Living climate change     

Dörries  Matthias 《Metascience》2021,30(1):87-89

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Using a Diagnosis-Based Approach to Individualize Instructional Explanations in Computer-Mediated Communication     

J?rg Wittwer  Matthias Nückles  Alexander Renkl 《Educational Psychology Review》2010,22(1):9-23

To maximize the effectiveness of instructional explanations, they should be tailored to an individual learner. However, instructors are often not able to collect diagnostically relevant information about a learner to individualize their explanations. This is particularly true in computer-mediated settings where it is more difficult to thoroughly assess a learner’s understanding. We present an approach that provides instructors in asynchronous and text-based computer-mediated communication settings with information about a learner’s understanding that has sufficient diagnostic power to enable them to generate learner-tailored explanations. A series of experiments testing this approach suggest several conclusions. First, instructors need information about a learner to individualize explanations. Second, instructors are able to design explanations that are specifically adapted to a learner’s individual understanding. Third, learner-tailored explanations facilitate the processing of new information and make instructional communication more efficient. Fourth, learner-tailored explanations enhance a deep understanding of the information processed and make instructional communication more effective.  相似文献   

Conscientiousness,achievement striving,and intelligence as performance predictors in a sample of German psychology students: Always a linear relationship?     

Matthias Ziegler  Maximilian Knogler  Markus Bühner 《Learning and individual differences》2009,19(2):288-292

Studies on the interface between cognitive ability (intelligence) and personality in the prediction of academic performance have yielded mixed results so far. Especially an interaction between conscientiousness (and its facet achievement striving) and intelligence has been investigated. The hypothesis is that conscientiousness enhances the impact of intelligence on performance. Based on findings supporting the idea of a non-linear relationship between conscientiousness and performance the present study aimed at a clarification of the mixed results. Given such a non-linear relationship, studies investigating a possible moderating effect should pay attention to the performance level. A sample of N = 271 students completed a conscientiousness and an intelligence measure. Moderated regression analyses revealed a moderation for conscientiousness but not its facet achievement striving in the total sample. However, splitting the sample into a low and a high performer group revealed an enhancing effect of achievement striving for low performers and a buffering effect for high performer. Practical as well as theoretical implications are discussed.  相似文献   

Committees of division 15 1974–1975     

Matthias Schwaighofer  Frank Fischer  Markus Bühner 《教育心理学家》2013,48(2):138-166

A meta-analysis was undertaken to reexamine near- and far-transfer effects following working-memory training and to consider potential moderators more systematically. Forty-seven studies with 65 group comparisons were included in the meta-analysis. Results showed near-transfer effects to short-term and working-memory skills that were sustained at follow-up with effect sizes ranging from g = 0.37 to g = 0.72 for immediate transfer and g = 0.22 to g = 0.78 for long-term transfer. Far-transfer effects to other cognitive skills were small, limited to nonverbal (g = 0.14) and verbal (g = 0.16) ability and not sustained at follow-up. Several moderators (e.g., duration of training sessions, supervision during training) had an influence on transfer effects, including far-transfer effects. We present principles for how best to improve working memory through training in the narrow-task paradigm and conjecture how best to improve basic cognitive functions in complex activity contexts.  相似文献   

International Initiatives of the Virtual University and Other Forms of Distance Learning: The Case of the African Virtual University     

Bruno N. P. Donat 《Higher Education in Europe》2001,26(4):577-588

The African Virtual University (AVU) is attempting to address the huge and unmet demand for educational services in Africa and presents the experiences, lessons, and adjustments being made to achieve improved effectiveness and relevance. This university seeks to address these issues by harnessing the power of modern information and communications technologies (ICTs) to provide cost-effective education and training. AVU is the only institution offering technology-based distance education for the whole continent and has a first-mover advantage. The intervention of the African Virtual University will result in increased access to quality education, improve access to quality literature internationally, and enhance interaction among African academics and between them and the rest of the world.  相似文献   

Light damage to selected organic materials in display cases: A study of different light sources     

Matthias Farke  Marcello Binetti 《文物保护研究》2016,61(1):83-93

The protection of works of art and cultural assets against light-induced aging is vital when planning exhibitions. Newly developed lighting systems render the selection of suitable light sources more difficult, not least in the context of energy–economical systems. This study accordingly examines different lighting systems (fluorescent tubes, halogen lamps, low-voltage metal halide lamps, and LED lamps) in terms of the damage potential they hold for the materials concerned. The changes in color were evaluated using the CIEDE2000 color-difference formula. This study focuses on selected organic materials and shows that changes in color already occur after only a brief exposure time. The color changes induced by the fluorescent tubes were consistently more intense than those induced by the other light sources. The results obtained with the remaining lamps show that the color changes depend more on the material under investigation than on the source used. The changes determined after a relatively short exposure period (five months) vividly demonstrate that exposing sensitive materials to light for longer terms (as is the case during a permanent exhibition) is most definitely a non-viable option.  相似文献   

Effect of ultraviolet photofunctionalization of dental titanium implants on osseointegration     

Christian Mehl  Matthias Kern  Friederike Neumann  Telse Bähr  Jörg Wiltfang  Volker Gassling 《Journal of Zhejiang University. Science. B》2018,19(7):525-534

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Tell me why! Content knowledge predicts process-orientation of math researchers’ and math teachers’ explanations     

Andreas Lachner  Matthias Nückles 《Instructional Science》2016,44(3):221-242

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The Benefits of Mouse Keeping—an Empirical Study on Students’ Flow and Intrinsic Motivation in Biology Lessons     

Annika Meyer  Konstantin Klingenberg  Matthias Wilde 《Research in Science Education》2016,46(1):79-90

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Students’ motivation in biology lessons—can student autonomy reduce the gender gap?     

Großmann  Nadine  Hofferber  Natalia  Wilde  Matthias  Basten  Melanie 《European Journal of Psychology of Education - EJPE》2023,38(1):409-434

When it comes to biology lessons in Germany, girls generally exhibit higher levels of self-determined motivation than boys. Previous research suggests that fostering student autonomy could be a way to effectively address this gender gap. To investigate gender-related effects in biology education, a sample of 303 sixth-grade students (M_age = 11.31 years, SD_age = 0.58 years) participated in a 3-h teaching unit on harvest mice that was taught in either an autonomy-supportive or controlling manner. The results revealed a significant effect of the treatment on self-determined motivation, with the effect being stronger for the boys. In the treatment with controlling teaching behavior, gender-related differences in self-determined motivation became apparent. In contrast, the gender gap was mainly smaller in the treatment with autonomy-supportive teaching behavior. Thus, the results suggest that satisfying the need for autonomy appears to be an effective means to help bridge the gender gap in biology lessons.

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