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71.
Jonte Bernhard 《Instructional Science》2018,46(6):819-846
According to variation theory, it is essential to enable students to focus on the object of learning and discern its critical features, but the features that it is possible to discern often depend on the equipment used. Thus, in labs, the experimental technologies used may shape students’ experience of focal phenomena, in a human–mediating tools–world manner, by placing some aspects of reality in the foreground, others in the background, and visualizing certain aspects that would otherwise be invisible. However, this mediating role is often neglected, and instruments and devices are often seen as having little cognitive value. Hence, the role of experimental technologies in labs as tools for learning is examined here through a case study, in which three sets of students investigated the same physical relationships (Newtonian motion in an inclined plane), but using different measurement technologies. The results demonstrate that what it is possible for students to experience in a laboratory is heavily influenced by the chosen technology. Some technologies do not afford the discernment of features regarded as crucial for students to learn. Furthermore, analysis of video recordings shows that the three sets of students’ discourses differed, although they studied the “same physics”. Hence, the role of experimental technologies in students’ learning in labs should not be neglected, and their courses of action should be seen as material-discursive practice. Moreover, general conclusions about learning in labs should be drawn cautiously, specifying the conditions and technology used, and discussions about learning technologies should not be limited to the use of computers. 相似文献
72.
Bernhard Meyer‐Probst Helfried Teichmann Alan Hayes Hellgard Rauh 《International Journal of Disability, Development & Education》1991,38(3):225-246
THE ROSTOCK Longitudinal Study commenced in 1970 and has prospectively monitored the development of children identified in the perinatal period as “at risk”. The aims of the study are to identify some of the factors contributing to inter‐individual differences in their development and to evaluate the prognostic significance of these factors. The results reported in the present paper underscore the limited prognostic value of single risk factors, the diminishing impact of organic perinatal risk factors over time, and the increasing importance of the psychosocial context in influencing developmental outcomes in childhood and adolescence. 相似文献
73.
Diagnosing is one of teachers’ key competences. Lately, a new model of teachers’ diagnostic competence and therewith a new measurement method focusing on diagnosing students’ learning behavior in an interdisciplinary approach have been developed. They can build a basis for promoting teachers’ diagnostic competence. However, some questions relevant to promoting teachers’ diagnostic competence concerning students’ learning behavior still remain unanswered: Which values do teachers-on-the-job in contrast to preservice teachers with or without teaching experience gain through experience and which are the relevant variables that lead to a high level of diagnostic competence focused on learning behavior? Thus, this study aims at enlightening these issues. In a sample of 293 participants (93 German grammar school teachers, 107 German teacher students in their second phase of teacher education, and 93 German preservice students in their first phase of teacher education), teachers’ diagnostic competence concerning learning behavior as well as teachers’ motivation, attitude, self-efficacy, knowledge, and reflection on experience concerning diagnosing was measured. Motivation, attitude, and knowledge were found to be substantial positive predictors of diagnostic competence concerning learning behavior, with differentiated predictions for teachers’ experience. Reflection on experience and self-efficacy unexpectedly was not found to be relevant. Teachers-on-the-job were generally better at diagnosing their students’ learning behavior than were preservice teachers without teaching experience. However, the diagnostic work of preservice teachers with teaching experience was as credible as that of the in-service teachers. 相似文献
74.
Anne-Kathrin Stiller M. Florian Kattner Catherine Gunzenhauser Bernhard Schmitz 《教育心理学》2019,39(1):86-111
Effectively regulating negative emotions is important for successful self-regulated learning. However, research has hardly examined which emotion regulation strategies benefit self-regulated learning. In an experimental study, it was examined whether positive reappraisal facilitates self-regulated learning by counterbalancing the depletion of self-control resources. Sixty-one university students engaged in either positive reappraisal or expressive suppression to regulate negative emotions induced by a film clip and then worked on a self-regulated learning task. Participants who engaged in positive reappraisal experienced more positive emotions after the film and had more self-control resources available than participants who used expressive suppression. Moreover, positive reappraisal increased skin conductance during emotion regulation, as compared to expressive suppression. Irrespective of emotion regulation type, positive emotions predicted post-film availability of self-control resources which was positively associated with subsequent self-regulated learning. The results demonstrate beneficial affective and resource-related consequences of positive reappraisal as well as its potential for fostering self-regulated learning. 相似文献
75.
Brenda L. Volling Natasha J. Cabrera Mark E. Feinberg Damon E. Jones Brandon T. McDaniel Siwei Liu David Almeida Jin-kyung Lee Sarah J. Schoppe-Sullivan Xin Feng Micah L. Gerhardt Claire M. Kamp Dush Matthew M. Stevenson Paige Safyer Richard Gonzalez Joyce Y. Lee Bernhard Piskernik Lieselotte Ahnert Elizabeth Karberg Jenessa Malin Catherine Kuhns Jay Fagan Rebecca Kaufman W. Justin Dyer Ross D. Parke Jeffrey T. Cookston 《Monographs of the Society for Research in Child Development》2019,84(1):7-160
Fathers are more than social accidents. Research has demonstrated that fathers matter to children's development. Despite noted progress, challenges remain on how best to conceptualize and assess fathering and father–child relationships. The current monograph is the result of an SRCD-sponsored meeting of fatherhood scholars brought together to discuss these challenges and make recommendations for best practices for incorporating fathers in studies on parenting and children's development. The first aim of this monograph was to provide a brief update on the current state of research on fathering and to lay out a developmental ecological systems perspective as a conceptual framework for understanding the different spaces fathers inhabit in their children's lives. Because there is wide variability in fathers’ roles, the ecological systems perspective situates fathers, mothers, children, and other caregivers within an evolving network of interrelated social relationships in which children and their parents change over time and space (e.g., residence). The second aim was to present examples of empirical studies conducted by members of the international working group that highlighted different methods, data collection, and statistical analyses used to capture the variability in father–child relationships. The monograph ends with a commentary that elaborates on the ecological systems framework with a discussion of the broader macrosystem and social-contextual influences that impinge on fathers and their children. The collection of articles contributes to research on father–child relationships by advancing theory and presenting varied methods and analysis strategies that assist in understanding the father–child relationship and its impact on child development. 相似文献
76.
Interactive anatomical and surgical live stream lectures improve students' academic performance in applied clinical anatomy
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Thomas Shiozawa Benjamin Butz Stephan Herlan Andreas Kramer Bernhard Hirt 《Anatomical sciences education》2017,10(1):46-52
Tuebingen's Sectio Chirurgica (TSC) is an innovative, interactive, multimedia, and transdisciplinary teaching method designed to complement dissection courses. The Tuebingen's Sectio Chirurgica (TSC) allows clinical anatomy to be taught via interactive live stream surgeries moderated by an anatomist. This method aims to provide an application‐oriented approach to teaching anatomy that offers students a deeper learning experience. A cohort study was devised to determine whether students who participated in the TSC were better able to solve clinical application questions than students who did not participate. A total of 365 students participated in the dissection course during the winter term of the 2012/2013 academic year. The final examination contained 40 standard multiple‐choice (S‐MC) and 20 clinically‐applied multiple‐choice (CA‐MC) items. The CA‐MC items referred to clinical cases but could be answered solely using anatomical knowledge. Students who regularly participated in the TSC answered the CA‐MC questions significantly better than the control group (75% and 65%, respectively; P < 0.05, Mann‐Whitney U test). The groups exhibited no differences on the S‐MC questions (85% and 82.5%, respectively; P > 0.05). The CA‐MC questions had a slightly higher level of difficulty than the S‐MC questions (0.725 and 0.801, respectively; P = 0.083). The discriminatory power of the items was comparable (S‐MC median Pearson correlations: 0.321; CA‐MC: 0.283). The TSC successfully teaches the clinical application of anatomical knowledge. Students who attended the TSC in addition to the dissection course were able to answer CA‐MC questions significantly better than students who did not attend the TSC. Thus, attending the TSC in addition to the dissection course supported students' clinical learning goals. Anat Sci Educ 10: 46–52. © 2016 American Association of Anatomists. 相似文献
77.
Alicia J. Borre Judith Bernhard Charles Bleiker Adam Winsler 《Journal of Education for Students Placed at Risk》2019,24(2):132-153
Contemporary perspectives on emergent literacy in preschool emphasize the importance of providing developmentally appropriate, authentic, early writing experiences and supporting students’ home language and culture. The current study analyzed kindergarten outcomes for 82 linguistically diverse, low-income children (60% Black, 40% Latino) who participated in the Early Authors Program (EAP) during preschool , and those for a demographically similar comparison group of 33 children who did not receive the intervention. The intervention emphasized family involvement and cultural sensitivity and involved children self-authoring books about themselves and their family. Children in the EAP program scored higher than comparison children on school readiness screeners a year or two later in kindergarten, and were more likely to be classified as “ready’ for school. EAP children also outperformed comparison children on emergent (English) literacy skills in kindergarten as measured by the DIBELS. Boys in the EAP group received higher grades in kindergarten than boys in the comparison group. The positive effects of the Early Authors Program appear to be sustained through kindergarten. 相似文献
78.
Ina Elisabeth Rüber Sai-Lila Rees Bernhard Schmidt-Hertha 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(5):543-562
Education is associated with a wide range of positive outcomes such as higher wages and employability, but also with increased well-being or volunteering. While previous research focused mainly on returns on formal education in schools or universities, there has been a notable shift in recent years towards the analysis of returns on adult learning. While research has established theory-driven empirical evidence concerning labour market-related outcomes, it fails to identify and coherently explain non-monetary outcomes. The authors of this article review 13 empirical studies on different forms of civic participation as a return on engagement in adult learning. Individuals’ civic participation is one precondition to social cohesion and functioning citizenship at a societal level and thus a factor of high political and societal relevance. All the studies reviewed in this article suggest a positive association between adult learning and civic engagement. To what extent this association is causal, however, remains an open question. The authors argue that any efforts to identify such causality must begin with a number of theoretical assumptions about the mechanisms through which learning may influence civic participation. By linking the theoretical ideas of the studies reviewed with the literature on volunteering, the authors suggest a new theoretical framework, which may guide further research. 相似文献
79.
Manfred Broy Franz Huber und Bernhard Sch?tz 《Informatik - Forschung und Entwicklung》1999,14(3):121-134
Zusammenfassung. Der Beitrag stellt AutoFocus vor, einen Werkzeugprototyp zur Entwicklung verteilter, eingebetteter Systeme auf der Grundlage formaler Techniken. AutoFocus unterstützt die Systementwicklung mit integrierten, im wesentlichen graphischen Beschreibungstechniken, mit deren Hilfe sowohl
unterschiedliche Sichten als auch verschiedene Abstraktionsebenen eines Systems beschrieben werden. Um konsistente und vollst?ndige
Beschreibungen sicherzustellen, bietet AutoFocus die M?glichkeit, Konsistenzbedingungen zu formulieren und Systembeschreibungen daraufhin zu überprüfen. Aus ausführbaren
Spezifikationen k?nnen Prototypen des entwickelten Systems erzeugt werden und in einer Simulationsumgebung ausgeführt und
visualisiert werden. Zur formalen Verifikation von Systemeigenschaften verfügt AutoFocusüber Anbindungen an Modellprüfungswerkzeuge wie -cke oder SMV.
Eingegangen am 23. Dezember 1998 / Angenommen am 16. Juni 1999 相似文献
80.
Bernhard Sch?lkopf Klaus-Robert Müller Alexander J. Smola 《Informatik - Forschung und Entwicklung》1999,50(4):154-163
Dieser Beitrag erl?utert neue Ans?tze und Ergebnisse der statistischen Lerntheorie. Nach einer Einleitung wird zun?chst das Lernen aus Beispielen vorgestellt und erkl?rt, dass neben dem Erkl?ren der Trainingdaten die Komplexit?t von Lernmaschinen wesentlich für den Lernerfolg ist. Weiterhin werden Kern-Algorithmen in Merkmalsr?umen eingeführt, die eine elegante und effiziente Methode darstellen, verschiedene Lernmaschinen mit kontrollierbarer Komplexit?t durch Kernfunktionen zu realisieren. Beispiele für solche Algorithmen sind Support-Vektor-Maschinen (SVM), die Kernfunktionen zur Sch?tzung von Funktionen verwenden, oder Kern-PCA (principal component analysis), die Kernfunktionen zur Extraktion von nichtlinearen Merkmalen aus Datens?tzen verwendet. Viel wichtiger als jedes einzelne Beispiel ist jedoch die Einsicht, dass jeder Algorithmus, der sich anhand von Skalarprodukten formulieren l?sst, durch Verwendung von Kernfunktionen nichtlinear verallgemeinert werden kann. Die Signifikanz der Kernalgorithmen soll durch einen kurzen Abriss einiger industrieller und akademischer Anwendungen unterstrichen werden. Hier konnten wir Rekordergebnisse auf wichtigen praktisch relevanten Benchmarks erzielen. 相似文献