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   

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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Escape From Metaignorance: How Children Develop an Understanding of Their Own Lack of Knowledge     

Michael Rohwer  Daniela Kloo  Josef Perner 《Child development》2012,83(6):1869-1883

Previous research yielded conflicting results about when children can accurately assess their epistemic states in different hiding tasks. In Experiment 1, ninety‐two 3‐ to 7‐year‐olds were either shown which object was hidden inside a box, were totally ignorant about what it could be, or were presented with two objects one of which was being put inside (partial exposure). Even 3‐year‐olds could assess their epistemic states in the total ignorance and the complete knowledge task. However, only children older than 5 could assess their ignorance in the partial exposure task. In Experiment 2 with one hundred and one 3‐ to 7‐year‐olds, similar results were found for children under 5 years even when more objects were shown in partial exposure tasks. Implications for children’s developing theory of knowledge are discussed.  相似文献   

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   

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   

Science Students Creating Hybrid Spaces when Engaging in an Expo Investigation Project     

Umesh Ramnarain  Josef de Beer 《Research in Science Education》2013,43(1):99-116

In this paper, we report on the experiences of three 9th-grade South African students (13–14 years) in doing open science investigation projects for a science expo. A particular focus of this study was the manner in which these students merge the world of school science with their social world to create a hybrid space by appropriating knowledge and resources of the school and home. Within this hybrid space they experienced a deeper, more meaningful and authentic engagement in science practical work. This hybrid space redefined the landscape of the science learning experience for these students, as they could derive the twofold benefit of appropriating support when necessary and at the same time maintain their autonomy over the investigation. For South Africa and quite probably other countries; these findings serve as a guideline as to how opportunities can be created for students to do open science investigations, against prevailing school factors such as large classes, a lack of physical resources, the lack of time for practical work and the demands of syllabus coverage.  相似文献   

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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Femoral indicator injection for transpulmonary thermodilution using the EV1000/VolumeView®: do the same criteria apply as for the PiCCO®?     

Wolfgang Huber  Veit Phillip  Josef Höllthaler  Caroline Schultheiss  Bernd Saugel  Roland M. Schmid 《Journal of Zhejiang University. Science. B》2016,17(7):561-567

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Comparative analysis of delayed alternation learning in cats,mice, and guinea pigs     

Josef Kessler  Hans J. Markowitsch  Wolfgang Guldin  Rudolf Riess  Monika Pritzel  Maria Streicher  Marcus Kerriou 《Learning & behavior》1980,8(3):457-464

The performance of cats, guinea pigs, and mice in a delayed alternation paradigm was compared both during initial learning and following a 10-day retention interval. The testing situation (a modified T-maze), the length of the delay period (10 sec), and the amount of training per session and per week were kept identical for all three species. The results indicated that (1) animals of all three species acquired the task within similar time spans, (2) a considerable variance was apparent in the performance of individual animals independent of their species, and (3) guinea pigs, as a group, appeared to need a somewhat longer time to acquire delayed alternation than did mice and cats. Relearning of the task following the 10-day interval seemed to follow similar laws in all three species.  相似文献