Integration von Techniken der Softwarespezifkation für ingenieurwissenschaftliche Anwendungen

Zusammenfassung. Der Softwareanteil in technischen Systemen bekommt einen immer h?heren Stellenwert. Für einen durchg?ngigen und wartbaren Entwurf der Software sind Spezifikationstechniken erforderlich, die von ingenieurwissenschaftlichen Ablaufbeschreibungen bis zu (objektorientierten) Softwaremodellen reichen. Wesentlich ist dabei, solche Techniken zu integrieren, um zu einem durchg?ngigen Systemmodell zu gelangen. Dies ist Gegenstand des DFG-Schwerpunktprogramms „Integration von Techniken der Softwarespezifikation für ingenieurwissenschaftliche An- wendungen”, in dem Ingenieure und Informatiker in vierzehn Forschungsprojekten gemeinsam an der Entwicklung integrierter Methoden zur Softwarespezifkation vornehmlich in den Bereichen Produktionsautomatisierung und Verkehrsleittechnik arbeiten. In diesem Artikel geben wir einen überblick über die Ergebnisse der ersten zwei Jahre des Schwerpunktprogramms und dessen Ziele für den weiteren Verlauf von vier Jahren.      

Creative self-efficacy: An intervention study

This study examined the effects of creativity training on creative self-efficacy. We developed a creativity course based on social cognitive theory. The course was conducted in two formats: a five-day course and a condensed one-day course. Samples consisted of students and municipality employees (five-day course), and special education teachers (one-day course). Students from a mathematics and statistics course constituted a control group. We measured creative self-efficacy before and after the intervention, and self-efficacy improved significantly for both the five-day and the one-day courses, while the control group showed no changes in creative self-efficacy. Self-efficacy levels increased significantly for both students and municipality employees. A follow-up assessment two months after completing the five-day course showed no decline in creative self-efficacy.     

Taking away and determining the difference—a longitudinal perspective on two models of subtraction and the inverse relation to addition

Subtraction can be understood by two basic models—taking away (ta) and determining the difference (dd)—and by its inverse relation to addition. Epistemological analyses and empirical examples show that the two models are not relevant only in single-digit arithmetic. As curricula should be developed in a longitudinal perspective on mathematics learning processes, the article highlights some exemplary steps in which the inverse relation is discussed in light of the two models, namely mental subtraction, the standard algorithms for subtraction, negative numbers and manipulations for solving algebraic equations. For each step, the article presents educational considerations for fostering a flexible use of the two models as well as of the inverse relation between subtraction and addition. In each section, a mathe-didactical analysis is conducted, empirical results from literature as well as from our own case studies are presented and consequences for teaching are sketched.     

Databases on Human Rights Education

International Review of Education -     

Skilled but unaware of it: CAT undermines a test taker's metacognitive competence

We investigated students' metacognitive experiences with regard to feelings of difficulty (FD), feelings of satisfaction (FS), and estimate of effort (EE), employing either computerized adaptive testing (CAT) or computerized fixed item testing (FIT). In an experimental approach, 174 students in grades 10 to 13 were tested either with a CAT or a FIT version of a matrices test. Data revealed that metacognitive experiences were not related to the resulting test scores for CAT: test takers who took the matrices test in an adaptive mode were paradoxically more satisfied with their performance the worse they had performed in terms of the resulting ability parameter. They also rated the test as easier the lower they had performed, but their estimates of effort were higher the better they had performed. For test takers who took the FIT version, completely different results were revealed. In line with previous results, test takers were supposed to base these experiences on the subjectively estimated percentage of items solved. This moderated mediation hypothesis was in parts confirmed, as the relation between the percentage of items solved and FD, FS, and EE was revealed to be mediated by the estimated percentage of items solved. Results are discussed with reference to feedback acceptance, errant self-estimations, and test fairness with regard to a possible false regulation of effort in lower ability groups when using CAT.     

Lessons with Living Harvest Mice: An empirical study of their effects on intrinsic motivation and knowledge acquisition

The aim of this study was to evaluate the effects of living animals on pupils’ intrinsic motivation and knowledge. Various studies from the late 1970s and 1980s stress the high effectiveness of authentic learning experiences in pupils’ knowledge acquisition. However, there are only few current empirical studies on this topic. The research question of our study is to assess whether the use of living animals in the biology classroom supports intrinsic motivation and knowledge acquisition. In a pre-/post-test design, 185 fifth graders received two different treatments: the experimental group (N?=?74) was taught with living harvest mice (Micromys minutus) and the control group (N?=?111) received lessons with the same content which was presented in short film clips on laptop computers. Knowledge acquisition was assessed with open-ended and closed questions, while intrinsic motivation was tested with an adapted version of the Intrinsic Motivation Inventory (IMI). There were no differences in knowledge acquisition between the treatments. However, the results of the IMI showed significant differences in favour of the experimental group in interest/enjoyment, perceived competence, and perceived autonomy. Thus, living animals exert a positive influence on motivation.     

On the Roots of Difficulties in Learning about Cell Division: Process‐based analysis of students’ conceptual development in teaching experiments

Empirical investigations on students’ conceptions of cell biology indicate major misunderstandings of scientific concepts even after thorough teaching. Therefore, the main aim of our research project was to investigate students’ difficulties in learning this topic and to study the impact of learning activities on students’ conceptions. Using the Model of Educational Reconstruction, a four‐phase design was carried out. Firstly, there was the clarification of science subject matter. Secondly, students’ conceptions were investigated, and finally, the learning activities were designed. An evaluation of these learning activities was carried out using five teaching experiments, each with three 9^th grade students (15–16 years, Grammar school). Interpretation of students’ “pathways of thinking” and their conceptual change during instruction was framed theoretically by experiential realism. Theoretical framework, methods and outcomes of the study may contribute to a deeper understanding of students’ ways of thinking in the field of cell biology and reveal the process of conceptual development by using well planned learning activities.     

Das MeDoc-System – ein elektronischer Publikations- und Nachweisdienst für die Informatik

Zusammenfassung.   Ziele des MeDoc-Projektes waren die Konzeption, prototypische Entwicklung und Erprobung volltextbasierter Informations- und Publikationsdienste für die Informatik, um den Informationsaustausch und die Literaturversorgung in der Wissenschaft effektiver gestalten zu k?nnen. Dazu wurde im Rahmen des Projektes ein internet-basiertes System entwickelt, in dem Informatik & Fachinformation im Volltext gespeichert, recherchiert, abgerufen und gelesen werden kann und das die Suche nach Informatik-Literatur in heterogenen, verteilten Informationsquellen im Internet unterstützt. Das Informationsangebot ist dabei teilweise kostenpflichtig. In diesem Artikel werden Ziele, Funktionalit?t und Architektur des MeDoc-Systems beschrieben. Eingegangen am 19. Januar 1998 / Angenommen am 27. April 1998