Ven?se Thromboembolien

Ohne Zusammenfassung     

What do science teachers consider when selecting formative assessment tasks?

The purpose of this qualitative exploratory study was to identify factors that influenced prospective and experienced secondary level science teachers' reasoning as they evaluated or selected tasks to formatively assess their students' understanding of scientific concepts. The analysis of the coded written responses revealed two categories of factors that influenced the teachers' reasoning: (1) characteristics of the task and (2) characteristics of students or the curriculum. Characteristics of the task related to qualities of the task regardless of the learning environment in which it would be used, such as the level of student thinking demanded by a task. Characteristics of the students and the curriculum related to the learning environment in which an assessment task would be implemented, such as students' abilities to complete the task. Both prospective and experienced teachers' task evaluations were influenced by the same factors related to the characteristics of the task, although their interpretations of the meaning of each factor varied. In addition, experienced teachers' task evaluations were more likely than prospective teachers to be influenced by factors related to characteristics of students and the curriculum. The findings are discussed as a conceptual framework that presents the identified factors along three different dimensions: (1) the influence of task, student, and curriculum characteristics, (2) the influence of expectations for success, and (3) the influence of teaching experience. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1113–1130, 2008     

Effect of training in psychology on the causal interpretation of a clinical case

This paper aims to show how training in psychology leads students (at the beginning and the end of their studies) to consider that psychological disorders result from dispositional factors specific to the patients, particularly in therapeutic failure (fundamental attribution error and hindsight bias). Faced with a clinical case of a somatic disease with psychological repercussions, for which the effect of the initial treatment remains unclear, the students must choose: the repetition of treatment, the recovery or indecision. They must also define the elements that could have contributed to the evolution of the disease using causal attribution scales (C.D.S.II). At least half of the Master’s students choose indecision. When they choose to continue the treatment, they more often consider that the patient’s condition is partilly linked to his dispositions and to determinants controllable by himself. L1’s students choose to continue the treatment and are empathetic with the patient. For them, the evolution of his condition is linked to the situation and he cannot control it. In the case of therapeutic failure, training in psychology achieves at best to lead Master’s students to choose indecision but it fails partly to lead them to contend with hindsight bias and fundamental error.     

Creativity,Complexity and Self‐similarity: The Vision of the Fractal University

Creativity and communication processes in engineering education have become more and more necessary in highly complex structures such as technological networks and ‘virtual’ reality. These issues also include an educational challenge for university: all education for the future has to be based on experiencing reality. A new socio‐technical approach describes the engineering profession in all aspects beside technology, such as tasks, views, organizational structures or cooperation. Therefore, university and higher education have to change into self‐similar structures to support the learning of complexity in real life. The experiences of the Department of Computer Science in Mechanical Engineering at the University of Technology in Aachen, as a socio‐technical, self‐similar and creative system, show such learning processes of students (and staff) in undergraduate education, research and organizational structures.     

Early identification of special educational needs and the definition of 'at risk': The Early Years Transition and Special Educational Needs (EYTSEN) Project

Education in the early years is a key element in the Government's current strategy. Recently, the Department for Education and Skills (DfES) funded a major study of Effective Provision of Pre-School Education (EPPE). The Early Years Transition and Special Educational Needs (EYTSEN) Project developed from the EPPE research and was also funded by the DfES. The authors of this article, Brenda Taggart, Pam Sammons, Rebecca Smees, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Karen Elliott and Ingrid Lunt, all worked on the EYTSEN Project, based at the Institute of Education, University of London. In this article, they provide a summary of the findings from the EYTSEN Project, reviewing the impact of pre-school provision on children said to be 'at risk' of developing special educational needs. They suggest that pre-school experience has a positive impact on cognitive attainment and social or behavioural development and that integrated centres (where education and care are fully combined) and nursery schools have the most positive influence among the different f o rms of pre-school provision. This paper also discusses the identification of special educational needs; quality in pre-school centres; parents' perspectives; and future developments. The article closes with a call for improved training for practitioners working in early years settings.     

Selbsteinschätzung von Schlüsselkompetenzen allgemeiner Bildung im Sportunterricht (SSK-Sport)

The article reports on the development of a short questionnaire which can assist the assessment of personal abilities of schoolchildren based on self-estimation in the context of sports lessons. The capability for self-estimation, co-determination and solidarity as key qualifications of personal behavior in training will be worked out according to Klafki based on a theoretical training foundation. A detailed examination of the test quality of the instrument formed on this basis will be presented and discussed. The final version of the questionnaire includes 12 items on the named capabilities which are answered on a 4-stage Likert scale. The compact format allows the use of the questionnaire even in training practice.