Adapting tests of sign language assessment for other sign languages--a review of linguistic, cultural, and psychometric problems     

Haug T  Mann W 《Journal of deaf studies and deaf education》2008,13(1):138-147

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Akute infektiöse Diarrhoe     

Gertrude Seiberl  Elisabeth Bischof  Christoph Wenisch 《Wiener klinische Wochenschrift Education》2006,1(3):137-152

Ohne Zusammenfassung  相似文献   

Enabling, facilitating, and inhibiting effects of animations in multimedia learning: Why reduction of cognitive load can have negative results on learning   总被引：3，自引：0，他引：3  

Wolfgang Schnotz  Thorsten Rasch 《Educational technology research and development : ETR & D》2005,53(3):47-58

New technologies allow the display of text, static visuals, and animations. Although animations are inherently attractive, they are not always beneficial for learning. Problems may arise especially when animations modify the learner's cognitive load in an unintended way. In two learning experiments with 40 and 26 university students, the effects of animated pictures on knowledge acquisition were investigated. Some pictures displayed visual simulations of changes over time, whereas other pictures could be manipulated by learners to represent different states in time. Results showed that manipulation pictures had an enabling function for individuals with high learning prerequisites, whereas simulation pictures had a facilitating function for individuals with low learning prerequisites. However, the facilitating function was not beneficial for learning, because learners were prevented from performing relevant cognitive processes on their own. A careful analysis of the interrelation between different kinds of cognitive load and the process of learning is therefore required.  相似文献   

Commentary: Towards an Integrated View of Learning from Text and Visual Displays   总被引：1，自引：0，他引：1  

Wolfgang Schnotz 《Educational Psychology Review》2002,14(1):101-120

Visuo-spatial text adjuncts such as static or animated pictures, geographic maps, thematic maps, graphs, and knowledge maps that have been analyzed in the articles contained in this special issue provide complex pictorial information that complements the verbal information of texts. These spatial text adjuncts are considered as depictive representations that can support communication, thinking, and learning. An essential precondition of this supportive function is that the visuo-spatial displays interact appropriately with human visual perception and the individual's cognitive system, which is characterized by prior knowledge, cognitive abilities, and learning skills. Accordingly, effective learning with visuo-spatial text adjuncts can be fostered by instructional design and by adequate processing strategies, both dependent on sufficient understanding of how the human cognitive system interacts with these displays. Perspectives for further research in this area are provided.  相似文献   

Kulturell-ästhetische Medienbildung 2.0     

Wolfgang Zacharias 《Zeitschrift für Erziehungswissenschaft》2013,16(3):273-296

The conditions for growing up in the context of formation and education, socialization and formal, non-formal, and informal learning have distinctively changed since 2000 due to digital and convergent mediality. Parallel to the expansion of all analog and digital media, and the permanent and ubiquitary presence of data, information, pictures, sounds, and texts, the aesthetical and cultural-artistic receives a new and enhanced relevance: Participatory Web 2.0 communication, new social networks, and individual approaches to media scope for design are always based on perception. One could speak of an “aesthetical imperative” of all media communication, receptive and productive. Cultural-aesthetic media education connects and focalizes these dimensions ranging from real lived-in worlds to virtual media worlds to a unity, which also includes senses and arts, in a balancing interplay. In the light of aesthetical learning in the information age of a network society, performation, transformation, participation, and interaction become educationally relevant pragmatic orientations to the benefit of an art of living 2.0. With this, a new and particular challenge arises, corresponding with the complementary and revalidating need of bodily-spatial aesthetic and, pointed, arts and culture pedagogical goal orientation and pedagogically produced offers of experience and action.  相似文献   

Cognitively demanding learning materials with texts and instructional pictures: teachers’ diagnostic skills, pedagogical beliefs and motivation     

Nele McElvany  Sascha Schroeder  Jürgen Baumert  Wolfgang Schnotz  Holger Horz  Mark Ullrich 《European Journal of Psychology of Education - EJPE》2012,27(3):403-420

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University as vocational education: working‐class students’ expectations for university     

Wolfgang Lehmann 《British Journal of Sociology of Education》2009,30(2):137-149

Labor market conditions, a pervasive public discourse about the benefits of higher education, and parental hopes push many young working‐class people into university. The institutional culture and demands of university, however, often remain elusive and fraught with uncertainty. In this paper, I draw on qualitative interviews with first‐generation, working‐class students at a Canadian university to analyze the ways in which these students discuss their reasons to attend and their expectations for university, and the implications of their attitudes for their future success at university. Analysis of the interview data shows how the relatively high and risky investment of working‐class youth in education leads to strong utilitarian and vocational orientations toward university. Although a narrow focus on the career potential of university is generally perceived as problematic, I argue that it may also help working‐class students in their transition to university. Nonetheless, a critical educational process is necessary that not only helps working‐class students achieve their educational and occupational goals, but also understand their unique status in a social institution that they entered as outsiders.  相似文献   

Assessing quality characteristics of center-based early childhood environments in Germany and Portugal: A cross-national study     

Wolfgang Tietze  Joaquim Bairrão  Teresa Barreiros Leal  Hans-Guenther Rossbach 《European Journal of Psychology of Education - EJPE》1998,13(2):283-298

Based on the knowledge that direct assessment of the quality of early childhood educational environments is becoming more and more important, this article deals with a coordinated adaptation of the Early Childhood Environment Rating Scale (ECERS) in Germany and Portugal. The ECERS, developed by Harms and Clifford (1980), is a complex rating scale, comprising 37 items, which is implemented to assess major quality characteristics of early childhood classrooms and has been used quite extensively in the US as well as in other countries. In this article we describe how the scale was adapted and we report selected results of a jointly coordinated comparative study on a sample of 103 early childhood classrooms in Germany and 88 in Portugal. The classrooms were classified according to three different types in each country. In particular, we report the item characteristics of the adapted versions, reliabilities and intercorrelations of the total scale and the apriori-subscales, and results of factor analyses. A one-way ANOVA indicates group differences between the six types of classrooms which can be meaningfully interpreted.  相似文献   

Formale Methoden für sicherheitskritische Software – Der KIV-Ansatz     

Wolfgang Reif 《Informatik - Forschung und Entwicklung》1999,14(4):193-202

Zusammenfassung. Im Spektrum der qualit?tssichernden Ma?nahmen im Software-Entwurf geh?ren formale Spezifikations- und Verifikationsmethoden heute zweifellos zu den st?rksten Waffen in puncto Fehlererkennung und Nachweis von Korrektheitseigenschaften. Mit zunehmender Wirtschaftlichkeit formaler Methoden und in Kombination mit klassischen Techniken der Qualit?tssicherung ergeben sich dadurch neue, weitreichende M?glichkeiten. Die Wirksamkeit formaler Methoden beruht im wesentlichen auf der Mathematisierung von Teilen der Software-Entwicklung und dem damit verbundenen Zwang zur Pr?zision. Auf dieser Basis k?nnen Fehler entdeckt, Korrektheits- und Sicherheitseigenschaften nachgewiesen und die Auswirkungen von System?nderungen formal analysiert werden. Diese Methoden eignen sich besonders für Anwendungen, an die traditionell h?chste Zuverl?ssigkeits- und Qualit?tsanforderungen gestellt werden. Dieser Artikel gibt einen überblicküber verschiedene Einsatzm?glichkeiten formaler Spezifikations- und Verifikationsmethoden und stellt das KIV System vor, ein fortgeschrittenes Werkzeug zur Anwendung formaler Methoden. Am Beispiel von KIV wird der aktuelle Leistungsstand und die Wirtschaftlichkeit der Technologie erl?utert. Eingegangen am 2. Februar 1999 / Angenommen am 10. Juli 1999  相似文献   

Weltoffenes Pädagogisches Denken     

Wolfgang Brezinka 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1962,7(4):441-443

Ohne ZusammenfassungZum 80. Geburtstag Friedrich Schneiders  相似文献