Book reviews     

Sixten Marklund  Franz Hilker  Marjorie L. Jenkins  Franklin Parker  Gustav Jahoda  M. J. Langeveld  Karl Henrik Eriksson  Nicholas Hans  Gilbert de Landsheere  Leslie D. Mclean  J. Cambon  A. St. Langeland  S. Wiegersma  Richard F. Goodings  J. B. Biggs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1966,12(2):221-251

  相似文献   

Meeting of the Committee for Comparative Education of the German Education Society     

Friedrich Kuebart 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1969,15(3):353-354

  相似文献   

Efficiency in education     

Friedrich Edding 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(4):393-403

  相似文献   

Four Vignettes     

Gerhard Friedrich 《The Educational forum》2013,77(1)

  相似文献   

Book reviews     

Friedrich Edding  G. W. Parkyn  Renzo Titone  Oskar Anweiler  Frederic Lilge  John Vaizey  Werner Levi  B. Magierska  Walter Schultze  Mary Ewen Ulich  Ben Morris  Ignacy SzAniawski  G. de Landsheere  M. L. Kellmer Pringle  W. Lenz  Rudolf Haas  John Bradley  Josip Lukatela  M. J. Langeveld  S. Wiegersma  H. H. Stern  H. P. Rickman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,8(3-4):471-498

  相似文献   

Evolution, learning, and semiotics from a Peircean point of view     

Michael Friedrich Otte 《Educational Studies in Mathematics》2011,77(2-3):313-329

One of the most salient arguments in favor of a semiotic approach, put forward on various occasions among others by Luis Radford, claims that semiotics is most appropriate to treat the interaction between socio-cultural and objective aspects of knowledge problems. But if we want to take such claims seriously, we have to undertake revisions of our basic conceptions about reality, existence, cognition, and cultural development. The semiotic evolutionary realism of Charles S. Peirce provides, or so it appears, an appropriate basis to such intentions. Man is a sign, Peirce had famously said, and ??thought is more without us than within. It is we that are in it, rather than it in any of us?? (Peirce CP 8.256). And as there is no thought without a sign, we have to accept thoughts, concepts, theories, or works of art as realities sui generis. Concepts or theories have to be recognized as real before we can ask for their meaning or relevance. This was the problem that concerned critics and protagonists of the New Math Reform of the 1960s and 1970s of the twentieth century, like Thom or Bruner.  相似文献   

Hochschulerneuerung nach der Vereinigung der beiden deutschen Staaten?     

Friedrich W. Busch 《欧洲师范教育杂志》1995,18(2-3):171-186

The unification of the two German states in October 1990 had a significant impact on educational politics. The combination of two educational and university systems that were based on clearly divergent political and social foundations lay ahead. The thesis is discussed here that the unification of FRG and GDR could not lead to the renewal of universities in Germany but only to an adaptation of eastern society to western society. But with the foundation of a Faculty of Educational Sciences at the Technical University of Dresden (Land Saxony) successful attempts to renewals at an intermediate level are also presented. The author describes the production and realization of a project he helped to develop and at the same time addresses the emerging problems the new faculty triggered.  相似文献   

Following Young Students’ Understanding of Three Phenomena in which Transformations of Matter Occur     

Lena Löfgren  Gustav Helldén 《International Journal of Science and Mathematics Education》2008,6(3):481-504

In order to develop successful teaching approaches to transformations of matter, we need to know more about how young students develop an understanding of these processes. In this longitudinal study, we followed 25 students from 7 to 13 years of age in their reasoning about transformations of matter. The questions addressed included how the students’ understanding of transformations of matter changed and how we can make sense of individual learning pathways. In interviews performed once or twice every year the students described and explained three situations: fading leaves left on the ground, a burning candle, and a glass of water covered with a glass plate on which some mist had formed. When analysing the interviews, we found a common pathway of how the students’ ideas changed over the years in each one of the situations. When analysing individual student’s interviews with Ausubel’s assimilation theory we could discern subordinate, superordinate and combinatorial learning. How these findings can contribute to an improvement of teaching about transformations of matter is discussed.  相似文献   

The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality     

Makransky  Guido  Petersen  Gustav B. 《Educational Psychology Review》2021,33(3):937-958

Educational Psychology Review - There has been a surge in interest and implementation of immersive virtual reality (IVR)-based lessons in education and training recently, which has resulted in many...  相似文献   

International Knowledge Transfer in Religious Education - a Manifesto for Discussion     

Friedrich Schweitzer  Peter Schreiner 《Religious education (Chicago, Ill.)》2020,115(1):10-14

  相似文献