Die Förderung schöpferischer Ausdrucksfähigkeit und kritischen Urteilsvermögens in der Schule Unesco-Institut für Pädagogik,Hamburg, Januar 1962

Ohne Zusammenfassung     

Möglichkeitsraum Praktikum

Zusammenfassung Im Rahmen einer berufsorientierten Hochschulausbildung sollte das studienintegrierte Praktikum eigentlich eine zentrale Rolle spielen. Allerdings zeigt sich, dass das Praktikum weder in aktuellen Debatten zur Hochschulreform thematisiert wird noch ein eigenst?ndiger Gegenstand von Hochschulforschung ist. An diesem doppelten Defizit setzt der folgende Beitrag an, in dessen Mittelpunkt empirische Befunde aus einer Untersuchung zum studentischen Umgang mit dem Praktikum in den beiden Studienf?chern Diplom-P?dagogik und Humanmedizin stehen. Unter der Frage, wie Studierende ihre au?eruniversit?r stattfindenden und selbst zu organisierenden Praktika deuten, wurden nicht nur zwei gro?e Handlungsprobleme identifiziert, auf die Studierende im Zusammenhang mit der Verpflichtung zum Praktikum treffen (übergang vom Studium ins Praktikum; Gestaltungszumutung), sondern auch die Deutungsmuster rekonstruiert, auf die sie zur L?sung dieser Handlungsprobleme zurückgreifen. Die Studie zeigt, dass das Praktikum von Studierenden trotz bestehender Vorgaben relativ autonom und in vielf?ltiger Weise, orientiert an Studium, Beruf, Biographie und Lebenswelt, angeeignet wird und innerhalb des Studiums nicht nur einen besonderen Lern-und Erfahrungsraum, sondern auch einen Ort der Bildung darstellt. Angesichts von Hochschulreformen, in denen dieser Bildungsgedanke zunehmend zu verschwinden droht, pl?diert der Beitrag dafür, derartige Freir?ume für selbstbestimmtes und kreatives Handeln zu erhalten und die Aneignungsleistungen der in der Hochschule agierendenden Individuen im Rahmen von Hochschulplanung künftig st?rker zu berücksichtigen.

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Summary Internship as open space An integrated internship should actually play a central role within the framework of a vocationally-oriented higher education. However, it must be observed that internships are neither a topic of current reform debates nor a specific object of higher education research. This contribution starts out from this double deficit and focuses on empirical results from an investigation into how students view internships in two courses — pedagogy and human medicine. On the basis of the question of how students perceive their internships, which occur outside of the university and are organized by themselves, two significant problems which students have to cope with are identified (transition between studies to internship; obligation to self-motivation), and implicit patterns of construction may be investigated, which reflect the solutions to these problems. The study shows that despite formal expectations, internships are often approached in an autonomous and multifarious way, and reflect course of study, job, biography and life-world. Therefore their position within a course should not simply be seen as a particular space for learning and accumulated experience, but also as a general place of personal development (Bildung). In the face of higher education reform in which the disappearance of Bildung is a serious threat, this contribution argues that such open spaces for self-determined and creative action should be maintained and recognized more explicitly in future higher education planning.

     

“Sehen,hören,sammeln und schreiben”. Gelehrte Reisen im Kommunikationssystem der Gelehrtenrepublik

The article first examines the attempts to methodise and systematize the modes of travelling within the early modern apodemic discourse. Special emphasis is paid to the early modern traveller's modes of perceiving, observing, and judging. The interrelations between travelling, visitingfamous scholars and correspondence as well as between travelling and the various formal and informal institutions (universities, scholarly societies, libraries, cabinets, publishing houses etc.) of the “res publica literaria” is analysed in detail. Having interpreted travelling as an early modern mode of communication, epistemological and cultural repercussions of the differentiation of travelling since the second half of the 18th century will be hinted at.

     

Mit welchem Auflösungsgrad können Kompetenzen modelliert werden? In welcher Beziehung stehen Modelle zueinander,die Kompetenz in einer Domäne mit unterschiedlichem Auflösungsgrad beschreiben?

Competence models are supposed to structure a competence into different sub-competencies and to describe different levels of competence with respect to these sub-competencies. In developing a competence model (and measuring the respective competence) the following questions need to be answered: How many sub-competencies can be meaningfully differentiated and at which grain size should different levels of competence be measured. The number of sub-competencies and the grain size of the competence levels define the level of detail of a competence model. Previous research in the field of competence modeling suggests that the same competence can be modeled at different levels of detail. This raises the question which relation such competence models have to each other. The following article presents the results of a discussion of these questions in scope of the priority program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes”.     

Kontaktgestörte Kinder in Schule und Heim,I. Arbeitstagung der Deutschen Schulpsychologen in Hamburg,Mai 1959

Ohne Zusammenfassung     

Stichwort: Bildungsökonomie

Ohne Zusammenfassung     

Didaktische Entwicklungsforschung als Transferförderung

“Transfer” from research into practical applications is mostly seen as an autonomous domain between research and practice. For educational research, the author develops a conception in which transfer is a part of research, especially of applied educational research with a focus on teaching activities and teaching-learning materials. The criticism of traditional teaching research is examined and a research and development approach to didactics is proposed as a chance to combine theory and practice. The article comprises considerations on the scientific nature of research and development in didactics borrowing concepts from Bunge and Stokes and R & D in the economic sciences. The last section shows two research examples and closes with considerations for process and product evaluation in didactic research and development.     

Effektivität schulischer Sprachförderung bei Erstklässlern mit Sprachentwicklungsstörungen

The present study examines the language development of N = 48 children with specific language impairments. All pupils were primary students in their first year. They all were tested with the standardized test (SET 5-10). N = 24 children received special tuition. All other children participated in the common tutoring structures of teaching in Mecklenburg-Western Pomerania. The results of this study show a moderate but significant progress in language development for both groups.     

Gödel’s proof

In 1931, the great Austrian mathematician Kurt Gödel proved “all consistent axiomatic formulations of number theory include undecidable propositions”. This discovery of Gödel and its proof had enormous repercussions in mathematics and computer science. The proof hinged upon the writing of a self-referential mathematical statement, in the same way as the liar’s paradox — I am lying — is a self-referential statement. In this three-part article, we describe Gödel’s discovery and his famous proof.     

Erwin Schrödinger’s Poetry

Many of the major figures in the history of science have produced literary works, but the relationship between their poetic texts and their scientific work is often underestimated. This paper illuminates the poetry of Erwin Schrödinger—one of the premier figures in twentieth-century science, and an accomplished poet in both English and his native German. It discusses existing perceptions of his poetry and challenges the assumptions that his poetic work was a mere hobby unrelated to his other achievements by focusing on the interplay between poetic images and scientific ideas in his German-language poems. It emphasizes that more research is needed on the understated role of bilingualism and of—often marginalized—writing in an adopted language in science and in poetry, with the premise that this feature of Schrödinger’s life deserves more study. It argues that Schrödinger’s literary imagination and his bilingualism are an integral part of his approach to reality and considers Schrödinger’s literary work to be an important aspect of his intellectual heritage.     

Bildungssprachförderlicher Unterricht in mehrsprachigen Lernkonstellationen

As large-scale international school evaluation studies of the past decade show, there is a correlation between the academic success and the command of the language used in the classroom. The heterogeneity of linguistic experience, knowledge, ability, and interest in the mainstream classroom therefore requires special attention in the development of academic language and discourse, and presuppose explicit teaching and learning strategies. This contribution discusses “academic language” in its several dimensions and its impact on education research and practice. A strategy for arranging classroom activities is presented, based on socio-cultural theory, which enhances verbal interaction and teacher-guided talk, and integrates academic language and content learning through joint construction. It thus aims to give all students in multilingual settings access to academic language. Analyzing an example of classroom interaction in a German primary school, the paper reflects on the potentials of this strategy in multilingual classroom settings and urges for further systematic empirical research in this field.