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31.
A porous silicon (PSi) based microarray has been integrated with a microfluidic system, as a proof of concept device for the optical monitoring of selective label-free DNA-DNA interaction. A 4 × 4 square matrix of PSi one dimensional photonic crystals, each one of 200 μm diameter and spaced by 600 μm, has been sealed by a polydimethylsiloxane (PDMS) channels circuit. The PSi optical microarray elements have been functionalized by DNA single strands after sealing: the microfluidic circuit allows to reduce significantly the biologicals and chemicals consumption, and also the incubation time with respect to a not integrated device. Theoretical calculations, based on finite element method, taking into account molecular interactions, are in good agreement with the experimental results, and the developed numerical model can be used for device optimization. The functionalization process and the interaction between DNA probe and target has been monitored by spectroscopic reflectometry for each PSi element in the microchannels. 相似文献
32.
Renate Schulz‐Zander 《欧洲师范教育杂志》1997,20(1):61-70
In the nationwide project “Schulen ans Netz” in Germany a network will be created to give a support for information, communication and collaboration of schools, universities and institutes. In the IKARUS project at the University of Dortmund a multimedia learning environment is being developed and evaluated to educate teacher students on the topic of Information and Communication Technology. It integrates the information, communication and collaboration aspects of the media in a study laboratory. 相似文献
33.
Heinz-Hermann Krüger Cathleen Grunert Parviz Rostampour Claudia Seeling Thomas Rauschenbach Andreas Huber Ivo Züchner Beate Kleifgen Kirsten Fuchs Andreas Lembert 《Zeitschrift für Erziehungswissenschaft》2002,5(3):436-453
Zusammenfassung Dieser Artikel besch?ftigt sich mit einem Themengebiet, das in der erziehungswissenschaftlichen Wissenschafts-, Hochschul-und
Berufsforschung bislang kaum analysiert worden ist. Unter Bezug auf die Ergebnisse einer schriftlichen Befragung von rund
3.800 Absolventen erziehungswissenschaftlicher Hauptfachstudieng?nge (Diplom, Magister) in ganz Deutschland wird die Frage
untersucht, wie gro? die Gruppe der Studierenden aus diesen Studieng?ngen ist, die sich einige Jahre nach dem Studienabschluss
im Arbeitsfeld Hochschule und Forschung beruflich platzieren kann bzw. promoviert, durch welche Merkmale diese Gruppe gekennzeichnet
ist und welche Bedingungsfaktoren den Weg in die Wissenschaft beeinflussen. Nach einem überblick über den bisherigen Stand
der Forschung und der Darstellung zentraler Resultate des Diplom-und Magister-Surveys zum Weg in die Wissenschaft werden abschlie?end
einige Konsequenzen diskutiert, die sich aus den Befunden für eine Reform der bisherigen Hauptfachstudieng?nge bzw. für die
zukünftige Gestaltung neuer Studieng?nge mit Blick auf eine Verbesserung der Nachwuchsf?rderung für das Fach Erziehungswissenschaft
ergeben.
Summary Paths into Science: The Results of a National Survey of Graduates from Diplom and Magister Programs in Educational Science This article examines a topic which has hardly been dealt with in the field of Educational Science. A survey of around 3,800 graduates of Educational Science in both Diplom and Magister programs in Germany asked what proportion of graduates went on to work or commence a Ph.D. in higher education. It also investigated the characteristics of such graduates and the conditions which determined their path into science. Following an overview of preceding research in this area and a presentation of the central results of the survey, the consequences of the findings for a reform of courses and an improvement in the training of academics in the field of Educational Science will be discussed.相似文献
34.
Ivo Arnold 《Assessment & Evaluation in Higher Education》2017,42(7):1103-1117
Institutions of higher education commonly employ a conjunctive standard setting strategy, which requires students to resit failed examinations until they pass all tests. An alternative strategy allows students to compensate a failing grade with other test results. This paper uses regression discontinuity design to compare the effect of first-year resits and compensations on second-year study results. We select students with a similar level of knowledge in a first-year introductory course and estimate the treatment effect of a resit on the result for a second-year intermediate course in the same subject. We find that the treatment effect is positive, but insignificantly different from zero. Additional results show that students’ overall second-year performance is insignificantly related to the number of compensated failing grades in their first year. The number of attempts that students need to complete their first year does not have a significant positive effect on second-year performance. We conclude that the evidence for a positive effect of resits on learning is weak at best. 相似文献
35.
Ivo Jirásek 《Quest (Human Kinetics)》2015,67(3):290-299
We are living in a time of increasing interest in the religious and spiritual aspects of sport and human movement activities. A strict distinction between religion and spirituality is, however, still missing in much of the literature. After delimiting religious and spiritual modes of experience, this article addresses Coubertin’s religio athletae and demonstrates that this notion should have spiritual, not religious, content. Religious values are external to achievements in sports, while spirituality should be an inner aspect of human movement activities. To gain a deeper understanding of the religious and spiritual aspects of physical activities, this article focuses on spiritual health as one of the main goals of the activities of teachers and coaches. 相似文献
36.
Ivo Jira´Sek 《Sport, Education and Society》2013,18(1):105-117
The terminological disunity in the usage of the terms 'sport' and 'physical culture' leads to controversy over their meanings. This study recapitulates their content (substance) in a broader sense than is usual in common usage and points out some possible philosophical connections. The first part focuses on an analysis of the terms: 'culture' and 'body' and their joining together to form the term 'physical culture'. The author first calls attention to other levels of human corporeality than sport and movement (such as hygiene, body aesthetics, eroticism, etc.), which show us that the implications of the term 'physical culture' is too broad. On the other hand, the term 'sport' is delimitated too narrowly, because the cultivation of human motion is a concern in school physical education and recreational physical exercise as well. The second part gives reasons for the use of the term 'kinanthropology' and allows us to grasp its philosophical conception as 'philosophical kinanthropology'. 相似文献
37.
Igor Mayer Geertje Bekebrede Casper Harteveld Harald Warmelink Qiqi Zhou Theo van Ruijven Julia Lo Rens Kortmann Ivo Wenzler 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(3):502-527
The authors present the methodological background to and underlying research design of an ongoing research project on the scientific evaluation of serious games and/or computer‐based simulation games (SGs) for advanced learning. The main research questions are: (1) what are the requirements and design principles for a comprehensive social scientific methodology for the evaluation of SGs?; (2) to what extent do SGs contribute to advanced learning?; (3) what factors contribute to or determine this learning?; and (4) to what extent and under what conditions can SG‐based learning be transferred to the real world? In the Netherlands between 2005 and 2012, several hundred SG sessions with 12 SGs were evaluated systematically, uniformly and quantitatively to create a dataset, which comprises data on 2488 respondents in higher education or work organizations. The authors present the research model, the quasi‐experimental design and the evaluation instruments. This focus in this paper is on the methodology and dataset, which form a sound foundation for forthcoming publications on the empirical results. 相似文献
38.
König Sabrina Stang-Rabrig Justine Hannover Bettina Zander Lysann McElvany Nele 《European Journal of Psychology of Education - EJPE》2023,38(2):841-864
Stereotype threat (ST) is a potential explanation for inequalities in language competencies observed between students from different language backgrounds. Language competencies are an important prerequisite for educational success, wherefore the significance for investigation arises. While ST effects on achievement are empirically well documented, little is known about whether ST also impairs learning. Thus, we investigated vocabulary learning in language minority elementary school students, also searching for potential moderators. In a pre-post design, 240 fourth-grade students in Germany who were on average 10 years old (MAge = 9.92, SD = 0.64; 49.8% female) were randomly assigned to one of four experimental conditions: implicit ST, explicit ST without threat removal before posttest, explicit ST with threat removal before posttest, and a control group. Results showed that learning difficult vocabulary from reading two narrative texts was unaffected by ST. Neither students’ identification with their culture of residence and culture of origin nor stereotyped domain of reading were moderators. The findings are discussed with regard to content and methodological aspects such that a motivation effect might have undermined a possible ST effect. Implications for future research include examining the question at what age children become susceptible to ST and whether students have internalized negative stereotypes about their own group, which could increase the likelihood of ST effects occurring.
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