Lernen im Museum – theoretische Perspektiven und empirische Befunde     

Annette Noschka-Roos  Doris Lewalter 《Zeitschrift für Erziehungswissenschaft》2013,16(3):199-215

In this paper, the authors want to relate the issue of “learning in museums” with “aesthetic education”. The contribution is focused on the voluntary and self-organized learning in museums. The objects and the variety of their presentations in regard to the visitor are analyzed, focusing the polymorphism of learning processes, related to aesthetic experiences. This heterogeneous field is reflected from the perspective of visitor research, museology and educational psychology by reflecting the conceptualization of learning processes, their identification by empirical research and the intersection of the different perspectives. Finally, open questions and perspectives for further research concerning learning in museums are discussed.  相似文献   

Kulturelle und ästhetische Bildung: Einführung in das Themenheft     

Annette Scheunpflug  Manfred Prenzel 《Zeitschrift für Erziehungswissenschaft》2013,16(3):1-5

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Online Media and Political Participation: The Case of Malaysia     

Lars Willnat  W. Joann Wong  Ezhar Tamam  Annette Aw 《Mass Communication and Society》2013,16(4):557-585

This study is based on a survey of 526 adult Malaysians who were interviewed shortly before the 2008 national election about online media use, levels of political participation, and voting intentions. The goal was to document the role of online media in a society that controls political information in traditional media and, in turn, compels citizens to seek alternative news sources online. As predicted, the findings indicated that online media use was positively associated with higher levels of political participation among Malaysian voters. The use of and exposure to social networking sites, political blogs, political online videos, party websites, and political ads on cell phones showed strong associations with political activism. However, the use of political online media did not predict voters’ likelihood of voting.  相似文献   

BOOK REVIEWS     

Annette Accomando 《Community College Journal of Research & Practice》2013,37(6):535-540

This article describes how Virginia responded to employer needs and created a blue print for the establishment of a demand driven workforce-credentialing system. This system serves the needs of job seekers and the competency-certification needs of hiring authorities. This is a true quality of life and economic development movement.  相似文献   

“It Planted the Seeds:” A Retrospective Study of Jewish Family Education's Impact on Families     

Susan Shevitz  Annette Koren 《Journal of Jewish Education》2013,79(3):40-49

Current Theories of Moral Education

If one were to attempt to compare the relationship between modern Hebrew spoken in Israel today to the so-called classical language of the Bible and modern English to its equivalent historical counterpart, the closest (and still not the most accurate) analogy would have to be: Modern Hebrew: Biblical Hebrew is like Modern English: Shakespearian English. In reality, however, the language of Shakespeare is much further removed from contemporary English speakers than the language of the Bible is from speakers of modern Hebrew.  相似文献   

Die Sportwissenschaft findet Eingang in die arabische Welt     

Prof. Dr. Annette R. Hofmann 《Sportwissenschaft》2013,43(1):63-66

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Perceived Competency in Working With LGB Clients: Where Are We Now?     

Stephanie R. Graham  Jamie S. Carney  Annette S. Kluck 《Counselor Education & Supervision》2012,51(1):2-16

Lesbian, gay, and bisexual (LGB) clients use counseling services at higher rates than their heterosexual counterparts, yet current training for counselors may be inadequate. In this online study, 234 graduate counselor education and counseling psychology students completed the Sexual Orientation Counselor Competency Scale ( Bidell, 2005 ) and provided information about their training in working with LGB clients. Participants viewed themselves as more competent on the Awareness and Knowledge subscales than on the Skills subscale. Increased level of training (doctoral vs. master's), number of LGB clients seen in practica, and attendance at LGB‐focused workshops and conferences were associated with increased competence. Implications for programmatic development are discussed.  相似文献   

The Multiple Subfunctions of Attention: Differential Developmental Gateways to Literacy and Numeracy     

Ann Steele  Annette Karmiloff‐Smith  Kim Cornish  Gaia Scerif 《Child development》2012,83(6):2028-2041

Attention is construed as multicomponential, but the roles of its distinct subfunctions in shaping the broader developing cognitive landscape are poorly understood. The current study assessed 3‐ to 6‐year‐olds (N = 83) to: (a) trace developmental trajectories of attentional processes and their structure in early childhood and (b) measure the impact of distinct attention subfunctions on concurrent and longitudinal abilities related to literacy and numeracy. Distinct trajectories across attention measures revealed the emergence of 2 attentional factors, encompassing “executive” and “sustained–selective” processes. Executive attention predicted concurrent abilities across domains at Time 1, whereas sustained–selective attention predicted basic numeracy 1 year later. These concurrent and longitudinal constraints cast a broader light on the unfolding relations between domain‐general and domain‐specific processes over early childhood.  相似文献   

Secondary school students’ perceptions of working life skills in science-related careers     

Anssi Salonen  Anu Hartikainen-Ahia  Jonathan Hense  Annette Scheersoi  Tuula Keinonen 《International Journal of Science Education》2013,35(10):1339-1352

ABSTRACT

School students demonstrate a lack of interest in choosing science studies and science-related careers. To better understand the underlying reasons, this study aims to examine secondary school students’ perceptions of working life skills and how these perceptions relate to the skills of the twenty-first century. The participants in this study were 144 Finnish 7th graders (aged 13–14 years). Using a questionnaire and qualitative content analysis, we examined their perceptions of working life skills in ‘careers in science’ and ‘careers with science’. Results reveal that although students have a great deal of knowledge about working life skills, it is often just stereotyped. Sector-specific knowledge and skills were highlighted in particular but skills related to society, organisation, time and higher order thinking, were often omitted. Results also indicate that students do not associate ‘careers in science’ with creativity, innovation, collaboration or technology and ICT skills. Conversely, according to the students, these careers demand more sector-specific knowledge and responsibility than ‘careers with science’. We conclude that students need more wide-ranging information about scientific careers and the competencies demanded; such information can be acquired by e.g. interacting with professionals and their real working life problems.  相似文献   

Representational Classroom Practices that Contribute to Students’ Conceptual and Representational Understanding of Chemical Bonding     

Annette Hilton  Kim Nichols 《International Journal of Science Education》2013,35(16):2215-2246

Understanding bonding is fundamental to success in chemistry. A number of alternative conceptions related to chemical bonding have been reported in the literature. Research suggests that many alternative conceptions held by chemistry students result from previous teaching; if teachers are explicit in the use of representations and explain their content-specific forms and functions, this might be avoided. The development of an understanding of and ability to use multiple representations is crucial to students’ understanding of chemical bonding. This paper draws on data from a larger study involving two Year 11 chemistry classes (n = 27, n = 22). It explores the contribution of explicit instruction about multiple representations to students’ understanding and representation of chemical bonding. The instructional strategies were documented using audio-recordings and the teacher-researcher’s reflection journal. Pre-test–post-test comparisons showed an improvement in conceptual understanding and representational competence. Analysis of the students’ texts provided further evidence of the students’ ability to use multiple representations to explain macroscopic phenomena on the molecular level. The findings suggest that explicit instruction about representational form and function contributes to the enhancement of representational competence and conceptual understanding of bonding in chemistry. However, the scaffolding strategies employed by the teacher play an important role in the learning process. This research has implications for professional development enhancing teachers’ approaches to these aspects of instruction around chemical bonding.  相似文献