Palliativmedizin: Grundlagen und Symptommanagement     

Eva Katharina Masel  Herbert Hans Watzke 《Wiener klinische Wochenschrift Education》2017,12(1-4):49-62

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Conflicts and resistance: potentials for democracy learning in preschool     

Eva Johansson  Anette Emilson 《International Journal of Early Years Education》2016,24(1):19-35

The study aims to develop knowledge about learning for democracy in ECEC, through investigating acts of resistance in conflicts and examine these as potentials for democracy learning. The study is informed by Mouffe's theoretical ideas about conflicts as a prerequisite for democracy. The research questions are: What kind of conflicts can be identified in everyday interactions in preschool? How do children and teachers express and maintain resistance in conflicts? What potentials for democracy learning are there in such acts? Data consist of video observations of interactions in four Swedish preschools. The analyses of the interactions comprised various readings to identify expressions of conflicts and ways to communicate resistance. Ethical considerations were paramount to ensure that the studies met the ethical requirements. Identified conflicts are described in terms of qualities of space: (a) Space for diversity illustrates openness for different opinions to be articulated and heard: (b) Space for unity illustrates how alliance-building and authority create conditions and restrictions for opinions to be articulated, heard and/or neglected. Playfulness, courage and emotions are important traits for resistance and both agonism and antagonism appear to be at play. The conflicts identified offer both possibilities and obstacles in learning for democracy.  相似文献   

LEISURE ACTIVITIES AS PREDICTORS OF GIFTEDNESS     

Eva Gefferth  Maria Herskovits 《High Ability Studies》1991,2(1):43-51

The investigation of leisure time activities through lifespan analysis has revealed the importance of such activities in the prediction of later life achievements and creative products. They may be more reliable predictors of future performance than IQs, creativity test scores or school achievement. In the present paper creative leisure time activities are considered to be creative products. A total of 192 fifteen year old academic secondary school students were involved in the study: Creative leisure time inventories were filled out, Raven Advanced Progressive Matrices administered, and school grades recorded. Results indicated that differences in leisure time inventory scores between boys and girls with high intellectual potential were smaller than those of students with average potential. Girls were overrepresented in the “schoolhouse gifted” group, but in the “creative gifted” and “intellectually gifted” groups the ratio of girls and boys was balanced.  相似文献   

How source information shapes lay interpretations of science conflicts: interplay between sourcing,conflict explanation,source evaluation,and claim evaluation     

Eva Thomm  Rainer Bromme 《Reading and writing》2016,29(8):1629-1652

When laypeople read controversial scientific information in order to make a personally relevant decision, information on the source is a valuable resource with which to evaluate multiple, competing claims. Due to their bounded understanding, laypeople rely on the expertise of others and need to identify whether sources are credible. The present study examined under which conditions readers acknowledge and consider available source information. University students read two conflicting scientific claims put forward by sources whose credibility was varied in terms of either expertise or benevolence. They then rated their subjective explanations for the conflicting claims, perceived source credibility, and personal claim agreement. Results showed that when evaluating and explaining the conflict, participants became vigilant to source information specifically when source credibility was questioned. Conflict explanation through differences in sources’ competencies mediated the impact of sourcing on source credibility. Information about a source’s benevolence revealed a strong direct effect on credibility judgments. However, motivation explanations did not clarify the relationship. Overall, findings show that readers consider source information and apply it adaptively when handling conflicting scientific information.  相似文献   

Mind the Gap: How Students Differentially Perceive Their School's Attendance Policies in Germany     

Christine Saelzer  Anna Eva Lenski 《Journal of Education for Students Placed at Risk》2016,21(4):246-260

Truant student behavior can be due to various reasons. Some of these reasons are located in schools. So far, little is known about how student perception of school rules is related to truancy. This study aims to identify types of school attendance policies and how these policies are associated with individual truancy. Self-reports from the German student sample of PISA 2012 (N = 5,001) were analyzed to evaluate truancy and student perception of school attendance policies. A linear regression model was specified to predict truancy. Two styles of school attendance policies as perceived by students could be distinguished: active and passive. Students who perceived their school's attendance policy to be active were truant less often than students who thought their school's attendance policy was passive.  相似文献   

Learning in non-formal education: Is it “youthful” for youth in action?     

Lars Norqvist  Eva Leffler 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(2):235-256

This article offers insights into the practices of a non-formal education programme for youth provided by the European Union (EU). It takes a qualitative approach and is based on a case study of the European Voluntary Service (EVS). Data were collected during individual and focus group interviews with learners (the EVS volunteers), decision takers and trainers, with the aim of deriving an understanding of learning in non-formal education. The research questions concerned learning, the recognition of learning and perspectives of usefulness. The study also examined the Youthpass documentation tool as a key to understanding the recognition of learning and to determine whether the learning was useful for learners (the volunteers). The findings and analysis offer several interpretations of learning, and the recognition of learning, which take place in non-formal education. The findings also revealed that it is complicated to divide learning into formal and non-formal categories; instead, non-formal education is useful for individual learners when both formal and non-formal educational contexts are integrated. As a consequence, the division of formal and non-formal (and possibly even informal) learning creates a gap which works against the development of flexible and interconnected education with ubiquitous learning and mobility within and across formal and non-formal education. This development is not in the best interests of learners, especially when seeking useful learning and education for youth (what the authors term “youthful” for youth in action).  相似文献   

Diagnoses and their instructional implications-children’s agency and participation in school activities     

Eva Hjörne  Roger Säljö 《Emotional and Behavioural Difficulties》2019,24(3):219-223

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Selective traditions in group discussions: teachers’ views about good science and the possible obstacles when encountering a new topic     

Eva Lundqvist  Per Sund 《Cultural Studies of Science Education》2018,13(2):353-370

There is an ongoing discussion about what content that should be taught in science education and there are different views among teachers about what represent good science content. However, teachers are not isolated individuals making their own interpretations, but are part of institutionalised systems building on patterns in the selection of teaching goals and content. Earlier research shows that teachers teach in alignment with different selective traditions, which can be understood as well-developed teaching habits. Individual teachers seem to develop their personal habits on the basis of the contextual situations created by earlier generations of teachers. In order to find out which content teachers find representative for science education, we asked nine teachers to take part in group interviews to talk about what they value as “good” science content. The participants were grouped according to their selective traditions expressed in earlier studies. The method was used to dynamically explore, challenge and highlight teachers’ views. The starting point for the group discussions is national tests in science. In Sweden, national tests in biology, physics and chemistry were introduced in secondary school science (year 9) in 2009. One overarching aim of these tests is to support the implementation of the science curricula and to include for example knowledge about socio-scientific issues (SSI). The content of the tests can consequently be seen as important for teachers to consider. The findings show that ‘resistance’ to including SSI is not just an issue for individual teachers. As individuals teachers can create many kinds of obstacles, but still be interested in integrating SSI in their science teaching. However, in group discussions the teachers tend to collectively adopt the scientific rational discourse. This discourse is what joins them and creates their common identity as science teachers. In turn, they seek to free scientific knowledge from social knowledge and thereby make assessment easier.  相似文献   

Secularism and religious traditions in non-confessional Swedish preschools: entanglements of religion and cultural heritage     

Eva Reimers 《British Journal of Religious Education》2020,42(3):275-284

ABSTRACT

Swedish preschools are supposed to be non-confessional. At the same time, they are supposed to pass on a cultural heritage of a nation where the Lutheran Church has permeated society for centuries. Based on a study of traditions and religion in Swedish preschools, this article describes and discusses how preschools work with religion as an aspect of cultural heritage and as regularly occurring activities and themes during the preschool year. The empirical data consist of a survey about traditions in preschools, video ethnography in two preschools, and group interviews with preschool staff. The article centres around the question of how a cultural heritage is passed on without simultaneously passing on religion. Although the data show that all preschools have special activities in relation to Christmas and Easter, it also demonstrate a reluctance to speak to the children about what the teachers understand as religion. Drawing on the notion of secularism and Smart’s dimensions of religion, the article shows, on the one hand, the difficulty of emptying religious practices of religion, and on the other hand, the difficulty of reducing religion to only one dimension. As a social phenomenon, religion is complex, contingent, and multidimensional.  相似文献   

A Fragmented Training Environment: Discourse Models in the Talk of Physics Teacher Educators     

Larsson  Johanna  Airey  John  Danielsson  Anna T.  Lundqvist  Eva 《Research in Science Education》2020,50(6):2559-2585

Research in Science Education - This article reports the results of an empirical study exploring the discourses of physics teacher educators. We ask how the expressed understandings of a physics...  相似文献