How many young generations are there? – A typology of teenagers’ climate change awareness in Germany and Austria

Abstract

Under the premise that the young generation of teenagers cannot be considered to be uniform, this study identified groups of teenagers based on their level of climate change awareness. Questionnaires answered by 760 teenagers (13–16?years old) from Germany and Austria were analyzed using a hierarchical cluster analysis. The teenagers were assigned to four groups that differed as to their cognitive, affective and conative aspects of climate change awareness. Based on the empirical results, the authors argue that there are different subgroups of young people in terms of climate change awareness, which climate change education should take into consideration.     

Fachdidaktisches Wissen von Lehrkräften und multiple Ziele im naturwissenschaftlichen Sachunterricht

Recent investigations in the field of mathematics have demonstrated that teachers’ pedagogical content knowledge, as a central component of teachers’ professional knowledge, plays a significant role in high-quality instruction and students’ learning gains. The study presented here explores the significance of teachers’ pedagogical content knowledge for gains in pupils’ understanding of scientific concepts and for motivational and self-related outcome criteria in primary science education in Germany. It reports on findings from a study with a pre-post-design comprising 60 primary school teachers and their 1326 pupils. Teachers’ pedagogical content knowledge and pupils’ learning gains as well as motivational and self-related outcome criteria were directly assessed with paper-and-pencil tests. Two-step models controlling for several relevant variables at the individual and the class level were specified. Results revealed a substantial positive effect of the measured pedagogical content knowledge on pupils’ achievement gains as well as on pupils’ situational interest and perceived competence.     

Exploring the Use of Conceptual Metaphors in Solving Problems on Entropy

A growing body of research has examined the experiential grounding of scientific thought and the role of experiential intuitive knowledge in science learning. Meanwhile, research in cognitive linguistics has identified many conceptual metaphors (CMs), metaphorical mappings between abstract concepts and experiential source domains, implicit in everyday and scientific language. However, the contributions of CMs to scientific understanding and reasoning are still not clear. This study explores the roles that CMs play in scientific problem-solving through a detailed analysis of two physical chemistry PhD students solving problems on entropy. We report evidence in support of three claims: a range of CMs are used in problem-solving enabling flexible, experiential construals of abstract scientific concepts; CMs are coordinated with one another and other resources supporting the alignment of qualitative and quantitative reasoning; use of CMs grounds abstract reasoning in a “narrative” discourse incorporating conceptions of paths, agents, and movement. We conclude that CMs should be added to the set of intuitive resources others have suggested contribute to expertise in science. This proposal is consistent with two assumptions: that cognition is embodied and that internal cognitive structures and processes interact with semiotic systems. The implications of the findings for learning and instruction are discussed.     

对传统德治主义的批判与继承

德治主义在中国具有悠久的传统，深深影响着中国古代社会特别是古代政治的演进历程，其积极作用是不容置疑的；同时传统德治主义强烈的阶级色彩，限制甚至阻碍了法治的发育，具有明显的弊端。根据制度设计建立在人性认识基础上的理论，中国要实行依法治国，不仅要借鉴西方国家的有益经验和制度，更应在经过对传统德治主义的批判之后，充分吸收、继承中国化传统中合理的“德治”思想，作为“依法治国”的补充。     

Critical practitioner inquiry and the struggle over the preferential right of interpretation in the south

This article situates the ongoing struggle over the preferential right of interpretation in education at the global arena. The recent influences from neoliberalism are emphasised and placed in a perspective based on analyses of the post-apartheid teacher education reform in Namibia as an example of a counter-hegemonic attempt. The conclusion drawn from the global and local analyses is that new alliances need to be created based on a refurbished solidarity perspective in the North in support of the preferential right of interpretation of ‘the poor’, particularly in the South.     

浅谈IRF2及校园网的应用

以我院校园网双核心改造为背景,介绍了智能弹性技术的发展,重点介绍了IRF2在我校校园网中的实际应用。     

云南省宁蒗县树扎铜矿地质特征及矿床成因探讨

树扎铜矿位于区域性构造的挖开断层北东,树劳河～中梁子断层南西相交的二迭系玄武岩组地层内。区域两个构造带应力集中交汇的地段,是造就树扎铜矿的导矿构造、容矿构造之原因。后期从华力西～燕山～喜山期的岩浆热液活动,对树扎铜矿的后期成矿和富集都起了重要作用。本文介绍了树扎铜矿矿区地质概况,阐述了树扎铜矿的地质特征,并对矿床成因进行了探讨分析,对该地区今后的地质工作具有一定的指导意义。     

聚酰胺-胺为核的树枝状-星型聚合物聚己内酯的合成与表征

聚酰胺-胺(PAMAM)类树状分子是一类高度支化、具有特定三维结构、分子尺寸和构型高度可控的树枝状大分子,独特的分子结构与物理化学性质使之在众多领域有着广泛的应用前景,并迅速成为了研究热点之一.本文采用发散法合成PAMAM,改性PAMAM后得到端基为羟基的PAMAM-OH,引发ε-己内酯(ε-CL)开环聚合到PAMAM-OH上,形成树枝状-星型聚合物PAMAM-PCL.用核磁氢谱、红外光谱、凝胶色谱等分析测试手段对其进行了结构表征,偏光显微镜及DSC对其进行性能表征,PCL链段的结晶性受到较大程度削弱.这类精细结构的共聚物由于其组成部分具有优异的生物相容性,因而可以在生物材料中有潜在的应用.     

Attitude and passion: becoming a teacher in early childhood education and care

By focusing on a collective aesthetics based on sensation and affect, researchers, especially in Stockholm, Sweden, are exploring a pedagogy that opens up space for assemblages of desire, acknowledging the expressions of children who transform themselves and their milieus into a weave of bodies, spaces, signs and media. By analysing this pedagogy, against the background of the theories of Henri Wallon and Gilles Deleuze and Félix Guattari, I wish to investigate the concept of a ‘thinner skin mentality’. This willingness to transgress one’s own stabilising attitude, to move towards a greater sensitivity to relational and situational affectivity when accompanying the learning of children, may provide a point of reference for a preschool teacher qualification.