Legitimizing research, technology and innovation policies for transformative change: Combining insights from innovation systems and multi-level perspective in a comprehensive ‘failures’ framework     

K. Matthias Weber  Harald Rohracher 《Research Policy》2012,41(6):1037-1047

The recent policy debates about orientating research, technology and innovation policy towards societal challenges, rather than economic growth objectives only, call for new lines of argumentation to systematically legitimize policy interventions. While the multi-level perspective on long-term transitions has attracted quite some interest over the past years as a framework for dealing with long-term processes of transformative change, but the innovation systems approach is still the dominant perspective for devising innovation policy. Innovation systems approaches stress the importance of improving innovation capabilities of firms and the institutional settings to support them, but they are less suited for dealing with the strategic challenges of transforming systems of innovation, production and consumption, and thus with long-term challenges such as climate change or resource depletion. It is therefore suggested to consider insights from transition studies more prominently in a policy framework that is based on the innovation systems approach and the associated notion of ‘failures’. We propose a comprehensive framework that allows legitimizing and devising policies for transformative change that draws on a combination of market failures, structural system failures and transformational system failures.  相似文献   

Sila-substitution — a useful strategy for drug design?     

Reinhold Tacke Dipl.-Chem. Dr. rer. nat. habil.  Harald Zilch Dipl.-Chem. Dr. rer. nat. 《Endeavour》1986,10(4)

Sila-substitution (C/Si-exchange) of drugs is one of the approaches currently used in the search for new biologically active organosilicon compounds. Replacement of specific carbon atoms in drugs by silicon results in changes in chemical and physicochemical properties as well as in the structure. As a consequence, the biological properties, such as pharmacological potency and selectivity and toxicity, may be influenced. Systematic sila-substitution seems to be a useful and efficient strategy in drug design and should be regarded as a complementary tool for the development of new drugs.  相似文献   

Learned Helplessness and Psychological Adjustment: Effects of age,gender and academic achievement     

Harald Valås 《Scandinavian Journal of Educational Research》2013,57(1):71-90

The present study deals with relations between academic achievement, learned helplessness and psychological adjustment (self-esteem and depression), controlled for gender and age. A preliminary study was conducted to test the direction of the relationship between learned helplessness, assessed by the teacher, and own expectation about academic achievement. The sample consisted of 1580 students with data collected in grades 3 and 4, 6 and 7 and 8 and 9. The relation between these two variables was reciprocal, with the strongest effect between helplessness and expectations. Hypotheses concerning the relations between achievement, helplessness and psychological adjustment were tested by means of a cross-sectional sample consisting of 1575 students in grades 4, 7 and 9. The analyses of structural equation models showed that academic achievement was directly and indirectly related to the pattern of attributions, expectations, helplessness and psychological adjustment. Moreover, helplessness and academic expectations were significantly related to psychological adjustment. The results also clearly found that boys showed more helpless behaviour, as assessed by the teacher, than did girls, while, on the other hand, girls reported more psychological maladjustment. Some practical implications of the findings are reported at the end of the paper.  相似文献   

Task Involvement and Ego Involvement: relations with academic achievement,academic self‐concept and self‐esteem     

Einar M. Skaalvik  Harald Valåns  Olav Sletta 《Scandinavian Journal of Educational Research》2013,57(3-4):231-243

Relations between academic achievement, self‐perceptions, task involvement and defensive ego involvement (self‐presentation concerns) were explored among 349 sixth grade and 350 ninth grade Norwegian students. Task involvement was defined as general interest in working with school subjects, whereas defensive ego involvement was defined as students’ preoccupation with the impression they make on their classmates emphasizing the concern of not looking stupid. The results showed that task involvement and defensive ego involvement are independent but correlated motivational states. The concepts are negatively, but weakly correlated and are affected by different processes. Task involvement was affected directly by academic self‐concept, whereas defensive ego involvement was strongly associated with self‐esteem and was affected indirectly by academic self‐concept through self‐esteem.  相似文献   

Predicting early center care utilization in a context of universal access     

Henrik Daae Zachrisson  Harald Janson  Ane Nærde 《Early childhood research quarterly》2013

This paper reports predictors for center care utilization prior to 18 months of age in Norway, a country with a welfare system providing up to one-year paid parental leave and universal access to subsidized and publicly regulated center care. A community sample of 1103 families was interviewed about demographics, family, and child characteristics when their child was 6 months old, and the child's entry into center care prior to 18 months of age was recorded. Utilization rate was 72.2%. Parents’ preference that their child entered center care prior to 18 months of age was the strongest predictor of utilization. Nonwestern immigrant status and lower socio-economic status predicted lower utilization. Age of entry was higher for children in two-parent families. Mother's severe health problems, parents’ preferences for entry prior to 18 months, and high child activity levels predicted earlier entry. Our findings suggest that in a context of universally accessible subsidized center care, family and child factors beyond preferences for center care predicted utilization only to a very limited extent.  相似文献   

On the Roots of Difficulties in Learning about Cell Division: Process‐based analysis of students’ conceptual development in teaching experiments     

Tanja Riemeier  Harald Gropengießer 《International Journal of Science Education》2013,35(7):923-939

Empirical investigations on students’ conceptions of cell biology indicate major misunderstandings of scientific concepts even after thorough teaching. Therefore, the main aim of our research project was to investigate students’ difficulties in learning this topic and to study the impact of learning activities on students’ conceptions. Using the Model of Educational Reconstruction, a four‐phase design was carried out. Firstly, there was the clarification of science subject matter. Secondly, students’ conceptions were investigated, and finally, the learning activities were designed. An evaluation of these learning activities was carried out using five teaching experiments, each with three 9^th grade students (15–16 years, Grammar school). Interpretation of students’ “pathways of thinking” and their conceptual change during instruction was framed theoretically by experiential realism. Theoretical framework, methods and outcomes of the study may contribute to a deeper understanding of students’ ways of thinking in the field of cell biology and reveal the process of conceptual development by using well planned learning activities.  相似文献   

Development and Validation of a Test Instrument for the Assessment of Basic Motor Competencies in Primary School     

Christian Herrmann  Erin Gerlach  Harald Seelig 《Measurement in physical education and exercise science》2013,17(2):80-90

A central aim of Physical Education (PE) is the promotion of basic motor competencies (“Motorische Basiskompetenzen” [MOBAK]). These are the necessary prerequisites for developing a physically active lifestyle. Valid test instruments are needed for the evaluation of the effect of PE. For this purpose, we developed a test instrument for the assessment of basic motor competencies in first graders. We empirically investigated the construct validity of this MOBAK test instrument in a study (N = 317, M = 7.0 years, girls: n = 173, boys: n = 144). The exploratory factor analysis shows a two factorial structure (locomotion, object control), which is confirmed in a confirmatory factor analysis (CFI = .96, RMSEA = .036, WRMR = .65). In subsequent analyses, we were able to demonstrate that the calculation of a factor sum value for each factor is statistically valid, the factorial structure is the same for boys and girls (χ² [6] = 6.95, p = .33), and no differential item functioning exists. The MOBAK test instrument is sufficient for the test-theoretical requirements and is thus suitable for the evaluation of the effect of PE.  相似文献   

A social skills intervention programme for kindergarten children at risk of developing behavioural problems     

Annlaug Flem  Ragnar Thygesen  Harald Valås  Elin Magnes 《欧洲特需教育杂志》2013,28(2):208-215

ABSTRACT

A programme for training social skills to a group of 6‐year‐old children was developed and evaluated. The group consisted of eight children, four boys and four girls; three of these were considered to be at risk of developing emotional and behavioural problems. The targeted skills were supporting, cooperating, establishing social contacts, participating, reducing aggression and handling conflict situations. The theoretical framework underlying the social skills intervention programme was based on cognitive‐social learning theory and scaffolding. The programme consisted of nine, 30‐35 minute, training sessions which were presented over a one and a half month period. Pretest/posttest assessment indicated that the intervention programme was effective in increasing some positive and reducing some negative behaviours. The sociometric assessment, however, showed few changes from pre‐training to posttraining.  相似文献   

Understanding Starts in the Mesocosm: Conceptual metaphor as a framework for external representations in science teaching     

Kai Niebert  Harald Gropengiesser 《International Journal of Science Education》2015,37(5-6):903-933

In recent years, researchers have become aware of the experiential grounding of scientific thought. Accordingly, research has shown that metaphorical mappings between experience-based source domains and abstract target domains are omnipresent in everyday and scientific language. The theory of conceptual metaphor explains these findings based on the assumption that understanding is embodied. Embodied understanding arises from recurrent bodily and social experience with our environment. As our perception is adapted to a medium-scale dimension, our embodied conceptions originate from this mesocosmic scale. With respect to this epistemological principle, we distinguish between micro-, meso- and macrocosmic phenomena. We use these insights to analyse how external representations of phenomena in the micro- and macrocosm can foster learning when they (a) address the students’ learning demand by affording a mesocosmic experience or (b) assist reflection on embodied conceptions by representing their image schematic structure. We base our considerations on empirical evidence from teaching experiments on phenomena from the microcosm (microbial growth and signal conduction in neurons) and the macrocosm (greenhouse effect and carbon cycle). We discuss how the theory of conceptual metaphor can inform the development of external representations.  相似文献   

The Teaching of English as a Second Language in Primary Schools     

Harald Gutschow 《Educational Media International》2013,50(4):40-43

For the last few years projects of foreign language instruction in primary schools have been planned and carried out by a growing number of school authorities. It would be wrong to maintain that such schemes are a completely new feature of primary education. ‘If we include … the older practices in private schools and the accepted practices in the developing countries of Africa and Asia, we will find that the teaching at the primary level is far more widespread than is commonly believed and it is ‘experimental’ only in the public educational systems of those countries in which the second-language start in the secondary school has been the rule.’¹ Countries where a lingua franca is needed, bilingual areas, and smaller linguistic communities, are quite naturally expected to adopt a policy of early language learning. What is new in this context and particularly with regard to countries like Britain, France, Germany, or the United States, is the shift in emphasis which gives priority to the educational aspect and at the same time stresses the need to develop more effective methods of instruction. At any rate, this is the impression the reader gets from H. H. Stern's reports on the Hamburg conferences organized by the UNESCO Institute for Education in 1962 and 1966. In countries of a multilingual or bilingual type the motivational force of the surroundings, in which language learning takes place, is so strong that less refined techniques of teaching may still have certain chances of success. But this does not apply to the second group. It is easier to persuade pupils to tackle a second language and to keep them going, if their daily experience convinces them of the immediate surrender value of the matter learned, than to introduce such a language into an educational environment where the teachers cannot rely to that extent on advantages easily demonstrated in the community's life. Thus ways and means must be found to overcome the obstacles inherent in the learing situation, and there is no doubt that schools all over the world will profit from such progress in methodology. Therefore it is not lack of enthusiasm or the traditionalists horror of innovations, but a sober assessment of the present state of research when, for instance, the Plowden Report says with reference to the Leeds project; ‘for this, and other reasons, we hope that the experimental nature of the project will be recognized and that no attempt will be made to press further the teaching of second language in primary schools until the results of the experiment can be fully assessed.’²  相似文献