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131.
132.
This study focused on combining both the group- and individual-level analyses in studying a collaborative activity in technology-enhanced interactions in a higher education setting. The aim was to make visible, with empirical examples, the quality of the students' web-based discussions and trace the route for shared understanding. By quantifying various communicative functions, the analysis provided general knowledge on the quality and purpose of the discussion in the group and highlighted the different functional positions each student had within the group. However, only a detailed interpretative analysis of the relationships between specific thematic contents, communicative functions, and the collaborative features of the discussion, in the temporal frame, made it possible to trace and gain a deeper understanding of the true acts of collaboration. It also highlighted the individual participants' different participatory and discursive positions in the different phases of the task. Over the study, it became evident that any attempts to define a collaborative activity from either the group's or individual's perspective would only result in a partial interpretation of the collaborative enterprise. 相似文献
133.
In our article, we explore the possibility of formulating theses about teaching as one way to use research as a basis for educational action. The theses are formulated from current educational research on teaching and learning in higher education. We also explore the potential for action and the consequences derived from the theses. With our theses, we criticise less complex ways of using research for educational purposes. Through theses we can suggest directions for action without prescribing certain methods or procedures and provide answers without reducing the teachers' possibilities for choice or diminishing their responsibility for their actions. Our exploration is an invitation to a collaborative exploration of theses on teaching and learning in order to broaden and deepen our shared basis for educational action. 相似文献
134.
Erdağ Göknar 《Culture, Theory & Critique》2013,54(3):321-341
AbstractThe Allied occupation of Istanbul is a little-known historical event outside of Turkey and the Middle East. European powers occupied Istanbul between 1918 and 1923 to enforce the partition of the Ottoman Empire after WWI in the construction of the Modern Middle East. Almost 100 Turkish novels that address occupied Istanbul have appeared over the last ninety years, beginning even before Allied armies left Istanbul in 1923. Turkey's present Middle Eastern re-emergence and post-Kemalist reassessment of secular modernity has also led writers and intellectuals back to the occupation of Istanbul. To examine why Turkish authors return repeatedly to the trope of occupied Istanbul, this essay surveys the first canonised novels about occupied Istanbul written during the Kemalist monoparty period (1923–50): Shirt of Flame by the exiled feminist and nationalist Halide Edib (1884–1964), Sodom and Gomorrah by the Kemalist ideologue Yakup Kadri Karaosmano?lu (1889–1974) and Outside the Scene by Turkey's first experimental, modernist author Ahmet Hamdi Tanp?nar (1902–62). As bilingual Istanbul intellectuals, all three made occupied Istanbul a central drama in their fictions. However, each represented it differently as a formative event in the construction and critique of the nation-state and of modern Turkish subject-formation. 相似文献
135.
Tiziana Lombardo Marie Wörle Vera Hubert Erwin Hildbrand Christina Hinterleitner Ingo Mayer 《文物保护研究》2020,65(2):65-76
ABSTRACTPreviously, heavy use of biocides for the treatment of objects made of organic materials in museum collections (e.g. ethnographic, historical collections) was very common. Now suitable decontamination methods/technologies are being sought. A decontamination treatment by li-CO2 was optimized that considered the specific requirements of museum objects. The treatment was tested on model materials artificially contaminated with biocide solutions containing dichlorodiphenyltrichloroethane (DDT), pentachlorophenol (PCP), lindane, and permethrin or cypermethrin. High decontamination was achieved for DDT, lindane, PCP, and permethrin on artificially biocide loaded wool and wood model materials. Optimal process parameter settings for li-CO2 decontamination include a single 30?min cycle for woolen materials and three sequential 30?min cycles each for wood. These methods allow a reduction of at least 90% of all biocides for wool and between 70% and 85% for wood. Decontamination of the latter was more effective for less polar biocides as DDT and permethrin. Despite a significant improvement in decontamination for wood using co-solvents such as acetone, ethanol, and methyl tertiary-butyl ether (MTBE), their use is not recommended due to the increased risk of damage to the objects, in particular if a surface coating is present. 相似文献
136.
AbstractAbsence from sport participation among girls from ethno-cultural minorities is often highlighted as an inclusion policy challenge. Based on 35 interviews with community sports coaches, managers and partners, we explore how the absence of girls is problematized in four Swedish sports-based interventions, focusing on how problems, as well as the means and the ends of social inclusion, are articulated. The girls are assessed as being in need of social change due to their alleged social exclusion. Absence is explained by “patriarchal norms” as well as by the introvert conduct of the girls themselves. Girls-only sports activities performed by female coaches as role models are described as a way for girls to gain social inclusion and to become emancipated from subjugating norms. In conclusion, participation in community sport is highlighted in discourse as crucial for adopting powers of emancipation. A similar discourse could be recognized elsewhere, inside and outside the realm of sport. 相似文献
137.
138.
Stefan Sorge Jochen Kröger Stefan Petersen Knut Neumann 《International Journal of Science Education》2019,41(7):862-889
ABSTRACTTeachers’ professional knowledge is considered one of the most important predictors of instructional quality. According to Shulman, such professional knowledge includes content, pedagogical content and pedagogical knowledge. Although recent research shed some light on the structure of the dimensions of professional knowledge, little is known how teacher education impacts pre-service physics teachers’ professional knowledge. In an effort to address this issue, we examined the content, pedagogical content and pedagogical knowledge of N?=?200 pre-service physics teachers enrolled in different years of teacher education at 12 major teacher education universities in Germany. We used structural equation modelling (1) to examine the relations amongst pre-service physics teachers’ content, pedagogical content and pedagogical knowledge, (2) to explore how the three kinds of knowledge and their relations differ across different stages of teacher education and (3) to identify factors affecting the level of each component of professional knowledge. Our findings suggest that content, pedagogical content and pedagogical knowledge represent distinct types of knowledge. Furthermore, our findings show that in the first years of professional education, pedagogical content knowledge is more closely related with general pedagogical knowledge while in later years, it is more closely related with content knowledge, suggesting that it develops from a general knowledge about teaching and learning into knowledge about the teaching and learning of specific content. Finally, beyond school achievement and years of enrolment as predictors, we find in particular the amount of classroom observations to have a positive impact on the professional knowledge of pre-service physics teachers. 相似文献
139.
Minerva - Notions of research quality are contextual in many respects: they vary between fields of research, between review contexts and between policy contexts. Yet, the role of these co-existing... 相似文献
140.
Minerva - Project funding rarely demands much change on behalf of the recipient. In contrast, cross-sectoral mobility funding requires recipients to change their environment and often some aspects... 相似文献