Alle alles lehren – Schulleistungen in Englisch,Mathematik und den Naturwissenschaften vor und nach der Neuordnung der gymnasialen Oberstufe in Sachsen     

Dr. Wolfgang Wagner  Dr. Norman Rose  Dr. Anna-Lena Dicke  Dr. Marko Neumann  Prof. Dr. Ulrich Trautwein 《Zeitschrift für Erziehungswissenschaft》2014,17(2):345-369

Over the last few years, German federal states have increasingly emphasized and strengthened the subjects regarded as core domains of the Gymnasium (the academic school track), including German, mathematics, foreign languages and, to some extent, science subjects (biology, chemistry, physics) by reducing the number of course and examination options through specific educational reforms. The present study investigates consequences of the reform of upper secondary schooling in the federal state of Saxony on the learning time allocated to subjects and on achievement in the domains of mathematics, English and natural sciences. As expected, the mandatory course selection of science subjects introduced through the reform led to substantially higher achievement levels in physics and chemistry. Moreover, disparities in achievement in the subjects of chemistry and biology were reduced. The reform effects on average achievement levels were strongly associated with course level choices (basic course, advanced course, drop out). Achievement rates relating to course level were, however, largely independent of the amount of allocated learning time. No changes were observed with regard to achievement levels and disparities in mathematics and English.  相似文献   

Framing students’ progression in understanding matter: a review of previous research     

Jan Christoph Hadenfeldt  Xiufeng Liu  Knut Neumann 《Studies in Science Education》2013,49(2):181-208

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Making sense of global warming: Norwegians appropriating knowledge of anthropogenic climate change   总被引：1，自引：0，他引：1  

Ryghaug M  Sørensen KH  Naess R 《Public understanding of science (Bristol, England)》2011,20(6):778-795

This paper studies how people reason about and make sense of human-made global warming, based on ten focus group interviews with Norwegian citizens. It shows that the domestication of climate science knowledge was shaped through five sense-making devices: news media coverage of changes in nature, particularly the weather, the coverage of presumed experts' disagreement about global warming, critical attitudes towards media, observations of political inaction, and considerations with respect to everyday life. These sense-making devices allowed for ambiguous outcomes, and the paper argues four main outcomes with respect to the domestication processes: the acceptors, the tempered acceptors, the uncertain and the sceptics.  相似文献   

Pushed to the edge. Inclusion and behaviour support in schools     

Eszter Neumann 《教育政策杂志》2018,33(3):439-440

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Prenatal Maternal Stress and Child IQ     

Andrea P. Cortes Hidalgo  Alexander Neumann  Marian J. Bakermans-Kranenburg  Vincent W.V. Jaddoe  Jolien Rijlaarsdam  Frank C. Verhulst  Tonya White  Marinus H. van IJzendoorn  Henning Tiemeier 《Child development》2020,91(2):347-365

The evidence for negative influences of maternal stress during pregnancy on child cognition remains inconclusive. This study tested the association between maternal prenatal stress and child intelligence in 4,251 mother–child dyads from a multiethnic population-based cohort in the Netherlands. A latent factor of prenatal stress was constructed, and child IQ was tested at age 6 years. In Dutch and Caribbean participants, prenatal stress was not associated with child IQ after adjustment for maternal IQ and socioeconomic status. In other ethnicities no association was found; only in the Moroccan/Turkish group a small negative association between prenatal stress and child IQ was observed. These results suggest that prenatal stress does not predict child IQ, except in children from less acculturated minority groups.  相似文献   

Vergleichbarkeit von Abiturleistungen     

Marko Neumann M.A.  Dr. Gabriel Nagy  Univ.-Prof. Dr. Ulrich Trautwein  Univ.-Prof. Dr. Oliver Lüdtke 《Zeitschrift für Erziehungswissenschaft》2009,12(4):691-714

This article examines differences in the mathematics and English proficiency of academic-track students in Baden-Württemberg (N?=?3526) and Hamburg (N?=?3734), investigating whether and to what extent these differences are reflected in the Abitur grades the students are awarded. The article also examines the extent to which scores in centrally conducted examinations provide better comparability than do coursework grades. Multilevel analyses predicting coursework grades in mathematics revealed clear between-state differences, with students in Hamburg being awarded higher mathematics grades than comparably able students in Baden-Württemberg. These differences are partly attributable to frame of reference effects and their impact on teachers’ grading practices. No corresponding between-state differences were found for English. Mathematics examination scores provided a much better measure of student achievement than mathematics coursework grades. The findings are discussed in terms of meritocratic access to sought-after university and training places.  相似文献   

Pedagogic strategies supporting the use of Synchronous Audiographic Conferencing: A review of the literature     

Sara de Freitas  Tim Neumann 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(6):980-998

Synchronous audiographic conferencing (SAC) refers to a combination of technologies for real-time communication and interaction using multiple media and modes. With an increasing institutional uptake of SAC, users require an understanding of the complex interrelations of multiple media in learning scenarios in order to support pedagogic-driven planning and effective use of the tool. This paper provides a review of recent literature that explores the pedagogic strategies used to underpin practical uses of SAC for the benefit of learners especially in non-standard contexts such as distance education. The paper reports on approaches from practitioner-oriented perspectives as well as approaches based on educational theory, notably the community of inquiry model, task design and multimodal models of cognition, meaning and interaction. The main features of these models were extracted to provide both a synthesis for future work on dedicated pedagogic models for SAC and a resource for practitioners wanting to link SAC with educational theory.  相似文献   

Kieferchirurgische Operationsplanung mit Hilfe von Techniken der virtuellen Realit?t     

Dirk Siebert  Patrick Neumann  Armin Schulz  Gabriele Faulkner  Thomas Tolxdorff 《Informatik - Forschung und Entwicklung》2001,4(3):93-102

Für ein vollst?ndig computergestütztes Planungssystem zum Zwecke der kieferchirurgischen Operationsplanung ist die Bereitstellung von virtuellen Werkzeugen für den Chirurgen eine grundlegende Voraussetzung. Ausgehend von den Volumendaten mit Sch?del- und Kieferknochen des Patienten erm?glicht ein einfaches Interface unter Verwendung einer geeigneten Visualisierung und haptischer Eingabeger?te die interaktive Definition und Manipulation einzelner virtueller Knochensegmente. Wir haben moderne kraftrückgekoppelte Ger?te aus dem Niedrigpreisbereich eingebunden und auf ihre F?higkeit untersucht, das dreidimensionale Verst?ndnis im Planungsproze?durch Anlehnung an die Vorg?nge bei der chirurgischen Prozedur zu erh?hen. Durch diese Eingabeger?te ist es m?glich, die Knochensegmentierung für eine Osteotomie des Unterkiefers intuitiver und schneller durchzuführen. Die definierten Teilvolumina ergeben zusammen mit ihrer r?umlichen Neuanordnung auf Grundlage einer kephalometrischen Analyse einen Operationsplan. Nach erfolgter Planung werden die Planungsergebnisse in den Operationssaal übertragen. Die intraoperativen Techniken beinhalten die Visualisierung der Planungsergebnisse, die Steuerung der Anwendung über Sprache und die Bestimmung der Patientenposition mittels eines elektromagnetischen 3D-Trackingsystems.  相似文献   

Algebraic query optimization for distributed top-k queries     

Thomas Neumann  Sebastian Michel 《Informatik - Forschung und Entwicklung》2007,17(1):197-211

Distributed top-k query processing is increasingly becoming an essential functionality in a large number of emerging application classes. This paper addresses the efficient algebraic optimization of top-k queries in wide-area distributed data repositories where the index lists for the attribute values (or text terms) of a query are distributed across a number of data peers and the computational costs include network latency, bandwidth consumption, and local peer work. We use a dynamic programming approach to find the optimal execution plan using compact data synopses for selectivity estimation that is the basis for our cost model. The optimized query is executed in a hierarchical way involving a small and fixed number of communication phases. We have performed experiments on real web data that show the benefits of distributed top-k query optimization both in network resource consumption and query response time.  相似文献   

The Development of Scientific Thinking in Elementary School: A Comprehensive Inventory          下载免费PDF全文

Susanne Koerber  Daniela Mayer  Christopher Osterhaus  Knut Schwippert  Beate Sodian 《Child development》2015,86(1):327-336

The development of scientific thinking was assessed in 1,581 second, third, and fourth graders (8‐, 9‐, 10‐year‐olds) based on a conceptual model that posits developmental progression from naïve to more advanced conceptions. Using a 66‐item scale, five components of scientific thinking were addressed, including experimental design, data interpretation, and understanding the nature of science. Unidimensional and multidimensional item response theory analyses supported the instrument's reliability and validity and suggested that the multiple components of scientific thinking form a unitary construct, independent of verbal or reasoning skills. A partial credit model gave evidence for a hierarchical developmental progression. Across each grade transition, advanced conceptions increased while naïve conceptions decreased. Independent effects of intelligence, schooling, and parental education on scientific thinking are discussed.  相似文献