海德格尔—马克思主义：元儒家的要素     

弗朗茨·费尔瑟 《淮阴师范学院学报(哲学社会科学版)》2010,32(5):597-600

近代以来的历史是一部人的异化史,近代以来的技术进步是存在遗忘自身的过程。海德格尔和马克思认为,这是一个不可避免的过程,是人类进步必须付出的代价。但是,从东方的儒家、道家和佛教所组成的＂元儒家＂的思想出发,我们可以证明,资本主义和帝国主义及其带来的灾难并不拥有必然性的光环。从另一个角度看,从教条主义中解放出来的马克思主义和海德格尔的关于存在之思可以与＂元儒家＂共同承担起对当代社会的批判以及对未来社会的建构的使命,并因此而成为＂元儒家＂的核心要素。  相似文献   

Bildungs-, Lern- und Integrationsprozesse im Freiwilligen Engagement     

Julia Franz 《Zeitschrift für Erziehungswissenschaft》2010,13(2):309-316

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Concept Mapping Assessment of Media Assisted Learning in Interdisciplinary Science Education     

Steffen Schaal  Franz X. Bogner  Raimund Girwidz 《Research in Science Education》2010,40(3):339-352

Acquisition of conceptual knowledge is a central aim in science education. In this study we monitored an interdisciplinary hypermedia assisted learning unit on hibernation and thermodynamics based on cooperative learning. We used concept mapping for the assessment, applying a pre-test/post-test design. In our study, 106 9th graders cooperated by working in pairs (n = 53) for six lessons. As an interdisciplinary learning activity in such complex knowledge domains has to combine many different aspects, we focused on long-term knowledge. Learners working cooperatively in dyads constructed computer-supported concept maps which were analysed by specific software. The data analysis encompassed structural aspects of the knowledge corresponding to a target reference map. After the learning unit, the results showed the acquisition of higher-order domain-specific knowledge structures which indicates successful interdisciplinary learning through the hypermedia learning environment. The benefit of using a computer-assisted concept mapping assessment for research in science education, and in science classrooms is considered.  相似文献   

Implementation of concept mapping to novices: reasons for errors,a matter of technique or content?     

Cathérine Conradty  Franz X. Bogner 《Educational studies》2010,36(1):47-58

Concept mapping is discussed as a means to promote meaningful learning and in particular progress in reading comprehension skills. Its increasing implementation necessitates the acquisition of adequate knowledge about frequent errors in order to make available an effective introduction to the new learning method. To analyse causes of errors, 283 A‐level sixth graders produced concept maps about two differently complex subject matter lessons, we implemented in a pre‐lesson. We defined six types of errors and analysed the distribution and contingency tables in both subject matters. Students in general produced more complex concept maps in the context of the easier subject matter (A) than that of the difficult content (B). Whereas in the former errors simply indicated knowledge gaps, in the latter they often reflected technical misconceptions. The occurrence of a content‐dependent technical error in (B) pointed to a cognitive overload, since the more difficult content is hypothesised to cause higher intrinsic load. From this following, concept mapping could provoke an instructional enrichment by additionally revealing specific knowledge gaps.  相似文献   

Metacognition and Middle Grade Mathematics Teachers: Supporting Productive Struggle     

Stephanie M. Lemley  Jessica T. Ivy  Dana Pomykal Franz  Seth F. Oppenheimer 《Clearing house (Menasha, Wis.)》2019,92(1-2):15-22

Communicating mathematical ideas through writing, listening, and verbalizing allows students to think about how they “think” about mathematics. By focusing this communication on a reflection of how one thinks about mathematics, metacognitive writing engages students as mathematicians and learners. In this article we describe a professional development that we implemented with middle grade mathematics teachers focused on metacognitive writing as a tool to support productive struggle in the mathematics classroom. Thus, this practitioner article adds to the knowledge base on how to develop middle grade teachers metacognitive writing through engagement in productive struggle. Recommendations for practice are included.  相似文献   

Measuring the earnings returns to lifelong learning in the UK     

Jo Blanden  Franz Buscha  Patrick Sturgis  Peter Urwin 《Economics of Education Review》2012

This paper examines the earnings returns to learning that takes place following the conventional ‘school-to-work’ stage of the life-course. We operationalise such ‘lifelong learning’ as the attainment of certified qualifications in adulthood, following the completion of the first period of continuous full-time education. Using data from the British Household Panel Survey (BHPS) for the period 1991–2006, our approach and findings represent an important addition to the existing evidence base. By using annual data, we are able to employ the fixed effects estimator, which eliminates the problem of time-invariant unobserved heterogeneity. Our dynamic specification uses a lag structure to consider how earnings returns evolve in the medium and longer run, whilst also controlling for wage trends which were evident prior to qualification attainment. Our results show a medium-run return for women of 10% on hourly wages. For men, initial suggestions of a similar positive return are eliminated once pre-qualification trends are taken into account. This suggests that adult learning has a causal effect on women's subsequent earnings but, for men, any apparent gain is due to selection.  相似文献   

Social Desirability,Environmental Attitudes,and General Ecological Behaviour in Children     

Britta Oerke  Franz X. Bogner 《International Journal of Science Education》2013,35(5):713-730

Socially desirable responses have been widely discussed as potentially biasing self-reported measures of environmental attitude and behaviour assessment. The direct and moderating effect of social desirability on children has not been analysed before. By applying a Lie scale together with a two-factor environmental attitude set measure and a scale of self-reported General Ecological Behaviour (GEB) to 198 pupils, we found a moderate impact of Lie scores on only one of both attitude measures and a small impact on GEB. In a multiple regression analysis general behaviour was predicted by attitude, social desirability, and the interaction of both. Social desirability had no moderating effect on the relationship between environmental attitudes and behaviour. Implications of these outcomes for research on environmental issues with children are discussed.  相似文献   

Concept map structure,gender and teaching methods: an investigation of students' science learning     

Sabine Gerstner  Franz X. Bogner 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):425-438

Background: This study deals with the application of concept mapping to the teaching and learning of a science topic with secondary school students in Germany.

Purpose: The main research questions were: (1) Do different teaching approaches affect concept map structure or students' learning success? (2) Is the structure of concept maps influenced by gender? (3) Is the concept map structure a reliable indicator of students' learning success?

Sample: One hundred and forty-nine high-achieving 5th-grade students from four German secondary schools participated in the study. The average age of participants was 10½ years. Gender distribution was balanced. Students produced concept maps working in small, single-sex groups.

Design and methods: There were two teaching approaches used: one based upon teacher-centred instruction and one consisting of student-centred learning. Both were followed by a concept-mapping phase. Student groups experienced either one or the other teaching approach. Concept map structures were analysed using of the method of Kinchin, Hay and Adams. We defined three different possible types of concept map structure: spokes, chains and nets. Furthermore, for assessing a student's short- and longer-term learning success, we constructed a multiple-choice knowledge test applied in a pre-, post-, retention-test design. Parametric tests, such as MANOVA, one-way ANOVA and t-tests were used to identify any differences in gender, teaching approach, number of nets per concept map and their interactions.

Results: Type of teaching approach had an effect on concept map structure but not on students' longer-term learning success. Students of the teacher-centred approach produced more net structures than those students who participated in the hands-on instruction. Subsequent analyses showed in total more net structures for female groups. The interaction of gender and number of nets per concept map showed a significant effect on students' longer-term learning success.

Conclusion: The study suggests that Kinchin's classification scheme for assessing concept map quality may be a good indicator of students' learning success when applied in combination with a knowledge test.  相似文献   

COGNITIVE DEVELOPMENT AND CAREER RETRAINING IN OLDER ADULTS     

John B. Franz 《Educational gerontology》2013,39(5-6):443-462

Recent research on the cognitive development and functioning of older adults is reviewed and explored in relation to vocational retraining. It is argued that an ecological approach to the study of cognitive development in older adults is preferable, based on the life‐phase, hierarchical‐stage and cognitive functioning literatures. The relevance of this literature for career development in older adults is considered and suggestions for future research are offered. In particular, it is proposed that retraining programs designed to facilitate the career adaptability and success of older persons should attempt to increase their cognitive complexity and flexibility.  相似文献   

International research orientation of Swiss universities: self-regulated or politically imposed?     

Franz Horváth  Karl Weber  Martin Wicki 《Higher Education》2000,40(4):389-408

International openness is essential to science in small modern countries. The modernization of Swiss science and economy in the nineteenth century was promoted largely by foreigners: newly founded Swiss universities were staffed to a large extent by foreign professors, but students also came from abroad. Up to the middle of this century, the development of Swiss universities was marked by distinct successive phases of inviting in or shutting out international influence, depending mainly on changes in the political context. The international landscape of knowledge and science since the 1950s has undergone dynamic change. University structures were installed as a reaction to this dynamism. Patterns of international research orientation emerging in different universities and in the disciplinaryfields of business administration, chemistry and history are discussedin a comparative perspective.  相似文献