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Christoph Kulgemeyer Andreas Borowski David Buschhüter Patrick Enkrott Maren Kempin Peter Reinhold Josef Riese Horst Schecker Jan Schröder Christoph Vogelsang 《科学教学研究杂志》2020,57(10):1554-1582
Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross-lagged panel design to examine the relationship between professional knowledge and actions in one particular instructional situation: explaining physics. Pre- and post a field experience (one semester), 47 preservice physics teachers from four different universities were tested for their content knowledge (CK), PCK, pedagogical knowledge (PK), and action-related skills in explaining physics. The study showed that joint professional knowledge (the weighted sum of CK, PCK, and PK scores) at the beginning of the field experience impacted the development of explaining skills during the field experience (β = .38**). We interpret this as a particular relationship between professional knowledge and science teachers' action-related skills (enacted PCK): professional knowledge is necessary for the development of explaining skills. That is evidence that personal PCK affects enacted PCK. In addition, field experiences are often supposed to bridge the theory-practice gap by transforming professional knowledge into instructional practice. Our results suggest that for field experiences to be effective, preservice teachers should start with profound professional knowledge. 相似文献
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MM. Vogel 《Journal of The Franklin Institute》1859,67(2):127-128
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Péter Tamás Nagy 《Al-Masaq: Islam & the Medieval Mediterranean》2014,26(2):132-146
The following study concerns Shāla, which was the necropolis of the Marīnid rulers from 683/1284 to 752/1351. The Islamic buildings on the site have rarely received scholarly attention, although these edifices – despite their delapidated condition – are among the most important constructed by the dynasty. One of my main aims is to re-establish the buildings' chronological sequence, using the written and archaeological evidence, including publications about the site written in Arabic, which have hardly been considered so far. I also address the meaning and aims behind structure erected for each founder, which, in my view, have been misinterpreted by previous scholarship. In summary, this article attempts to revise our knowledge about the site. 相似文献
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International survey data showed that Hungarian students performed well in both mathematics and science in the past. Since 1991 achievement in these 2 areas has declined, and this was most clearly shown in Third International Mathematics and Science Study (TIMSS). Two possible reasons for this phenomenon are investigated here: as a consequence of recent political and economical changes; due to the conservative structure of math and science teaching which differ from the international trend. While the achievement of Hungarian students was high on items requiring awareness of the traditional disciplines, it was lower on literacy and life-skill items and topics such as environment issues, measurement, data representation and interpretation, and so forth. Following international trends, the national monitoring surveys have shown a shift from the “academic” approach to the “real-life” application of mathematics. The paper presents both the new approach and the findings from the most recent national survey. 相似文献
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Differential effects of home and preschool learning environments on early language development 
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下载免费PDF全文 Daniel Schmerse Yvonne Anders Manja Flöter Nadine Wieduwilt Hans‐Günther Roßbach Wolfgang Tietze 《British Educational Research Journal》2018,44(2):338-357
The present study is based on longitudinal data from a German early childhood education and care (ECEC) governmental initiative assessing children's grammatical and vocabulary development between 2;6 and 4;0 years (N = 1,331), quality of the home learning environment and quality of the preschool setting. Results showed that the quality of the home learning environment predicted development in grammatical skills, but not in receptive vocabulary at age 4, while the effects of preschool process quality showed similar relative impacts on both language outcomes. Further analyses revealed effects of accumulated advantages of preschool quality for children from medium‐ and high‐quality home learning environments in their vocabulary development. The results are compared with previous findings from the German ECEC context and discussed with respect to implications for policy efforts to improve ECEC quality and ways in which both learning environments act together on children's development. 相似文献
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Anna Verebély Ligetiné Ottó Mihály Péter Vajó 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1976,18(3):465-478
Cette étude s'occupe du problème de la planification à long terme de l'éducation. Tout d'abord, elle considère la conception fondamentale du système d'éducation, indiquant quels sont les facteurs essentiels dans l'éducation nationale en Hongrie. Les auteurs cherchent alors, au moyen d'une conception de la théorie de systèmes, de donner à cette éducation une place dans la société et dans la civilisation — en tenant compte du fait que l'éducation nationale est un système d'une indépendance relative. De là, ils examinent les motifs imposés par la planification du développement à long terme.Un chapitre important examine la planification comme un processus et la considère comme un élément essentiel concomitant de la stratégie du développement dans les phases suivantes:
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| (a) | le processus politico-scientifique d'élaboration de la conception, |
| (b) | le processus de contrôle concernant la validité continuelle de la conception, |
| (c) | le processus de décision portant sur l'acceptation de la conception, |
| (d) | le processus de réalisation et de mise en application de la conception, |
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Ragnhild Schlüter 《欧洲师范教育杂志》1986,9(2):153-168
The article deals with a teacher education response to a problem relatively new in Norwegian society, namely the immigration influx of the 60s and 70s. The need to educate for a multi‐cultural society is a new one for Norway.
The Immigrant Project at Levanger College of Education tackled this problem, with the aim of showing the positive side of cultural pluralism. New methods and new materials were needed, and an inter‐disciplinary approach was adopted. The strategies adopted are explained: first‐hand observation, field work and materials preparation are all important constituents, and students had extensive exposure to social and cultural conditions of immigrant life.
The article stresses also the importan?e of feedback into the college and of public presentation via the media. Finally, the author summarises the learnings and the achievements of the project. 相似文献