Epistemology,situated cognition,and mental models: 'Like a bridge over troubled water'   总被引：1，自引：0，他引：1  

Seel  Norbert M. 《Instructional Science》2001,29(4-5):403-427

Over the past two decades important educational implications have beendrawn mainly from two movements of epistemology: Constructivismand situated cognition. Aside from a meta-theoretical use ofconstructivism, the concept 'situated cognition' refers to a conceptionof situational context bound to a historically and socially determinedsituational logic. Focusing on educational processes, situated cognitionis considered to be a central construct for instruction, as is theclosely related concept of the construction of mental models.There are various kinds of the construction and change of mental modelsin a situational context: self-guided inductive construction is oneexample; another is the processing of a conceptual model providedto the learner. An emerging question is how the preconception changesand if the effects of such a model transition are stable. An exploratorystudy will be sketched which investigates the significance of aconceptual model provided at the beginning of the learning process;it has been hypothesized, that such a conceptual model significantlyimpacts the stability (i.e. the successful reconstruction) of mentalmodels built in the course of learning. Also considerableintraindividual differences and changes between two points of assessingthe learners' causal explanations were found. Similarities of theindividuals' reconstructions could be explained with regard tosimilarities of the structures of the learning situations and therelated instructional intervention. In general, the results of thisexploratory study support the assumption that mental models areconstructed in dependence on the demands of learning situations.  相似文献   

Adolescent smoking from a functional perspective: The Berlin-Bremen Study     

Norbert K. Semmer  James H. Dwyer  Peter Lippert  Reinhard Fuchs  Paul D. Cleary  Anita Schindler 《European Journal of Psychology of Education - EJPE》1987,2(4):387-401

Longitudinal data from the «Berlin-Bremen Study on Health Behavior» are used to investigate smoking transitions between different stages of smoking. 1357 seventh and eighth graders were asked about their smoking behavior, their expectations with regard to smoking, smoking in their environment, and their self-image in Fall, 1983. 86% and 81% participated again one and two years later, respectively. Analyses of carbon monoxide and serum thiocyanate levels revealed adequate validity for self-reported smoking behavior. Rates of smoking were dramatically different for different educational strata. Direct and indirect functions of smoking are distinguished. The «indirect» function refers to smoking as a means of obtaining access to peer groups, thus increasing one’s psychological well-being. Direct functions refer to social and affective effects of smoking such as looking older or calming down. In line with expectations, indirect functions were found to be more important for younger adolescents and for smoking onset. In contrast, direct functions were better predictors of the smoking behavior of older adolescents and of the transition to regular smoking.  相似文献   

Do We (Still) Need the Concept of Bildung?     

Jan Masschelein  & Norbert Ricken 《Educational Philosophy and Theory》2003,35(2):139-154

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On the indicative value of the classical goodness criteria of reliability and validity     

Norbert Knoche 《Educational Studies in Mathematics》1977,8(4):479-508

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Generierte DB-Aufrufschnittstellen – Anwendungsspezifische Zugriffsoptimierung durch Bindungsflexibilit?t     

Theo H?rder  Udo Nink und Norbert Ritter 《Informatik - Forschung und Entwicklung》2000,15(2):67-82

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The Role of Practicality in the Choice of Instructor Rating Methods   总被引：1，自引：0，他引：1  

Norbert F. Elbert  Carol Saunders  Jason Schweizer 《Journal of Experimental Education》2013,81(3):114-121

Behavioral Expectation Scales (BES) were compared to summated and trait-oriented scales as measures of teaching performance. The scales were developed in a college setting; the ratees were college professors and their raters were college students. Both the psychometric properties and the practicality criterion were examined. Overall, the psychometric evidence suggests that the summated format is slightly superior. When the issue of practicality is examined in terms of the raters’ perceptions of which method is easiest, most difficult, most defensible, and most accurate, the summated scale is definitely superior. Surprisingly, even the students who participated in the development of the BES format preferred the summated form. Given the inconclusive psychometric evidence reported in the literature, and until better tests are formulated, it appears that the deciding factor will ultimately depend on what we believe is the neglected criterion of practicality.  相似文献   

The Media and the Far Right in Western Europe: Playing the Nationalistic Card     

Norbert Mundorf 《广播与电子媒介杂志》2013,57(4):613-614

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Quality multilingual and multicultural education for lifelong learning     

Hassana Alidou  Christine Glanz  Norbert Niki��ma 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(5-6):529-539

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The Relationships Between Paranormal Belief, Creationism, Intelligent Design and Evolution at Secondary Schools in Vienna (Austria)     

Erich Eder  Katharina Turic  Norbert Milasowszky  Katherine Van Adzin  Andreas Hergovich 《Science & Education》2011,20(5-6):517-534

The present study is the first to investigate the relationships between a multiple set of paranormal beliefs and the acceptance of evolution, creationism, and intelligent design, respectively, in Europe. Using a questionnaire, 2,129 students at secondary schools in Vienna (Austria) answered the 26 statements of the Revised Paranormal Belief Scale (R-PBS) and three statements about naturalistic evolution, creationism and intelligent design (ID). The investigated Austrian students showed an average R-PBS score of 82.08, more than 50% of them agreed with naturalistic evolution, 28% with creationism, and more than a third agreed with ID, the latter two closely correlated with each other. Females generally showed higher belief scores in the paranormal, creationism and ID. The agreement with naturalistic evolution correlated negatively with religious belief, but not with other paranormal beliefs, whereas the two non-scientific alternatives to evolution significantly correlated with both traditional and paranormal beliefs. Religious belief showed a significant positive correlation with other paranormal beliefs. All subscales of paranormal belief decreased during the eight grades of secondary school, as did acceptance of creationism and ID. However, the acceptance of naturalistic evolution did not correlate with age or grade. Possible reasons and implications for science education and the biology curriculum at Austrian secondary schools are discussed.  相似文献   

A longitudinal perspective on inductive reasoning tasks. Illuminating the probability of change     

Dirk Ifenthaler  Norbert M. Seel 《Learning and Instruction》2011,21(4):538-549

Cognitive scientists have studied internal cognitive structures, processes, and systems for decades in order to understand how they function in human learning. Nevertheless, questions concerning the diagnosis of changes in these cognitive structures while solving inductive reasoning tasks are still being scrutinized. This paper reports findings from an experimental study in which 64 participants in three experimental groups solved tasks at ten measurement points. We were able to illuminate changes of cognitive structures and found significant differences between the treatments. The results also indicate that supportive information is an important aid for developing cognitive structures while solving inductive reasoning tasks.  相似文献