Book reviews     

Herbert Bergmann  Valerie Dundas-Grant  Daniel Hart  Takashi Morita  Olusola Avoseh  Warwick B. Elley  Thomas N. Kahl  A. J. Cropley  Ingeborg Willke  David Layton  Birgit Brock-Utne  Francisco Gomes de Matos  James Lynch 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1984,30(1):91-116

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Effects of Cognitive Activation in Biology Lessons on Students’ Situational Interest and Achievement     

Christian Förtsch  Sonja Werner  Tobias Dorfner  Lena von Kotzebue  Birgit J. Neuhaus 《Research in Science Education》2017,47(3):559-578

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A cross-cultural comparison of biology lessons between China and Germany: a video study     

Ning Liu  Birgit Jana Neuhaus 《Cultural Studies of Science Education》2018,13(3):671-686

Given the globalization of science education and the different cultures between China and Germany, we tried to compare and explain the differences on teacher questions and real life instances in biology lessons between the two countries from a culture-related perspective. 22 biology teachers from China and 21 biology teachers from Germany participated in this study. Each teacher was videotaped for one lesson on the unit blood and circulatory system. Before the teaching unit, students’ prior knowledge was tested with a pretest. After the teaching unit, students’ content knowledge was tested with a posttest. The aim of the knowledge tests here was for the better selection of the four samples for qualitative comparison in the two countries. The quantitative analysis showed that more lower-order teacher questions and more real life instances that were introduced after learning relevant concepts were in Chinese lessons than in German lessons. There were no significant differences in the frequency of higher-order questions or real life instances that were introduced before learning concepts. Qualitative analysis showed that both German teachers guided students to analyze the reasoning process of Landsteiner experiment, but nor Chinese teachers did that. The findings reflected the subtle influence of culture on classroom teaching. Relatively, Chinese biology teachers focused more on learning content and the application of the content in real life; German biology teachers emphasized more on invoking students’ reasoning and divergent thinking.  相似文献   

ICT use in mathematics lessons and the mathematics achievement of secondary school students by international comparison: Which role do school level factors play?     

Birgit Eickelmann  Julia Gerick  Christian Koop 《Education and Information Technologies》2017,22(4):1527-1551

By means of an international comparison, the research presented in the article aims to identify supporting and hindering school level factors for the use of ICT in secondary school mathematics lessons. The relationship between ICT use and the performance of Grade 9 students in mathematics is examined and further integrated into a multi-level model including school level factors. Against the background of a theoretical allocation (1) the IT equipment of schools, (2) school leadership, (3) aspects of school goals and educational strategies as well as (4) teachers’ attitudes will be analyzed by means of a multi-level regression model as well as a multi-level path model including the mathematics achievement of students as measured in the context of PISA 2012. Representative school and student data from five countries, namely Australia, Germany, the Netherlands, Norway and Singapore are taken into consideration, as the integration of ICT in teaching and learning is firmly emphasized in these countries (overall 24,579 students in 1263 schools). By modeling the complex structure, school characteristics are examined with respect to their effect on the use of ICT for mathematics teaching. Moreover, the relation between different factors and students’ mathematics achievement will be synchronously assessed in the different educational systems. The results show that characteristics at school level do play a major role in the integration of ICT into teaching and learning and turn out to be relevant across the educational systems. In addition to further in-depth country-specific findings, the results point to cross-national future challenges in the field of using technologies to enhance teaching and learning.  相似文献   

Entrepreneurs and Idealists     

Birgit Røe Mathisen 《Journalism Practice》2017,11(7):909-924

The number of freelancers and self-employed journalists has been increasing across the Western world, while the media crisis has made it even more difficult to gain permanent employment in newsrooms. This article helps to shed light on the professional role of freelance journalists using the conceptual model of two different types of freelancers: entrepreneurs and idealists. Furthermore, the article discusses the tension between the autonomy and freedom a freelancer experiences, versus the constraints of income insecurity. The discussion is based on qualitative interviews with 15 Norwegian freelance journalists.  相似文献   

E-textbooks and Connectivity: Proposing an Analytical Framework     

Ghislaine Gueudet  Birgit Pepin  Angela Restrepo  Hussein Sabra  Luc Trouche 《International Journal of Science and Mathematics Education》2018,16(3):539-558

This paper is concerned with the development of e-textbooks. We claim that analysis (and design) of e-textbooks requires the development of a specific frame. Digital affordances provide particular opportunities (e.g. in terms of interactions between users) that require specific considerations for their analysis, as teachers and students use them for their individual and collective purposes. In this study, we develop a framework for mathematics e-textbook analysis, based on the notion of “connectivity.” We introduce criteria to assess the different aspects of connectivity and build an analysis grid for e-textbooks. We illustrate the framework proposed by analyzing 2 commonly used French grade 10 mathematics e-textbooks. The results of the analyses show that there are major differences between the 2 e-textbooks in terms of connectivity, which can be related to differences in their design. Beyond these 2 examples, we claim that focusing on connectivity is a useful and relevant way of analyzing e-textbooks, as it can provide a window into issues of interactivity, both practically and cognitively.  相似文献   

Voss,Print- und Hypertextlesekompetenz im Vergleich     

Birgit Eickelmann 《Zeitschrift für Erziehungswissenschaft》2007,10(1):139-140

Ohne Zusammenfassung  相似文献   

Fostering scientific reasoning in education – meta-analytic evidence from intervention studies     

Katharina Engelmann  Birgit J. Neuhaus  Frank Fischer 《Educational Research and Evaluation》2016,22(5-6):333-349

Scientific reasoning skills are not just for researchers, they are also increasingly relevant for making informed decisions in our everyday lives. How can these skills be facilitated? The current state of research on supporting scientific reasoning includes intervention studies but lacks an integrated analysis of the approaches to foster scientific reasoning in primary through secondary education. This meta-analysis evaluates effect sizes taken from 30 interventions in experimental and quasi-experimental studies and shows a medium mean effect of interventions on scientific reasoning. Interventions successfully facilitate scientific discovery, scientific argumentation, or nature of science in all age groups. Moderator analyses show that interventions set in constructive and interactive learning activities yield positive effects but do not differ substantially. Although the meta-analysis is limited by the number of studies included, we can conclude that scientific reasoning can successfully be facilitated and we show which characteristics are beneficial in educational interventions.  相似文献   

The Growth of English for Academic Communication in the Nordic Countries   总被引：1，自引：0，他引：1  

Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,47(3-4):221-233

This article discusses the danger of subtractive English in higher education in Norway. If the use of a mother tongue as the medium of communication at the highest academic levels ceases, is drastically reduced and replaced through the use of a foreign tongue, we may speak of subtractive learning. If the mother tongue is being replaced by a foreign tongue in academic writing, in research and university level teaching, the mother tongue will stagnate. The vocabulary needed has not been allowed to develop at the highest academic level. The author maintains that the Norwegian language is threatened as an academic language and here discusses the following five phenomena, all contributing to this threat:1. The increasing use of English words in Norwegian academic, bureaucratic or technological language.2. The sale of more academic literature in English and stagnation of academic literature in Norwegian.3. The recruitment of teaching staff who do not speak Norwegian.4. The growth in Master degree courses taught in English.5. The financial rewards being given to academic staff publishing in an international language (read: English) instead of in the mother tongue.  相似文献   

Changes in the Relation Between Competence Beliefs and Achievement in Math Across Elementary School Years          下载免费PDF全文

Anne F. Weidinger  Ricarda Steinmayr  Birgit Spinath 《Child development》2018,89(2):e138-e156

Math competence beliefs and achievement are important outcomes of school‐based learning. Previous studies yielded inconsistent results on whether skill development, self‐enhancement, or reciprocal effects account for the interplay among them. A development‐related change in the direction of their relation in the early school years might explain the inconsistency. To test this, 542 German elementary school students (M = 7.95 years, SD = 0.58) were repeatedly investigated over 24 months from Grade 2 to Grade 4. Math competence beliefs declined and had a growing influence on subsequent math grades. This suggests changes in the dominant direction of the relation from a skill development to a reciprocal effects model during elementary school. Findings are discussed with regard to their theoretical and practical implications.  相似文献