Capture zone of linear strategies in interception problems with variable structure dynamics     

Josef Shinar  Valery Y. Glizer  Vladimir Turetsky 《Journal of The Franklin Institute》2014

The paper considers planar interception engagements against maneuverable targets using a linearized kinematic model with constant velocities. Both the interceptor and the target have bounded controls and first-order linear dynamics. Due to the linearization, the duration of the interception is prescribed. The target dynamics is fixed, but the interceptor has variable structure dynamics, switching from one mode to another once during the engagement. For such engagements the capture zone of a given linear feedback control is constructed. Numerical examples demonstrate that proper change of the interceptor dynamic mode leads to an enlarged capture zone.  相似文献   

God–Mother–Baby: What Children Think They Know     

Florian Kiessling  Josef Perner 《Child development》2014,85(4):1601-1616

This study tested one hundred and nine 3‐ to 6‐year‐old children on a knowledge‐ignorance task about knowledge in humans (mother, baby) and God. In their responses, participants not reliably grasping that seeing leads to knowing in humans (pre‐representational) were significantly influenced by own knowledge and marginally by question format. Moreover, knowledge was attributed significantly more often to mother than baby and explained by agent‐based characteristics. Of participants mastering the task for humans (representational), God was largely conceived as ignorant “man in the sky” by younger and increasingly as “supernatural agent in the sky” by older children. Evidence for egocentrism and for anthropomorphizing God lends support to an anthropomorphism hypothesis. First‐time evidence for an agent‐based conception of others' knowledge in pre‐representational children is presented.  相似文献   

Implementation eines wissenschaftlich erprobten,didaktischen Konzepts: Der Einfluss pädagogischer Autonomie auf die Wirksamkeit in der Praxis     

Petra Hetfleisch  Dr. Annika Goeze  Prof. Dr. Josef Schrader 《Zeitschrift für Erziehungswissenschaft》2014,17(2):297-322

There is growing interest in evidence-based interventions that can improve student teachers’ professional development. But how can these interventions be implemented into everyday teacher education practice by teacher educators themselves—without losing their initial, lab-tested effectiveness due to teacher educators’ practical educational autonomy? Through a quasi-experimental field study the following question is investigated: What is the impact of different degrees of educational autonomy (low/middle/high) that 19 teacher educa­tors are granted while implementing an experimentally proven concept into their teacher training courses on the development of the competence to diagnose classroom situations among 261 student teachers? ANCOVAs using planned contrasts indicate that the effectiveness of the concept can be sustained in ‘the real world’ of teacher education practice, even if practitioners—no longer researchers—are responsible for the concept realization; thereby, the highest increase in student teachers’ competence occurred when low educational autonomy was granted, i.e., the concept was implemented closely to the original.  相似文献   

Enhancing scientific discovery learning through metacognitive support     

Josef Künsting  Julian Kempf  Joachim Wirth 《Contemporary educational psychology》2013

Using a virtual physics lab, we analyzed the impact of metacognitive support on simulation-based scientific discovery learning (SDL). The dependent variables for learning outcome were the immediate conceptual knowledge gain and the retained conceptual knowledge three weeks later. Additional dependent variables were the actual use of a domain-specific cognitive strategy, motivation, emotions, and cognitive load. To contrast the effects of metacognitive support with possible effects of goal specificity, the experimental study followed a 2 × 2 design with a sample of N = 129 ninth grade students and with metacognitive support (yes vs. no) and learning goals (specific vs. nonspecific) as factors. The results showed positive effects of metacognitive support on learning outcome, on actual cognitive strategy use, and on learning emotions. No interaction effect of metacognitive support and goal specificity on learning outcome was observed.  相似文献   

Digitale Spiele     

Prof. Dr. Josef Wiemeyer 《Sportwissenschaft》2009,39(2):120-128

Digital games are experiencing a boom—not just in Germany. In view of their considerable prevalence, it is surprising that sports science (still) only addresses specific aspects of digital games. Based on a definition and differentiation of digital games, this contribution demonstrates that digital games pose numerous important questions, which can and should be considered by sports science. In many ways, digital games can serve as a research topic in sports science or be applied as an instrument for data collection and intervention for study and teaching purposes.  相似文献   

Otto/Coelen, Grundbegriffe der Ganztagsbildung     

Josef Keuffer  Matthias Trautmann 《Zeitschrift für Erziehungswissenschaft》2006,9(1):142-144

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Framework for a theory of teaching     

Karl Josef Klauer 《Teaching and Teacher Education》1985,1(1):5-17

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Book reviews     

Christel Adick  Jeannie Oakes  Robert A. White  Ekkehard Eichberg  W. D. Halls  James Lynch  Hans Scheuerl  Torsten Husén  Josef Müller  George Psacharopoulos  Joseph Zajda  C. E. Beeby  Tjeerd Plomp 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1984,30(4):485-508

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Educational counseling of workers in Czechoslovakia     

Emil Livečka  Josef Kubálek 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1977,23(4):453-456

Conclusion Theoretical work regarding counseling in the enterprise sphere (in contrast to the school sphere) is currently sporadic and still quite specialized.In cooperation with the European Centre for Leisure and Education, Prague  相似文献   

Determinants of teaching quality: What's important to students?   总被引：7，自引：0，他引：7  

Josef M. Broder  Jeffrey H. Dorfman 《Research in higher education》1994,35(2):235-249

A method for using student evaluations to help faculty improve their teaching performance is presented. A survey of current methods of student evaluations of teaching identified a need to improve the statistical information obtained from these evaluations. An ordinary least squares framework is used to identify the factors that students feel are important in teacher and course ratings. This framework is used to estimate weights that students assign to various teacher and course attributes and to test whether students apply these weights consistently across teachers and courses. About 81 percent of the explained variation in teacher ratings was associated with attributes that contribute to student enjoyment of the learning process. Over 90 percent of the explained variation in course ratings was associated with attributes that measure how much a student learned in the course. Students were found to apply these attributes or weights consistently across teachers and courses. Implications for developing effective teaching strategies, faculty recruitment, and curriculum reform are discussed.  相似文献