Besides his activities as a theoretical physicist, the Belgian Léon Rosenfeld cultivated and showed a lively concern for history of science since his student years. This paper is a study of his publications, correspondence and other endeavours in history of science, mainly during the early Cold War period, in order to explore his essentially Marxist views on science and society and how they differed from those of other Marxists scholars, most notably John D. Bernal and Boris Hessen. 相似文献
In this contribution the results of Dutch students of grades 3 and 4 in primary education on the TIMSS mathematics and science test are discussed. Despite severe criticism from subject matter experts on the test, the Netherlands score very high in the international ranking list. The nature of the criticism and the features of Dutch mathematics and science education are described to serve as a background for interpreting these surprising results. 相似文献
Die Integration aller m?glichen zur Verfügung stehenden Informationen wird h?ufig als Voraussetzung für verl?ssliche Entscheidungen
betrachtet. Befunde aus der psychologischen Grundlagenforschung zeigen dagegen, wie unter gewissen Umst?nden gerade das Ignorieren
von Information zu guten Entscheidungen führen kann. Wir demonstrieren diesen der Intuition zuwiderlaufenden Sachverhalt anhand
von drei einfachen Heuristiken — der Blickheuristik, der Rekognitionsheuristik sowie der Heuristik Take The Best — und erl?utern,
unter welchen Voraussetzungen diese Heuristiken mit Erfolg eingesetzt werden k?nnen. 相似文献
AbstractEducation for sustainable development (ESD) provides crucial opportunities for young people to be involved in complex sustainability issues. This study contributes to existing knowledge about primary school teachers’ approaches to ESD across a range of subjects. Norwegian schools can join the Sustainable Backpack programme (SBP), which supports teachers to develop projects that promote a holistic understanding of sustainable development across school subjects. The present study set out to examines teachers’ interdisciplinary approach to ESD and the SBP teachers’ perceptions of how their curriculum units promote environmental, social and economic dimensions of sustainable development. The study is a multi-case study, with curriculum units designed for students aged 10-13?years from 14 Norwegian schools. Content analysis suggest that the units used several subjects to ESD, but the teachers could have challenged the students’ reflection to a greater extent in terms of argumentation and critical thinking. The units succeeded to some extent in pursuing a holistic approach. 相似文献
Instructional Science - Previous research has shown that misconceptions impair not only learners’ text comprehension and knowledge transfer but also the accuracy with which they predict their... 相似文献
In a study of student teachers' concerns, a combination of image‐based and more traditional research techniques was used. The first year student teachers appeared to be most concerned about matters that, in their view, form the core task of teaching, such as ‘selecting and teaching content well’, ‘motivating pupils to learn’ and ‘adapting myself to the needs of different pupils’. They are less concerned about matters that are not central to the immediate task of teaching or that they, as student teachers, cannot influence. In line with other research, their concerns remained reasonably stable during their first year of teaching. Drawings appeared to be a reasonably reliable and valid means of assessing concerns and seemed to elicit a specific type of information when compared with more widely used research techniques such as the card sorting technique and interviews used in this research.
Dans une étude concernant les préoccupations d'étudiants futurs enseignants, plusieurs techniques de recherche diverses ont été utilisées: des techniques basées sur l'image et d'autres plus traditionnelles. Les étudiants de première année se révèlent plus sensibles à des choses qui, à leur sens, constituent l'essence même du travail de l'enseignant comme ‘bien choisir et enseigner un contenu’, ‘motiver les élèves à apprendre’ et ‘s’adapter aux divers besoins des élèves'. Ils s'avèrent en revanche moins concernés par des sujets ne jouant pas immédiatement un rôle central ou direct dans la mission d'enseigner ou sur lesquels, en tant que futur enseignant encore en cours de formation, ils n'ont pas d'influence. Comme l'étayent d'autres recherches, ces préoccupations restent plutôt stables au cours de leur première année d'expérience pratique dans l'enseignement. Les dessins se sont avérés être des moyens assez fiables et valables pour l'évaluation des préoccupations et permettant d'extraire un type d'information spécifique par rapport à d'autres techniques de recherche auxquelles il est plus fréquemment fait appel comme le tri de cartes ou l'interview, également utilisées lors de cette étude.
En un estudio sobre las preocupaciones de los estudiantes de profesorado, se usó una combinación de técnicas de investigación basadas en imágenes y otras técnicas más tradicionales. Parece ser que durante el primer año, a los estudiantes de profesorado les preocupan sobre todo los temas que en su visión constituye la tarea central de la enseñanza, como por ejemplo ‘seleccionar y enseñar bien el contenido’, ‘motivar a los alumnos a aprender’ y ‘adaptarme a las necesidades de diferentes alumnos’. Les preocupan menos los asuntos no tan directamente relacionados con la enseñanza, o en los que ellos, como estudiantes de profesorado, no pueden influir. En línea con los resultados de otros estudios, sus preocupaciones permanecieron estables durante el primer año de enseñanza. El método de los dibujos demostró ser fiable y válido para evaluar las preocupaciones, y parecía generar un determinado tipo de información en comparación con técnicas más ampliamente usadas, como la técnica de clasificación de cartas y las entrevistas, que también se aplicaron en este estudio.
In einer Studie über die Interessen von Lehrern im ersten Studienjahr wurde eine Kombination aus visuellen und traditionelleren Forschungstechniken gewählt. Die Studenten des ersten Jahres scheinen am meisten an Dingen interessiert zu sein, die ihrer Ansicht nach zu den Kernaufgaben des Lernens gehören, wie zum Beispiel ‘richtige Auswahl und Vermittlung des Wissens, ‘motivierung von Schülern zu lernen’ und ‘meine Anpassung an die Bedürfnisse der jeweiligen Schüler’. Sie sind weniger interessiert an Dingen, die nicht zu der unmittelbaren Lehrtätigkeit gehören oder die sie als Student nicht beeinflussen können. Im Rahmen anderer Forschungstechniken waren ihre Interessen im ersten Studienjahr ziemlich konstant. Zeichnungen erwiesen sich als angemessenes und gültiges Mittel zur Bewertung der Interessen und führten zu einer bestimmten Art von Informationen, wenn man Vergleiche mit den weiterverbreiteten Forschungstechniken wie Card‐Sorting‐Technik und Interviews anstellt, die in dieser Forschung angewandt werden. 相似文献
AbstractBy the end of the nineteenth century, the relationship between the state, language and schooling had become extremely close: a state was supposed to be “national”, and a real nation was supposed to be monolingual. Following the literature on nation-building, it is because schooling was charged with the task of forming such nations that curricula intended for the great majority of pupils included only one language. The theory of a direct effect of national identity on curricula was elaborated by focusing on the typical monolingual nation-state. This paper discusses the theory from the perspective of a multilingual state: Switzerland. The study’s analysis shows that in the 1914–1945 period the Swiss state’s multilingualism became part of the Swiss national identity and learning another national language became a matter of patriotic education. However, this new conception did not affect all curricula in the same manner. The economic and pedagogical rationales given voice by actors other than the state seem to be equally important factors in explaining the decisions made regarding language curricula as a state’s national identity. Therefore, warning is given against the assumption that a school’s language policy automatically aligns with a state’s national identity. 相似文献
Members of a social group possess a shared social identity, which is individually represented as the group prototype. The prototype is the individual cognitive representation of all attributes, which best describes the group from the group members’ point of view. The aim of the study was to gather those attributes provided by group members of a soccer team and subsequently to describe and categorize them by means of a content analysis. Using one single open question, a total of 1581 attributes were assessed through n?=?278 soccer players (67?% male; M?=?23.5 years, SD?=?5.0 years) from 20 soccer teams. The data analysis was based on the qualitative content analysis described by Mayring (2010). Results show that the attributes mentioned by the team members can be divided into four distinct categories (social, psychological, sport specific, ecological). These categories result from intragroup synchronisations. Future research should examine which categories and subcategories seem to best represent the prototype in soccer teams. 相似文献
