Mehr Markt oder mehr Staat oder beides in der Weiterbildung?     

Bernhard Nagel 《Zeitschrift für Erziehungswissenschaft》2002,5(2):241-260

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Historisches Wörterbuch der Pädagokik     

PD Dr. Jens Brachmann 《Zeitschrift für Erziehungswissenschaft》2006,9(2):277-283

Ohne Zusammenfassung  相似文献   

Soziale Ungleichheiten im Sport     

Michael Nagel  Christoph Breuer 《Sportwissenschaft》2004,34(2):236-239

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Dealing with complex and ill-structured problems: results of a Plan-Do-Check-Act experiment in a business engineering semester     

Jens Ove Riis  Poul Israelsen  Poul Kyvsgaard Hansen  John Johansen  Jochen Deuse 《European Journal of Engineering Education》2017,42(4):396-412

Challenged by increased globalisation and fast technological development, we carried out an experiment in the third semester of a global business engineering programme aimed at identifying conditions for training student in dealing with complex and ill-structured problems of forming a new business. As this includes a fuzzy front end, learning cannot be measured in traditional, quantitative terms; therefore, we have explored the use of reflection to convert tacit knowledge to explicit knowledge. The experiment adopted a Plan-Do-Check-Act approach and concluded with developing a plan for new learning initiatives in the subsequent year’s semester. The findings conclude that (1) problem-based learning develops more competencies than ordinarily measured at the examination, especially, the social/communication and personal competencies are developed; (2) students are capable of dealing with a complex and ambiguous problem, if properly guided. Four conditions were identified; (3) most students are not conscious of their learning, but are able to reflect if properly encouraged; and (4) improving engineering education should be considered as an organisational learning process.  相似文献   

Soziale Konstruktion von Leistung im Unterricht     

Uwe Gellert  Anna-Marietha Hümmer 《Zeitschrift für Erziehungswissenschaft》2008,11(2):288-311

Zusammenfassung  Die Unterschiede in den fachlichen Leistungen von Schülern werden gew?hnlich auf unterschiedliche kognitive Dispositionen, moderiert durch eine je verschieden stark ausgepr?gte Leistungsmotivation, zurückgeführt. Aus mikrosoziologischer Sicht hingegen stellen Leistungsunterschiede (inter-)subjektive Konstruktionen dar. Diesen Konstruktionen und den Mechanismen ihrer Produktion wird im Beitrag nachgegangen. Dazu beziehen wir uns auf die von Bernstein (1990, 1996) ausgebreitete bildungssoziologische Theorie regulativer Prinzipien und analysieren interpretativ Passagen aus dem Mathematikunterricht am Beginn des fünften Schuljahrs. Im mikrosoziologischen Analysefokus steht, ob und wie der Lehrer den Schülern verdeutlicht, was es zu beherrschen gilt, um im Unterricht als leistungsstark zu gelten. Wir stellen dar, in welcher Weise Leistungserwartungen im Unterricht nicht allein auf fachbezogene kognitive F?higkeiten bezogen werden, woraus wir folgern, dass die Explizierung von Leistungsdisparit?ten im Prozess der Codierung und Decodierung von (auch fachbezogener) Verhaltenserwartung vollzogen wird.

Anna-Marietha HümmerEmail:

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An innovative plant genomics and gene annotation program for high school, community college, and university faculty          下载免费PDF全文

Hacisalihoglu G  Hilgert U  Nash EB  Micklos DA 《CBE life sciences education》2008,7(3):310-316

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Employment and Achievement: Mothers' Work Involvement in Relation to Children's Achievement Behaviors and Mothers' Parenting Behaviors     

Wendy A. Goldberg  Ellen Greenberger  Stacy K. Nagel 《Child development》1996,67(4):1512-1527

Mothers' total weekly work hours and psychological work involvement were examined in relation to children's achievement behaviors and mothers' parenting. 105 middle-class children ( M = 6 years old) and their mothers (both employed and not employed) participated in this study. Data were collected from lab observations, teacher ratings, and parent surveys. Findings of interest include. (1) for the full sample, higher weekly work hours were associated with poorer teacher ratings of children's grades, school work habits, and aspects of personality conducive to achievement: (2) within the employed sample, as mothers' weekly hours of work increased, daughters' grades were higher but sons' grades, work habits, and ego control were poorer, and (3) mothers' psychological motivation to work related to mothers' support of children's achievement and girls' stronger achievement motivation. The study findings point to the utility of including multiple measures of work involvement and children's achievement-related behaviors.  相似文献   

Using and rejecting peer feedback in the science classroom: a study of students’ negotiations on how to use peer feedback when designing experiments     

Jens Anker-Hansen  Maria Andrée 《Research in Science & Technological Education》2019,37(3):346-365

Background: Research on peer assessment has noted ambiguity among students in using peer assessment for improving their work. Previous research has explained this in terms of deficits in the student feedback, or differences in student views of what counts as high-quality work.

Purpose: This study frames peer assessment as a social process in the science classroom. The aim is to explore peer assessment in science education as social practice in order to contribute to an understanding of the affordances and constraints of using peer assessment as a learning tool in science education.

Design and Method: The study was conducted in four lower secondary school classes, school years 8 and 9, in two different schools. An intervention study was designed focussing on the topic of experimental design. It involved the students in a process of peer assessment where they designed experiments individually, and then exchanged their designs, conducted each other’s experiments, provided feedback to each other and revised their original design after discussing the feedback in groups. Data were collected in the form of audio recordings of student discussions and written work.

Results: The results show that, although not all peer feedback resulted in revisions, peer feedback was useful to the students in group interaction when negotiating quality in their work.

Conclusions: To conclude, the potential for using peer assessment in science education should not only be evaluated through the students’ revisions but also in terms of in what ways the feedback constitutes interactional resources for defining quality in student work.  相似文献   

Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab     

de Jong  Ton  Gillet  Denis  Rodríguez-Triana  María Jesús  Hovardas  Tasos  Dikke  Diana  Doran  Rosa  Dziabenko  Olga  Koslowsky  Jens  Korventausta  Miikka  Law  Effie  Pedaste  Margus  Tasiopoulou  Evita  Vidal  Gérard  Zacharia  Zacharias C. 《Educational technology research and development : ETR & D》2021,69(2):417-444

Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers can combine these online laboratories with multimedia material and learning apps, which are small applications that support learners in their inquiry learning process. The Go-Lab ecosystem offers teachers ready–made structures, such as a standard inquiry cycle, alternative scenarios or complete ILSs that can be used as they are, but it also allows teachers to configure these structures to create personalized ILSs. For this article, we analyzed data on the design process and structure of 2414 ILSs that were (co)created by teachers and that our usage data suggest have been used in classrooms. Our data show that teachers prefer to start their design from empty templates instead of more domain–related elements, that the makeup of the design team (a single teacher, a group of collaborating teachers, or a mix of teachers and project members) influences key design process characteristics such as time spent designing the ILS and number of actions involved, that the characteristics of the resulting ILSs also depend on the type of design team and that ILSs that are openly shared (i.e., published in a public repository) have different characteristics than those that are kept private.

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The roles of Mesopotamian bronze age mathematics tool for state formation and administration – carrier of teachers’ professional intellectual autonomy     

Jens Høyrup 《Educational Studies in Mathematics》2007,66(2):257-271

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