The sound of study: Student experiences of listening in the university soundscape

The students from three universities (Groningen, Oldenburg and the University of Applied Sciences in Utrecht) were surveyed on the experience of hearing and listening in their studies. Included in the online survey were established questionnaires on hearing loss, tinnitus, hyperacusis, a subscale on psychosocial strain resulting from impaired hearing and a questionnaire about students’ perceptions of listening ease in study environments. Results from the 10,466 students who completed the survey (13% response rate) are highlighted, with particular attention to listening ease and measures proposed by students for improving it. The number of students having problems with hearing and listening transpires to be substantially larger when research is not constrained to students with a recognised hearing impairment, suggesting that listening is primarily a sociocultural performance and achievement rather than an artefact of physical attributes. One finding from our survey is that classroom practices could be more effective if study soundscapes are improved, while universities might exercise greater inclusive responsibility for study as a high quality sensory experience for the benefit of all students.     

The effects of transfer in teaching vocabulary to school children: An analysis of the dependencies between lists of trained and non-trained words

In the present study, 81 Norwegian students were taught the meaning of words by the Word Generation (WG) method and 51 Norwegian students were taught by an approach inspired by the Thinking Schools (TS) concept. Two sets of words were used: a set of words to be trained and a set of non-trained control words. The two teaching methods yielded no significant differences for the trained words, but the WG participants performed better than the TS participants on the non-trained words. An analysis of the dependencies between the trained words and non-trained words suggested that the participants of the WG program, in contrast to the TS students, profited from a transfer effect that resulted in augmented scores on the non-trained words.     

How Leisure Activities Correspond to the Development of Creative Achievement: insights from a study of highly intelligent individuals 1

The contribution of leisure time activities to highly intelligent people's creative achievement has rarely been investigated. By using highly intelligent adults' (N = 246) retrospective estimates of frequencies of leisure time activities, a special developmental profile of leisure time usage was found for the more successful individuals in contrast to the less successful. Highly intelligent, successful individuals spent more of their free time on self‐realizing activities, like demanding hobbies, making music or engaging actively in sports, both during adolescence and in later years, and they showed a rising frequency of intellectually demanding activities with growing age. The results can be interpreted in terms of the expert‐novice framework, the problem solving approach to creative thinking, and in terms of the developing identity of young people.

     

Modellierung und Simulation hybrider Systeme mit Smile

Zusammenfassung. Es wird eine werkzeugunterstützte Entwicklungsmethodik vorgestellt, die der Erstellung von Berechnungsmodellen für die Simulation hybrider physikalisch-technischer Systeme dient. Dafür werden verschiedene Modellbeschreibungstechniken dargestellt und klassifiziert, die anschlie?end in einen falltypischen Entwicklungsproze? eingebettet werden, der auf hybriden Erweiterungen von UML und Z basiert. Die Simulationsumgebung Smile (http://buran.fb10.tu-berlin.de/Energietechnik/EVT\_KT/smile/) erm?glicht schlie?lich die generische Erzeugung eines ausführbaren Simulators. Architektur und Kernkomponenten dieses Systems, wie beispielsweise L?sungsverfahren und Experimentshell, werden eingehender diskutiert. Ein Anwendungsbeispiel illustriert den beschriebenen Entwicklungsproze?. Eingegangen am 15. Juli 1999 / Angenommen am 12. November 1999     

Chronische Myeloproliferative Erkrankungen (CMPE)

Ohne Zusammenfassung     

Inquiry-Based Learning and the Flipped Classroom Model

Abstract

The flipped classroom model of teaching can be an ideal venue for turning a traditional classroom into an engaging, inquiry-based learning (IBL) environment. In this paper, we discuss how two instructors at different universities made their classrooms come to life by moving the acquisition of basic course concepts outside the classroom and using class time for active problem-based learning. Results from student surveys are presented to relate student perceptions of the flipped/IBL classroom model.     

Do they know what they know? Accuracy in teacher candidates' self-assessments and its influencing factors

Although self-assessing one's knowledge is an integral part of a teacher's professional development, little is known about the accuracy of teacher candidates' self-assessments. In particular, not much attention has been paid to their self-assessment accuracy assessed on an individual level. Using measures from research on metacognition, we investigated the accuracy and bias of 513 mathematics teacher candidates who were tested in and self-assessed their professional knowledge in the three core domains of mathematical content knowledge, pedagogical content knowledge and pedagogical knowledge. In addition, we examined the consistency of self-assessment accuracy across the three knowledge domains and its relation to personal characteristics such as cognitive ability, personality traits and occupational self-efficacy. Results showed that in all three domains of professional knowledge, most teacher candidates were either over- or underconfident in their knowledge and unaware of their strengths and weaknesses. Cognitive ability reduced the risk of being overconfident, whereas self-efficacy was predictive of overconfidence. The Big Five personality traits were not systematically connected to self-assessment accuracy, and variance in self-assessment accuracy is still to be explained by further research. We address shortcomings of measures that are commonly used in self-assessment research and advocate for the use of metacognitive methods in future studies that focus on teacher self-assessments.