goals towards youth development and sports for all provision, are discussed.  相似文献   

X-ray computed tomography for non-destructive analysis of early Medieval swords     

Jörg Stelzner  Florian Gauß  Philipp Schuetz 《文物保护研究》2016,61(2):86-101

The analysis of early Medieval swords is of great significance due to the eminent position of the find category in the study of the early Medieval period. X-ray computed tomography is a non-destructive analytical method permitting the collection of data that otherwise could only be gathered with considerable effort and much damage to the object. Beyond the usual morphological and dimensional parameters, the method allows for the fast and accurate gathering of knowledge about the construction and manufacturing processes of sword blades and can also be applied to block-lifted swords. Preservation condition and related artifacts caused by beam hardening may be limiting factors; however, in most instances interpretation of the data remains possible.  相似文献   

You cannot do this alone! Increasing task interdependence in cooperative educational videogames to encourage collaboration     

Steve Nebel  Sascha Schneider  Maik Beege  Franziska Kolda  Valerie Mackiewicz  Günter Daniel Rey 《Educational technology research and development : ETR & D》2017,65(4):993-1014

Complex, multimedia software such as educational videogames offer a wide range of elements to modify learner behavior. The adjustment of such software might support learning, especially in complex settings like collaborative or cooperative scenarios. Coming from a theoretical background of educational psychology, our experiment seeks to implement the “jigsaw strategy” within educational videogames. We conducted an experiment with sixty participants to compare conditions with or without increased task interdependence through the jigsaw strategy (i.e., the distribution of game elements and essential information). The participants had to rebuild a house from the 1894 novel Effi Briest within an adjusted version of the “sandbox” game Minecraft. The results show increased play performance, and learning outcomes with increased task interdependence. We conducted mediator and moderator analysis, which revealed a strong impact of play performance on learning outcomes. Additional analyses of mental effort, cognitive load, and efficiency allowed for deep insights into the playing and learning process. These insights enrich current theories about collaboration, mental strain, and the working memory effect and highlight the applicability of collaborative mechanics within educational videogames.  相似文献   

Doing it for them: corporatism and apprentice activism in Switzerland, 1880–1950     

Philipp Eigenmann  Michael Geiss 《History of education》2016,45(5):570-586

In the history of vocational education and training, apprentices seldom feature as actors. They are also rarely mentioned among those affected by economic conditions and political measures. Studies of England and Scotland have shown that, over a period of decades, there was a widespread apprentice movement during the twentieth century. So far, studies of German-speaking areas have barely registered this and have solely concentrated on apprentice protests in the 1960s and 1970s. The present article addresses this desideratum, investigating the form and content of how apprentices articulated their interests in Switzerland between 1880 and 1950. The main reason why Switzerland never experienced major sustained apprentice protests was because of its corporatist organisation of vocational education policy. This policy meant that there was no space available for independent forms of protest as charitable organisations, industrial and occupational associations, trade unions and state agencies assumed the task of articulating the interests of apprentices.  相似文献   

The choose-short effect in pigeon memory for stimulus duration: Subjective shortening versus coding models     

Philipp J. Kraemer  Dwight S. Mazmanian  William A. Roberts 《Learning & behavior》1985,13(4):349-354

A symbolic delayed matching procedure may be used to study memory for stimulus duration in pigeons. Short and long presentations of a light sample stimulus are mapped onto the choke of visually differentiated comparison keys. When delay is varied in such a symbolic delayed matching procedure, pigeons show increasing preference for the short-sample key as the delay becomes longer (choose-short effect), even after a long sample stimulus has been presented. Two theoretical explanations of the choose-short effect are suggested. A subjective shortening model holds that the choose-short effect arises from progressive shortening of the memory of stimulus duration as the delay proceeds. An alternative coding model suggests that the choose-short effect arises from stimulus generalization after an initial response instruction to peck the long-sample key has been forgotten. These two models were tested by training pigeons to peck a third comparison key after no sample stimulus had been presented. Shifts in key preferences over delays ranging from 0 to 21 sec clearly supported the coding model.  相似文献   

Short-term memory for visual and auditory stimuli in pigeons     

Philipp J. Kraemer  William A. Roberts 《Learning & behavior》1984,12(3):275-284

Separate groups of pigeons were trained to perform symbolic delayed matching to sample with auditory and visual sample stimuli. For animals in the auditory group, ambient tones that varied in frequency served as sample stimuli; for animals in the visual group, ambient red and green lights served as sample stimuli. In both cases, the sample stimuli were mapped onto the yellow and blue comparison stimuli presented on left and right pecking keys. In Experiments 1 and 2, it was found that visual and auditory delayed matching were affected in the same ways by several temporal variables: delay, length of exposure to the sample stimulus, and intertrial interval. In Experiments 3, 4A, and 4B, a houselight presented during the delay interval strongly interfered with retention in both visual and auditory groups, but white noise presented during the delay had little effect in either group. These results seem to be more in line with a prospective memory model, in which visual and auditory sample stimuli are coded into the same instructional memories, than with a model based on concepts of retrospective memory and modality specificity.  相似文献