This paper analyzes opinion formation in the cases of threemediated conflicts using a complex model that evaluates therespondents' value systems, the coverage of the mass media used,the recipients' familiarity with specific events occurring inthe conflicts, and their positions on the issues. The modelpredicts that the recipients' long-term value systems influencetheir positions on the issue in two ways. Firstly, value systemshave a direct impact on the short-term positions on an issue.Secondly, value systems have an indirect impact on the positionsof issues by influencing the recipients' selection of news mediaand thus the type and amount of news information they are exposedto. The type and amount of news influences how knowledgeablethey are of the events related to the conflicts. The familiaritywith these events influences their positions on the issues.Value systems, media usage, familiarity and positions on theissues were measured in a survey. A parallel content analysisexamined the coverage of the conflicts in the German mass media(press, radio, television) during the six-month time frame priorto the survey. Both data sets were merged in order to give anestimate of the information each recipient was exposed to. Theresults of multiple regression analyses support the theoreticalmodel. Furthermore, this paper discusses the relevance of themodel for the analysis of opinion formation as well as the limitationsof the model. 相似文献
This article offers a German response to John Hull's recent article on ‘religious education in Germany and England’ (in BJRE, volume 27, issue 1). The author claims that recent developments have brought religious education in both countries much closer together than in the past and that the differences between the respective systems should be understood contextually. In his view, more complex approaches to comparative research in religious education are needed. Agreement should be sought in terms of criteria for quality religious education rather than in terms of a unitary model because religious education in different countries needs a pluralism of different models. 相似文献
Anthropogenic climate change remains divisive in the United States, where skepticism of the scientific consensus is associated with conservative worldviews, resulting in political polarization. This study considers three hypotheses regarding U.S. polarization over climate change that have emerged from social psychology research and applies them to science education by showing how these hypotheses could relate to adolescents' science learning. We then test each hypothesis within an experimental educational intervention designed to study the influence of worldview, mechanistic knowledge, and quantitative reasoning on students' written arguments about climate change. We used mixed methods to analyze the results of this individually randomized trial with clustering involving 357 participants in grades 9–11 from 5 U.S. sites. Findings show that: (a) exposure to mechanistic knowledge about climate change increased odds of receptivity toward climate change; (b) increasingly conservative worldviews were associated with decreased odds of receptivity; (c) worldview and quantitative reasoning interacted, resulting in an amplified effect of worldview for students with greater quantitative reasoning. Results also suggest that the influence of worldview and mechanistic knowledge on receptivity work independently from one another in our dataset. This study demonstrates the value of teaching mechanistic understandings of climate change, yet also demonstrates the influence of worldview on receptivity to climate change for adolescents, as well as complex interactions between quantitative reasoning (something school science aims to develop) and worldview. It shows that moving the U.S. public toward the scientific consensus is complex and involves confronting ideologically motivated reasoning within science education. 相似文献
We examined the extent to which nonhedonically different differential outcomes involving feeder location control pigeons’
comparison choices in matching to sample. In Experiment 1, we showed that differential feeder location outcomes associated
with each of two samples can facilitate delayed-matching accuracy. In Experiment 2, we found positive transfer following training
on two matching tasks with differential feeder location outcomes when samples from one task were replaced by samples from
the other task. In Experiment 3, we found that when differential-outcome expectations could no longer serve as the cues for
comparison choice, sample stimuli continued to exert some control over choice of comparisons. The results indicate that differential
outcomes (involving feeder location) that presumably do not differ in hedonic value are sufficient to control comparison choice.
Thus, the differential hedonic value of the outcome elicited by the sample does not appear to be a requirement of the differential-outcome
effect. Furthermore, these differential outcomes appear to augment matching accuracy, but they do not eliminate control by
the samples. 相似文献
Since early 1974, a pilot project for integrated teacher training has been in progress at Oldenburg University. This is currently the only extensive teacher training reform which exist in the German Federal Republic.
All plans for this integrated training program are designed to provide training normally encompassed by the traditional two‐stage programm.
The integrated training program includes:
- studies in the areas of education and social science;
- studies in two major subjects which are later to be taught at school;
- practical studies and activities.
The new model leads to the following degrees:
- nine semesters of study for a Certificate of Qualification for primary and lower‐level secondary school;
- eleven semesters for a Certificate of Qualification for higher‐level secon dary school and the education of exceptional children.
Theoretic training in major subject areas and related didactic training as well as education and social studies take place chiefly in the form of projects. A basic assumption is that interdisciplinary projects which are practice‐ and problemoriented permit a highly desirable integration of theory and practice on the whole.
In the project, contact teachers are an essential link between field practice at school and academic training at the university. Contact teachers are under contact to the university for an extended period of time (generally three years). In place of remunation, their teaching loads are reduced by ten hours per week.
In 1978/79 the project will be put to the test as the first generation of students prepares for State Board Examinations. 相似文献
The present study examines how learnersinteract with one another within the context ofa computer conference for the purposes ofpassing a test. In a faked computer conferencewith predetermined messages, both the number ofmessages irrelevant to the topic, and theexplicit threading of messages were varied in a2 × 2 design (n = 54). Subjects participated in anasynchronous fashion over a course of fourlog-in sessions. In general, learners indicateda fairly consistent pattern of reception. Theyopened virtually all messages, grouped them ina non-chronological order, and processed themaccording to their topic relevance. Thispattern was also mediated by the conferencecharacteristics. Explicit threading led tosequences of message readings that were morecontent oriented. Similarly, fewer irrelevantmessages lead to prolonged reading times ofrelevant messages. Whereas learning success wasnot affected by conference characteristics,explicitly threaded messages decreased theperceived cognitive demands. 相似文献
This article reviews the current criteria for diagnosis of Attention-Deficit Hyperactivity Disorder and Undifferentiated Attention-Deficit
Disorder, according to the American Psychiatric Association, and describes other typical presenting features of children with
attentional disorders. The current theories of the biological basis of attentional disorders are reviewed. Treatments of attentional
disorders are discussed, including medical treatments with stimulants and tricyclic antidepressants, and non-medical treatments,
such as behavior modification, psychotherapy, diets, and specific educational modifications that are felt to be helpful. Finally,
our current thinking about the long-term outlook for children with attentional disorders is summarized.
This work received support from a Clinical Investigator Development Award, NS 01212, from the NINDS. 相似文献
Working with digital video technologies, particularly advanced video tools with editing capabilities, offers new prospects for meaningful learning through design. However, it is also possible that the additional complexity of such tools does not advance learning. We compared in an experiment the design processes and learning outcomes of 24 collaborating participant pairs (dyads) using 2 contrasting types of video tools for history learning. The advanced video tool WebDIVER supported segmenting, editing, and annotating capabilities. In the contrasting condition, students used a simple video playback tool with a word processor to perform the same design task. Results indicated that the advanced video editing tool was more effective in relation to (a) fostering student understanding of the topic and acquisition of cognitive skills, (b) the quality of student design products, and (c) the efficiency of dyad interactions. The implication of our experimental findings for constructivist design-based learning is that mediating functions of video tools may be used as cognitive and social supports, for example when students learn by solving design tasks in school. 相似文献
There are limited studies with conflicting results examining textbook use and student performance at the university level. To learn more, we surveyed instructors and over one thousand students in 12 undergraduate introductory science courses. The majority (77%) of the students reported reading the textbook either “often” (>75% of the assigned reading) or “sometimes” (25%–75% of the assigned reading). Those who read “often” had better final marks those who read “sometimes,” but surprisingly, those who reported “rarely” reading the textbook did as well as those who read “often.” Perceptions of the usefulness of the textbook were generally more favorable in courses in which some marks were based solely on the readings. We conclude that there appears to be different types of learners: some may need to read the textbook “often” to do well, while others do not. 相似文献
Russel B. Nye's The Unembarrassed Muse: The Popular Arts in America (Dial Press, $12.50) Otto Friedrich's Decline and Fall (Harpor & Row, $10.00) “The Sociology of Mass Media Communicators,” The Sociological Review Monograph No. 13 (University of Keele, Staffordshire, England, January 1969, $4.60 including air mail costs) Audio Visual Marketplace: A Multimedia Guide (Bowker, $12.25) Jerry Della Femina's From Those Wonderful Folks Who Gave You Pearl Harbor (Simon and Schuster, $6.50) 相似文献