Using the Internet to Improve University Education: Problem-Oriented Web-Based Learning with MUNICS     

Frank Fischer  Pamela Troendle  Heinz Mandl 《Interactive Learning Environments》2013,21(3):193-214

Up to this point, university education has largely remained unaffected by the developments of novel approaches to web-based learning. The paper presents a principled approach to the design of problem-oriented, web-based learning at the university level. The principles include providing authentic contexts with multimedia, supporting collaborative knowledge construction, making thinking visible with dynamic visualisation, quick access to content resources via information and communication technologies, and flexible support by tele-tutoring. These principles are used in the MUNICS learning environment, which is designed to support students of computer science to apply their factual knowledge from the lectures to complex real-world problems. For example, students may model the knowledge management in an educational organisation with a graphical simulation tool. Some more general findings from a formative evaluation study with the MUNICS prototype are reported and discussed. For example, the students’ ignorance of the additional content resources is discussed in the light of the well-known finding of insufficient use of help systems in software applications.  相似文献   

Tomorrow’s teachers—selecting the best: An exploration of the quality rationale behind academic and experiential selection criteria for initial teacher education programmes     

Manuela Heinz 《Educational Assessment, Evaluation and Accountability》2013,25(2):93-114

Using Ireland as an example, this paper explores the rationale behind various selection criteria currently used to select suitable candidates for initial teacher education courses. It investigates and discusses patterns of association between second-level student teachers’ background characteristics on entry to their teacher education programme Professional Diploma in Education (PDE) and their achievement in terms of their final academic and teaching practice grades. It draws on a longitudinal analysis of application and examination data collected from eight student teacher cohorts (2000–2007, N?=?1,023) who completed their second-level initial teacher education at one Irish university. Special attention will be paid to the predictive value of entrants’ prior academic performance and teaching experience for their success in the academic as well as practical components of their teacher education course. The quality rationale behind academic selection criteria is contested on the basis of findings from this study. The positive impact of prior teaching experience on teaching practice performance and the differences in achievement observed between students from different academic fields are discussed.  相似文献   

Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching     

Manuela Heinz 《Educational Research and Evaluation》2013,19(3):258-297

Why do individuals all over the world choose to become school teachers? What motivates them to become educators of young people, and how committed are they to this cause when they enter their teacher education courses? Considering that teacher motivation and commitment have been identified as crucial factors for the future success of education and schools (Huberman, 1993 Huberman, M. (1993). The lives of teachers (J. Neufeld, Trans.). London: Cassell Villiers House. [Google Scholar]; Manning & Patterson, 2005 Manning, M., & Patterson, J. (2005). Special publications. Childhood Education, 81, 249–251. doi: 10.1080/00094056.2005.10522284[Taylor & Francis Online] , [Google Scholar]; Rikard, 1999 Rikard, G. L. (1999). Promoting teacher commitment in pre-service teachers. Journal of Physical Education, Recreation & Dance, 70(9), 53–56. doi: 10.1080/07303084.1999.10605969[Taylor & Francis Online] , [Google Scholar]), these are important questions for policy makers and societies to address. This paper provides a systematic and conceptual review of empirical research studies exploring student teachers’ career motivations and commitment in 23 countries from 5 continents. A variety of motivating factors are explored, their relative importance in student teachers’ career decisions is discussed, and differences between various subgroups and cultural contexts are highlighted. Attention is drawn to methodological limitations as well as recent developments in this important area of research.  相似文献   

Promoting Pre‐experimental Activities in High‐school Chemistry: Focusing on the role of students’ epistemic questions     

Heinz Neber  Michael Anton 《International Journal of Science Education》2013,35(13):1801-1821

In high‐school chemistry the pre‐experimental phase of inquiry cycles often remains neglected. According to a procedural model, which is described in the text, this phase begins with an observation that stimulates students’ prior factual knowledge, the formulation of a research question for further elaboration (epistemic questions), the anticipation of a hypothetical answer, and the planning of experimental steps for deciding on the hypothetical answer. These activities were explicitly prescribed in an experimental group of 28 10th‐graders. Raising the quality of students’ epistemic research questions by providing structured help was a special focus of the intervention. Hypothesised motivational and cognitive effects were measured and compared with a group of 25 students (control group) who engaged in non‐structured pre‐experimental activities. The intervention provided to the experimental group resulted in stronger preferences for a more open and non‐recipe type of experimentation, in more intense cognitive activities (thoughts), and, most importantly, in increased skills for formulating causal epistemic questions. Supporting such procedural skills in classrooms may contribute to transforming labwork into intentional activities and students into active learners by helping them focus on further elaborating their knowledge.  相似文献   

Construir la realidad     

Heinz Von Föerster 《Infancia y Aprendizaje》2013,36(1):79-92

RESUMEN

El autor parte del postulado de que el entorno, tal como lo percibimos, es invención nuestra y propone una serie de experimentos para demostrarlo. Plantea que el conocimiento es una computación de la realidad y que los procesos cognitivos son procesos de computación recurrente. Con el fin de entender esta computación a nivel neural se describe la estructura de las neuronas y el proceso de la transmisión sináptica, poniéndose como ejemplo la percepción visual. El sistema nervioso tiene además una unidad funcional y sus computaciones están sujetas a una constricción no-trivial, organizándose de tal modo que computa una realidad estable. Este nuevo postulado estipula la autonomía y la autorregulación de todo ser viviente.  相似文献   

Fit(ness) to teach?: disability and initial Teacher education in the republic of Ireland     

Elaine Keane  Manuela Heinz  Patricia Eaton 《International Journal of Inclusive Education》2018,22(8):819-838

The lack of diversity in the teaching profession is recognised internationally [Schleicher, A. 2014. Equity, Excellence and Inclusiveness in Education: Policy Lessons from around the World. Paris: OECD]. Research shows consistently that teachers from majority socio-economic and ethnic groupings dominate, often in contrast to school populations. While studies in the USA and the UK have shown that teachers with disabilities are significantly under-represented compared to the general population, there has been a dearth of research in this area in Ireland, including in relation to initial teacher education (ITE). Following a review of the literature and an overview of the study’s methodology, we present findings exploring 2014 ITE applicants and entrants with respect to their dis/ability status and intersections with other socio-demographic variables based on data gathered in the Diversity in Initial Teacher Education in Ireland national research project, establishing the first national dataset about disability in Irish state-funded ITE. While we identified increases in the proportion of disabled students entering ITE, especially at postgraduate level, applicants with disabilities were significantly less likely to be accepted into undergraduate primary ITE than were those without, and there was considerable variation in the proportions from different categories entering ITE. We end by discussing the significance and implications of our findings in terms of practice, policy, and further research.  相似文献   

Old strains and new initiatives in the Universities of The Federal German Republic     

Heinz Schleusser  Diethwr Breitenbach 《Minerva》1992,30(3):422-429

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The measurement of quality and reputation in the world of learning     

Heinz Maier-Leibnitz 《Minerva》1989,27(4):483-504

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Konflikte in Sportspielmannschaften des Spitzensports     

Ansgar Thiel  Heinz Messmer 《Sportwissenschaft》2003,33(1):93-96

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2. Reinhard Stockmann (Hrsg.): Evaluationsforschung. Grundlagen und ausgew?hlte Forschungsfelder
Opladen: Leske + Budrich 2000. 414 S. Preis: € 24,90     

Heinz Günter Holtappels 《Zeitschrift für Erziehungswissenschaft》2002,5(4):694

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