Gruppendynamik und Lehrerverhalten

Ohne Zusammenfassung

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Group dynamics and teacher attitudes

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Dynamique de Groupe et Attitudes des Professeurs

     

Replication and Pedagogy in the History of Psychology VI: Egon Brunswik on Perception and Explicit Reasoning

Egon Brunswik (1903–1955) first made an interesting distinction between perception and explicit reasoning, arguing that perception included quick estimates of an object’s size, nearly always resulting in good approximations in uncertain environments, whereas explicit reasoning, while better at achieving exact estimates, could often fail by wide margins. An experiment conducted by Brunswik to investigate these ideas was never published and the only available information is a figure of the results presented in a posthumous book in 1956. We replicated and extended his study to gain insight into the procedures Brunswik used in obtaining his results. Explicit reasoning resulted in fewer errors, yet more extreme ones than perception. Brunswik’s graphical analysis of the results led to different conclusions, however, than did a modern statistically-based analysis.

Plato, Pascal, and the dynamics of personal knowledge

Abstract educational practices are to be based on proven scientific knowledge, not least because the function science has to perform in human culture consists of unifying practical skills and general beliefs, the episteme and the techne (Amsterdamski, 1975, pp. 43–44). Now, modern societies first of all presuppose regular and standardized ways of organizing both our concepts and our institutions. The explanatory schemata resulting from this standardization tend to destroy individualism and enchantment. But mathematics education is in fact the only place in which to treat the human subject’s relationship with mathematics. And that is what mathematics education is all about: make the human subject grow intellectually and as a person by means of mathematics. At first sight, mathematics, in its formal guise, seems the opposite of philosophy, because philosophy constructs concepts (meanings), whereas mathematics deals with extensions of concepts (sets). We shall, however, turn this problem into an instrument, using the complementarity of intensions and extensions of theoretical terms as our main device for discussing the relationship between philosophy and mathematics education. The complementarity of the “how” and the “what” of our representations outlines, in fact, the terrain on which epistemology and education are to meet.     

Das Internet-basierte Bibliotheksinformationssystem in der Bibliothek der Universit?t Bielefeld

Zusammenfassung . Die Bibliothek der Universit?t Bielefeld hat im Zuge der technischen Entwicklung ihr bisher NOVELL-basiertes Informationsnetz auf eine Internet-Basis umgestellt. Die Benutzer innerhalb und au?erhalb der Bibliothek arbeiten mit ihrem Web-Browser an ihrem Arbeitsplatz und nutzen das elektronische Dienstleistungsangebot. Dazu geh?ren der Nachweis von globalen und lokalen Internetquellen, selbsterstellte Datenbanken (Katalog, Zeitschriftentitel- und Artikelnachweis), lokal installierte Fremdanwendungen (Silverplatter-Datenbanken) und digitale Dokumente (elektronische Zeitschriften, digitalisierte Buchbest?nde, Hochschulschriften). MS-DOS- und Windows-Anwendungen (überwiegend CD-ROM-Datenbanken) sind über Windows-NT-Software (WinCenter) eingebunden. Im Laufe der Entwicklung hat sich die Integration der Einzelbestandteile als wichtigster Schwerpunkt herauskristallisiert. Dabei werden nahtlose überg?nge zwischen unterschiedlichen Anwendungen (Anbindung externer Datenbanken an die Dokumentlieferung) und Verknüpfungen zwischen dem Nachweis von Literatur und dem elektronischen Abruf des Dokuments (insbesondere bei Zeitschriftenartikeln) realisiert. über einen praxisorientierten Ansatz wird versucht, den Weg zur digitalen Bibliothek voranzutreiben. Eingegangen am 19. Januar 1998 / Angenommen am 3. August 1998