Die Bedeutung des pädagogisch-psychologischen Wissens für die Qualität der Klassenführung und den Lernzuwachs der Schüler/innen im Physikunterricht     

Gerlinde Lenske  Wolfgang Wagner  Joachim Wirth  Hubertina Thillmann  Eva Cauet  Sven Liepertz  Detlev Leutner 《Zeitschrift für Erziehungswissenschaft》2016,19(1):211-233

In the present study it was investigated whether the pedagogical knowledge of teachers has an influence on the process quality of physics instruction and on the learning achievement of students as well. Pedagogical knowledge, conceptualized as knowledge about strategies in classroom instruction that is domain-general and relevant for teaching behaviors, was measured using a paper-and-pencil test with two scales: one scale on declarative knowledge, the other on conditional-procedural knowledge (Lenske et al. 2015). As a basic aspect of the process quality of classroom instruction, classroom management was assessed using video ratings of two lessons from each participating teacher. Students’ learning achievement was assessed using standardized domain-specific knowledge tests in a pretest-posttest design. The sample included 34 teachers from higher-track secondary schools and their students (N?=?993). A complex bootstrapping mediation model shows that teachers’ pedagogical knowledge, mediated by their classroom management, has a positive effect on their students’ learning achievement.  相似文献   

The place of structured experience in early cognitive development     

Joachim F. Wohlwill 《Interchange》1970,1(2):13-27

This paper examines the role of structured or programmed experience in early cognitive learning, as embodied in prevalent approaches to the acceleration of such learning and to preschool education. Starting from a brief overview of research on the effects of training on the acquisition of conservation, the argument is presented that this concept is normally acquired as a by-product of the child's activities forming part of his normal, unstructured experience. A research project predicated on this view, and designed to reveal the link between changes in spontaneous measuring and ordering activities and the onset of conservation, is described. In the second part of the paper a pyramidal model of cognitive development is suggested, contrasting the effects of programmed learning, emphasizing vertical transfer at the expense of horizontal, to the opposite effects of unstructured experience. Finally, young children's differential response to structured versus unstructured situations is related to the development of creative behavior, leading to a reinterpretation of the basis for their relatively poor performance on standard measures of such behavior.

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Résumé Cette communication examine le rôle de l'expérience structurée ou programmée sur le premier développement cognitif, incarné dans les approches prédominantes à l'accélération de ce dévelopement et à l'éducation pré-scolaire. A partir d'un récit bref des effects de l'instruction sur l'acquisition de la conservation, on affirme que ce concept est acquis normalement comme dérivé des activités de l'enfant et qu'il fait partie de son expérience normale qui n'est pas structurée. On décrit une enquête basée sur ce point de vue, destinée à révéler le lien entre les changements dans les activités spontanées de la mesure et de la sériation, et la commencement de la conservation. Dans la seconde partie de cet article, on suggère un modèle pyramidal du développement cognitif, en faisantl'opposition entre les effects de l'apprentissage programmé, favorisant le transfer vertical aux dépens du transfer horizontal, et les effets de l'expérience nonstructurée. Enfin, on lie la réponse différentielle de l'enfant aux situations structurées par rapport aux situations non-structurées, au développement du comportement créateur, ce qui mène à une réinterprétation de la base de leur performance relativement pauvre sur les mesures classiques de ce type de comportement.

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Location-based smartphone games in the context of environmental education and education for sustainable development: fostering connectedness to nature with Geogames     

Joachim Schneider  Steffen Schaal 《Environmental Education Research》2018,24(11):1597-1610

Abstract

Geogames are complex location-based games for smartphones and they are part of a critical discussion within the community of environmental education. The aim of the study is to asses if smartphone games are suitable to foster connectedness to nature and if there are differences between a complex Geogame and a less-demanding treasure hunt. For this purpose, two established scales are used in a pre-post-test-design: the inclusion of nature in self (INS) and the disposition to connect to nature (DCN). Furthermore, the game-related enjoyment was controlled. The results reveal a significant increase of the INS for both game formats, with the strongest effect for the former more nature distant subjects. The DCN-scale shows a similar tendency but not a significant gain. Between the game formats, no significant difference is detectable. So, the main effect seems to be the location-based activity in nature guided by smartphones, not the complexity of a Geogame.  相似文献   

CREATIVE WRITING: FOSTERING VERBAL GIFTS IN YOUNG PEOPLE     

Joachim Schopfel 《High Ability Studies》1992,3(1):49-58

In the context of German educational projects for gifted youth, an interdisciplinary model of identification and fostering of verbally gifted adolescents in an out of school course ("creative writing") was developed and carried out at Hamburg University from 1984 to 1990. The present paper offers an introduction to its main objectives and to the identification and selection process, the curriculum and the results of an evaluation, with concluding remarks on redefining the concept of giftedness.

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Selective revealing in open innovation processes: The case of embedded Linux   总被引：3，自引：0，他引：3  

Joachim Henkel 《Research Policy》2006,35(7):953-969

This paper provides a quantitative study (N = 268) of patterns of free revealing of firm-developed innovations within embedded Linux, a type of open source software (OSS). I find that firms, without being obliged to do so, contribute many of their own developments back to public embedded Linux code, eliciting and indeed receiving informal development support from other firms. That is, they perform a part of their product development open to the public—an unthinkable idea for traditionally minded managers. Such openness obviously entails the challenge of protecting one's intellectual property. I find that firms address this issue by revealing selectively. They reveal, on average, about half of the code they have developed, while protecting the other half by various means. Revealing is strongly heterogeneous among firms. Multivariate analysis can partly explain this heterogeneity by firm characteristics and the firm's purpose behind revealing. An analysis of reasons for revealing and of the type of revealed code shows that different types of firms have different rationales for openness. Implications for management are that the conflict between downsides and benefits of openness appears manageable. Provided selective revealing is practiced deliberately, the opportunities of open development dominate.  相似文献   

Passion and motivation for studying: predicting academic engagement and burnout in university students     

Joachim Stoeber  Julian H. Childs  Jennifer A. Hayward  Alexandra R. Feast 《教育心理学》2011,31(4):513-528

Research on the dualistic model of passion has investigated harmonious and obsessive passion in many domains. However, few studies have investigated passion for studying and the role passion for studying plays in student engagement and well‐being. The present study investigated the relationships between harmonious and obsessive passion for studying and academic engagement (vigour, dedication and absorption) and burnout (exhaustion, cynicism and inefficacy) in 105 university students, controlling for the effects of autonomous and controlled motivation. Both harmonious and obsessive passion explained variance in academic engagement and burnout beyond autonomous and controlled motivation: harmonious passion predicted higher dedication and lower cynicism, obsessive passion predicted higher absorption, and both harmonious and obsessive passion predicted higher vigour and lower inefficacy. The findings suggest that passion for studying explains individual differences in students’ academic engagement and burnout beyond autonomous and controlled motivation and thus deserves more attention from educational psychology.  相似文献   

The interplay between individual and collective knowledge: technologies for organisational learning and knowledge building   总被引：1，自引：0，他引：1  

Joachim?KimmerleEmail author  Ulrike?Cress  Christoph?Held 《知识管理研究与实践》2010,8(1):33-44

This article presents a framework model that defines knowledge building as a co-evolution of cognitive and social systems. Our model brings together Nonaka's knowledge-creating theory and Luhmann's systems theory. It is demonstrated how collaborative knowledge building may occur – in an ideal situation – within an organisation, when people interact with each other using shared digital artefacts. For this purpose, three different technologies are introduced as examples: social-tagging systems, pattern-based task-management systems, and wikis. These examples have been chosen to demonstrate that knowledge building can occur with respect to both declarative and procedural knowledge. The differences and similarities between these technologies, as far as their potential for organisational knowledge building is concerned, are discussed in the light of the framework model.  相似文献   

Parallel assessment of nutrition and activity in athletes: validation against doubly labelled water, 24-h urea excretion, and indirect calorimetry     

Koehler K  Braun H  De Marees M  Fusch G  Fusch C  Mester J  Schaenzer W 《Journal of sports sciences》2010,28(13):1435-1449

The assessment of nutrition and activity in athletes requires accurate and precise methods. The aim of this study was to validate a protocol for parallel assessment of diet and exercise against doubly labelled water, 24-h urea excretion, and respiratory gas exchange. The participants were 14 male triathletes under normal training conditions. Energy intake and doubly labelled water were weakly associated with each other (r = 0.69, standard error of estimate [SEE] = 304 kcal x day(-1)). Protein intake was strongly correlated with 24-h urea (r = 0.89) but showed considerable individual variation (SEE = 0.34 g kg(-1) x day(-1)). Total energy expenditure based on recorded activities was highly correlated with doubly labelled water (r = 0.95, SEE = 195 kcal x day(-1)) but was proportionally biased. During running and cycling, estimated exercise energy expenditure was highly correlated with gas exchange (running: r = 0.89, SEE = 1.6 kcal x min(-1); cycling: r = 0.95, SEE = 1.4 kcal x min(-1)). High exercise energy expenditure was slightly underestimated during running. For nutrition data, variations appear too large for precise measurements in individual athletes, which is a common problem of dietary assessment methods. Despite the high correlations of total energy expenditure and exercise energy expenditure with reference methods, a correction for systematic errors is necessary for the valid estimation of energetic requirements in individual athletes.  相似文献   

Book reviews     

George F. Kneller  Renate Nestvogel  Jean-Pierre Jallade  Volker Lenhart  Gabriel Carron  J. R. Liesch  W. D. Wall  Jürgen Schriewer  Dale C. Paul  William J. Platt  Joachim Köhler  T. Neville Postlethwaite  D. La Verne Buckley 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1978,24(1):81-106

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Wie erfolgreich sind Gymnasiasten ohne Gymnasialempfehlung?     

Prof. Dr. Joachim Tiedemann  Prof. Dr. Elfriede Billmann-Mahecha 《Zeitschrift für Erziehungswissenschaft》2010,13(4):649-660

This contribution has the objective of analyzing the school success of pupils, whose parents chose a school with a higher academic profile than recommended by their teachers. On the basis of longitudinal data for a complete transition cohort of 81,811 pupils in Lower Saxony, Germany, we will investigate the link between teachers’ recommendations for school-type at the end of year 4, the parents’ choice of school-type and pupils’ ultimate success. The criterion used here for measuring success is reaching year 7 without repeating a year. 15% of the parents chose a school-type with a higher academic profile than had been recommended. All groups of pupils with conflicting recommendations and eventual choice—whether for the academically-oriented Gymnasium or the more vocationally-oriented Realschule—were generally successful. Overall 12% of the total sample is successfully studying at a school-type of higher academic profile than recommended. These results mean that educational resources are not being fully exploited and educational chances restricted.  相似文献