Framework for Empirical Research on Science Teaching and Learning

In view of the research on education—and subject-related education in particular—that has been conducted in recent years, it would seem useful to describe the current state and future trends of research on science teaching and learning. In the present article, research findings are described, the deficits of science education are analyzed, and medium- and long-term research goals are specified from the perspective of an interdisciplinary cooperative effort between specialists in the fields of empirical educational research; the psychology of learning and instruction; and biology, chemistry, and physics education. Revised and supplemented version of Fischer, H. E., Klemm, K., Leutner, D., Sumfleth, E., Tiemann, R., and Wirth, J. (2003). Naturwissenschaftsdidaktische Lehr-Lernforschung: Defizite und Desiderata [Natural science-didactical learning research: Deficits and desiderata]. Zeitschrift für Didaktik der Naturwissenschaften, 9, 179–208.     

Aggregating concept map data to investigate the knowledge of beginning CS students

Concept maps have a long history in educational settings as a tool for teaching, learning, and assessing. As an assessment tool, they are predominantly used to extract the structural configuration of learners’ knowledge. This article presents an investigation of the knowledge structures of a large group of beginning CS students. The investigation is based on a method that collects, aggregates, and automatically analyzes the concept maps of a group of learners as a whole, to identify common structural configurations and differences in the learners’ knowledge. It shows that those students who have attended CS education in their secondary school life have, on average, configured their knowledge about typical core CS/OOP concepts differently. Also, artifacts of their particular CS curriculum are visible in their externalized knowledge. The data structures and analysis methods necessary for working with concept landscapes have been implemented as a GNU R package that is freely available.     

全新在线滴定技术的研究与应用

A new on-line titration method and device based on a new technique-continuous flow titration is described.By the means of electronically controlled switching of a solenoid valve,the main component of the system,the equivalent point of the titration is easily determined.Several kinds of mixing tools were examined.whereby a self-made mixing chamer with minimum volume gave best results and was therefore used in the dveice,The error of the titration is within 0.2% and the relative standard deviation(RSD) is below 1.2%,The results show no difference compared with a commercial device,meanwhile the new on-line titration system is cheaper and fully automated and thus easy to hand and less slovent consumption.     

The role and the training of teacher-counsellors

The example of teachers not seeking counselling was used. Some reasons for this situation were given as well as one possible way to change it by providing early information and training during the students' regular studies. My hope is that if teachers have the necessary information, abilities and positive experiences, when they have problems, it should be easier for them to use counsellors than it is for other today.Teachers were used as an example of how one group could be encounraged to make use of counsellors. However, similar strategies could be used with other groups whose jobs involve high personal stress (for example social workers, medical doctors etc.). The example of teachers was also used to show how change can be introduced within a system. Here it might be useful to develop the ability to work with a counsellor during the regular education, so that it becomes part of their understanding of their professional role.     

新疆少数民族传统信仰中的生态保护意识

从20世纪50年代到90年代，人类学、宗教学、伦理学等学科相继出现了和生态学有关的交叉学科。寻求生态保护途径，似乎成了人类的一种未来选择。殊不知在历史上，生态保护早已是新疆各少数民族传统文化的已有之义。弘扬新疆少数民族生态保护意识将有助于人们重视信仰在环保中的协调作用，恢复保护生态的道德自律。     

The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results

Learning with hands-on experiments can be supported by providing essential information virtually during lab work. Augmented reality (AR) appears especially suitable for presenting information during experimentation, as it can be used to integrate both physical and virtual lab work. Virtual information can be displayed in close spatial proximity to the correspondent components in the experimentation environment, thereby ensuring a basic design principle for multimedia instruction: the spatial contiguity principle. The latter is assumed to reduce learners' extraneous cognitive load and foster generative processing, which supports conceptual knowledge acquisition. For the present study, a tablet-based AR application has been developed to support learning from hands-on experiments in physics education. Real-time measurement data were displayed directly above the components of electric circuits, which were constructed by the learners during lab work. In a two group pretest–posttest design, we compared university students' (N = 50) perceived cognitive load and conceptual knowledge gain for both the AR-supported and a matching non-AR learning environment. Whereas participants in both conditions gave comparable ratings for cognitive load, learning gains in conceptual knowledge were only detectable for the AR-supported lab work.     

近十年来周恩来的现代化思想研究综述

周恩来作为新中国的缔造者之一,在探索中国社会主义现代化道路的过程中,提出了许多真知灼见的思想,如中国现代化必须坚持既反保守又反冒进、在综合平衡中稳步前进的思想;中国现代化必须正确处理独立自主、自力更生与学习外国的辩证关系的思想;关于发挥知识分子在中国现代化建设中的重要作用的思想;关于中国现代化是全面现代化的思想等,这些思想对于迈入21世纪的中国现代化建设仍然具有深远的影响和重大的现实意义.     

A meta-analysis on the relationship between school characteristics and student outcomes in science and maths – evidence from large-scale studies

ABSTRACT

In the present meta-analysis, we examine how secondary school characteristics – such as schools’ academic press, school climate, material resources, personnel resources, classroom climate, instructional practices, out-of-school activities, and socioeconomic status (SES) composition – provide opportunities for students to engage in science and maths, and how these matter with regard to students’ cognitive and motivational-affective outcomes. The meta-analysis includes 71 (international) articles from large-scale studies with a total of 3,960,281 students, 260,390 schools, and 285 effect sizes that were transformed to correlation coefficients. Multilevel meta-analyses were performed. Results identified a number of school variables that can be regarded as relevant for making a difference in student outcomes and at the same time be influenced by education. These refer to school variables such schools’ academic press, classroom climate, instructional practices, and out-of-school activities. Moreover, SES composition was significantly related to student outcomes. Material and personnel resources as well as school climate yielded a close to zero effect. No differences were found between cognitive and motivational-affective outcome variables or between science and maths. The results point to the most promising school characteristics for promoting students’ outcomes and emphasise schools’ potential for students’ engagement in science and maths.