Algorithmically generated subject categories based on citation relations: An empirical micro study using papers on overall water splitting

One important reason for the use of field categorization in bibliometrics is the necessity to make citation impact of papers published in different scientific fields comparable with each other. Raw citations are normalized by using field-categorization schemes to achieve comparable citation scores. There are different approaches to field categorization available. They can be broadly classified as intellectual and algorithmic approaches. A paper-based algorithmically constructed classification system (ACCS) was proposed which is based on citation relations. Using a few ACCS field-specific clusters, we investigate the discriminatory power of the ACCS. The micro study focusses on the topic ‘overall water splitting’ and related topics. The first part of the study investigates intellectually whether the ACCS is able to identify papers on overall water splitting reliably and validly. Next, we compare the ACCS with (1) a paper-based intellectual (INSPEC) classification and (2) a journal-based intellectual classification (Web of Science, WoS, subject categories). In the last part of our case study, we compare the average number of citations in selected ACCS clusters (on overall water splitting and related topics) with the average citation count of publications in WoS subject categories related to these clusters. The results of this micro study question the discriminatory power of the ACCS. We recommend larger follow-up studies on broad datasets.     

Bachelor/Master in der Lehrerbildung — Potential für Innovation oder ihre Verhinderung?

Zusammenfassung Inzwischen liegen verschiedene aktuelle Modelle zu Bachelor/Master in der Lehrerbildung vor. Um vergleichend ihr Innovationspotential abzusch?tzen, lassen sich historische und berufssoziologische Vergewisserungen heranziehen, und es ist fruchtbar, eingangs professionstheoretische Kriterien für eine Reform der Lehrerbildung zu benennen. Befragt werden die Modelle anschlie?end nach ihrem Beitrag zur St?rkung des p?dagogischen Professionsbezuges, zur St?rkung reflexiver Verwissenschaftlichung und zur Restrukturierung des Curriculums. Die Sichtung der Modelle macht deutlich, dass die mit einer Restrukturierung der Lehrerbildung verbundenen Chancen durch die bis jetzt vorgelegten Konzepte noch unzureichend genutzt werden.

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Summary Bachelor and Master Qualifications in Teacher Training — Potential or hindrance for innovation? Over the past few years a series of different models for two-phased teacher training programs leading to the qualifications Bachelor and Master have developed in German higher education. Historical considerations and sociological concepts on work can be drawn on to analyze the comparative advantages of the different models. This paper also refers to theories of professionalism for criteria by which to evaluate a reform of teacher training. Finally, the models’ contribution to the strengthening of pedagogic relevance to the professional needs of students, to the strengthening of their reflexivity and to the restructuring of the training curriculum will be assessed. A look at the models shows clear enough that the chances for innovation, which emerge from restructuring efforts, have not been exploited sufficiently in the current concepts.

     

Projekt Chablis – Abrechnungs- und Zahlungskonzepte für Dienstleistungen digitaler Bibliotheken

Ohne Zusammenfassung     

Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions

Argumentation skills play a crucial role in science education and in preparing school students to act as informed citizens. While processing conflicting scientific positions regarding topics such as sustainable development in the domain of ecology, argumentation skills such as evaluating arguments or supporting theories with evidence are beneficial for developing deep understanding and well-grounded conclusions. We developed a 50-min training intervention to foster argumentation skills in the domain of ecology on topics related to sustainable development and analyzed its effects in a control-group design: (a) training intervention to foster argumentation skills (n = 41), (b) no such training intervention (n = 42). Results showed that this short-term training intervention successfully fostered three components of argumentation skills (i.e., evaluative knowledge, generative knowledge, and argument quality) and declarative knowledge about argumentation. The positive effect on declarative knowledge was stable 1 week after the training and it was mediated by learning processes during the training intervention: self-explaining the principles of argumentation underlying the video-based examples mediated the effect on declarative knowledge 1 week after the training. In short, the training intervention is an effective instructional method to enhance argumentation skills as well as declarative knowledge about argumentation.