Editorial     

Prof. Dr. Harm Kuper  Prof. Dr. Josef Schrader 《Zeitschrift für Erziehungswissenschaft》2013,16(1):3-5

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Tests as means for promotion of learning from distance teaching     

Josef Sageder 《Distance Education》1988,9(2):234-249

This article from a pedagogical viewpoint deals with the problem of how to promote meaningful learning in distance education. In correspondence courses, major problems arise from individual learning difficulties which are caused, e.g. by ineffective teaching methods, deficient individual prerequisites, and/or lack of social facilitation because of isolation. Dealing with those problems experts have been using various technical facilities (e.g., computers for administration and management) and media. Nevertheless, learning difficulties can be solved only by students themselves, but not by mere manipulation of technology, educational methods, or students’ activities. Methods to enhance individual engagement and learning cannot be based well on existing pedagogical theories, since these address direct teaching of children or youth in classroom. Search for theories and methods appropriate to distance teaching reveals as a major goal the development of problem‐solving skills and related abilities. Learning activities corresponding to that goal obviously cohere to working on problem‐like tests. Thus, a conceptual model of how to effect meaningful learning by tests is being proposed. Based on that model special modular components of tests are being described which should be apt for enhancing meaningful learning, and for computer‐based application.  相似文献   

AUSTRIAN UNIVERSITIES IN TRANSITION: FROM MINISTERIAL CONTROL TO MARKET CO‐ORDINATION     

Josef Langer 《Higher Education in Europe》1991,16(4):98-111

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A process theory of inductive reasoning tested by the teaching of domain-specific thinking strategies     

Karl Josef Klauer 《European Journal of Psychology of Education - EJPE》1990,5(2):191-206

Inductive reasoning can be conceived as the process of discovering regularities by finding out identity and difference with respect to attributes of and relations between objects. This assumption gives rise to the definition of a set of inductive tasks consisting of six subsets, all of which can be solved by variants of a basic strategy. Such a theory can be tested by teaching subjects the strategy, i.e. by training experiments: Inducing the postulated processes should lead to predictable improvements in certain tasks and to no improvements in other tasks. The article provides an account of the main results of about 30 experiments. The theory seems to be sound and the training approach proved to be a powerful research method: A great number of differential effects, partly considerable in amount, have been predicted and empirically tested, most of them even by several replications. Transfer effect of an inductive thinking training on intelligence test performance is about twice as great as an average test coaching effect.  相似文献   

Early Deception and the Child's Theory of Mind: False Trails and Genuine Markers   总被引：5，自引：0，他引：5  

Beate Sodian  Catherine Taylor  Paul L. Harris  Josef Perner 《Child development》1991,62(3):468-483

The ability to understand false beliefs is critical to a concept of mind. Chandler, Fritz, and Hala challenge recent claims that this ability emerges only at around 4 years of age. They report that 2- and 3-year-olds remove true trails and lay false ones to mislead someone about the location of a hidden object. Experiment 1 confirmed that 2- and 3-year-olds produce apparently deceptive ploys, but they produce them less often than 4-year-olds, require prompting, and rarely anticipate their impact on the victim's beliefs or search. In addition, Experiment 2 showed that 3-year-olds produce deceptive and informative ploys indiscriminately, whether asked to mislead a competitor or inform a collaborator. By contrast, 4-year-olds act selectively. The results support earlier claims that an understanding of false beliefs and deceptive ploys emerges at around 4 years of age. 2- and 3-year-olds can be led to produce such ploys but show no clear understanding of their effect.  相似文献   

On the Impact of Learning Cycle Teaching on Austrian High School Students’ Emotions,Academic Self-Concept,Engagement, and Achievement     

Riffert  Franz  Hagenauer  Gerda  Kriegseisen  Josef  Strahl  Alexander 《Research in Science Education》2021,51(6):1481-1499

Research in Science Education - Over the past several decades, empirical support for inquiry-based forms of science teaching has accumulated. Critical voices, however, also exist, claiming that...  相似文献   

The 'exemplary': an attempt to locate the position of learning by example     

Josef Derbolav 《课程研究杂志》2013,45(3):319-334

All too often, curriculum development had lead to the self-destructive situation of the overloading of the curriculum. To address such a situation in post-War Germany, Josef Derbolav discusses one criterion of selection, the exemplary, drawing on the every-day sense of the word 'example'. Those themes that are worth teaching become examples for others. They must open up a part of humanity. Classroom work has to disclose these possibilities to the students.  相似文献   

Expertise of Team Leaders in Analysing Team Conflicts     

Maria Rupprecht  Josef Strasser  Hans Gruber  Christian Harteis 《Vocations and Learning》2010,3(1):39-54

Team leaders are expected to adequately analyse team conflicts. Both content and analytical depth of cognitive processes determine team leaders’ performance and are assumed to differ with level of expertise. A study is reported in which team leaders at four different levels of expertise (novices, semi-experts, experts, mediators) were compared in their analysis of a team conflict presented in a computer-based simulation. Few differences were found between novices and semi-experts, whereas team leaders and mediators differed both in content and in analytical depth of cognitive processes. It is not the amount of practice time itself, which substantially impacts the content and depth of team leaders’ analyses of conflicts. Rather the quality of experience is crucial for developing the ability to conduct an elaborated analysis of team conflicts.  相似文献   

Vorbereitungsfragen zur Facharztprüfung,Hefte 1/2006 – 3-4/2009     

Claudia Stöllberger  Josef Finsterer 《Wiener klinische Wochenschrift Education》2009,4(1):1-13

Ohne Zusammenfassung  相似文献   

L'institut technique communal pour l'industrie,le commerce et l'hotellerie de la ville d'ostende     

Josef Decleyre 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,9(3):341-346

Sans résumé  相似文献