The topological primacy thesis: Genetic and didactic aspects     

Wilhelm Schipper 《Educational Studies in Mathematics》1983,14(3):285-296

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II. PROBLEMS OF GERMAN SECONDARY EDUCATION     

Wilhelm Flitner 《Higher Education Quarterly》1954,8(3):230-243

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Exporting the Humboldtian University     

Wilhelm?KrullEmail author 《Minerva》2005,43(1):99-102

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Was grenzt das Kompetenzkonzept von etablierten Kategorien wie Fähigkeit,Fertigkeit oder Intelligenz ab?     

Oliver Wilhelm  Reinhold Nickolaus 《Zeitschrift für Erziehungswissenschaft》2013,16(1):23-26

Following a specification of the concept “competence” as it is applied in the context of the priority program we place recent efforts on competence assessment within established distinctions. Besides Cronbach’s differentiation of typical behavior and maximal effort and Cattell’s demarcation of test and questionnaire data additional discriminations against broader terms such as “ability”, “skill”, “talent” but also “intelligence” are desirable and necessary. The utility of the concept of competence relative to established terms needs to be demonstrated unequivocally in the future.  相似文献   

Assessment of Middle Ear Anatomy Teaching Methodologies Using Microscopy versus Endoscopy: A Randomized Comparative Study     

Lukas Anschuetz  Sören Huwendiek  Daniel Stricker  Abraam Yacoub  Wilhelm Wimmer  Marco Caversaccio 《Anatomical sciences education》2019,12(5):507-517

Teaching methodologies for the anatomy of the middle ear have not been investigated greatly due to the middle ear’s highly complex structure and hidden location inside of the temporal bone. The aim of this randomized study was to quantitatively compare the suitability of using microscope- and endoscope-based methods for teaching the anatomy of the middle ear. We hypothesize that the endoscopic approach will be more efficient compared to the microscopic approach. To answer the study questions, 33 sixth-year medical students, residents and otorhinolaryngology specialists were randomized either into the endoscopy or the microscopy group. Their anatomical knowledge was assessed using a structured anatomical knowledge test before and after each session. Each participant received tutoring on a human cadaveric specimen using one of the two methods. They then performed a hands-on dissection. After 2–4 weeks, the same educational curriculum was repeated using the other technique. The mean gains in anatomical knowledge for the specialists, residents, and medical students were +19.0%, +34.6%, and +23.4%, respectively. Multivariate analyses identified a statistically significant increase in performance for the endoscopic method compared to the microscopic technique (P < 0.001). For the recall of anatomical structures during dissection, the endoscopic method outperformed the microscopic technique independently of the randomization or the prior training level of the attendees (P < 0.001). In conclusion, the endoscopic approach to middle ear anatomy education is associated to an improved gain in knowledge as compared to the microscopic approach. The participants subjectively preferred the endoscope for educational purposes.  相似文献   

Dynamic programming and partial differential equations : Edward Angel and Richard Bellman. 204 pages,diagrams, 6x9 in. New York,Academic Press, 1971. Price $11.50 (approx. £4·40). £4·40).     

J.Nestor Distefano 《Journal of The Franklin Institute》1973,296(1):72-73

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A Framework for Designing and Evaluating Virtual Seminars     

Helmut Felix Friedrich  Aemilian Hron  & Friedrich Wilhelm Hesse 《European Journal of Education》2001,36(2):157-174

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Editorial preface     

Wilhelm F. Kempf  Manfred Lehrke 《Studies in Educational Evaluation》1975,1(2):63

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Change in Fluid and Crystallized Intelligence and Student Achievement: The Role of Intellectual Engagement          下载免费PDF全文

Gizem Hülür  Fidan Gasimova  Alexander Robitzsch  Oliver Wilhelm 《Child development》2018,89(4):1074-1087

Intellectual engagement (IE) refers to enjoyment of intellectual activities and is proposed as causal for knowledge acquisition. The role of IE for cognitive development was examined utilizing 2‐year longitudinal data from 112 ninth graders (average baseline age: 14.7 years). Higher baseline IE predicted higher baseline crystallized ability but not changes therein, and was not associated with fluid ability. Furthermore, IE predicted change in school grades in language but not in mathematics grades or in standardized tests. These findings suggest that IE is not a major predictor of knowledge acquisition in adolescence, where degree of self‐determination in intellectual behaviors may be relatively limited. Open questions for future research are addressed, including reciprocal longitudinal associations between IE and academic and cognitive development.  相似文献   

PREFERENCES AND ASSESSMENT OF MATHEMATICALLY HIGHLY ABLE YOUNG STUDENTS     

Wilhelm Wieczerkowski  Jan Poerschke 《High Ability Studies》1994,5(1):49-57

Giftedness is commonly regarded as potential for extraordinary performance within a given area, e.g. academic, artistic, or manual, that develops in a field of interacting internal and external factors and unfolds in individual stages. Gender related and culturally dependent influences affect the dynamic processes through which a child acquires and expands its competence. Admittedly, a particular talent for a special intellectual activity, e.g. mathematics and sciences, is essential, but such a talent alone is not necessarily sufficient to explain why young students devote themselves to particular subject matter, thereby acquiring a high level of ability.

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