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31.
Carina Lundmark 《Environmental Education Research》2014,20(2):161-176
This case study explores the initial implementation of the EU Water Framework Directive (WFD) in the Lule River basin, Sweden, examining how and to what extent administrative procedures enable learning through dialogue and stakeholder collaboration. Theorising on adaptive co-management and social learning is used to structure what is to be learnt, how and by whom. Qualitative content analyses of policy documents, responses from consultation procedures and interviews show that there are opportunities for stakeholder involvement and dialogue in organizational settings of various kinds, but as the number of affected interest is large and difficult to demarcate many interests lack a formal channel for influence. It is primarily through poorly attended Water Council meetings and during the consultation process prior to decisions on management plans that all affected interests can voice their opinions. Consultation processes represent one-way communication rather than dialogue and the ones examined are strongly focused on scientific rather than experience based knowledge. If language is to be used productively to assist the constitution of relevant knowledge in the implementation of the WFD, it is important to find ways of communication that can serve as a platform for common meaning making among a large number of diverse societal actors. 相似文献
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Prof. Dr. Katharina Scheiter Dr. Anne Schüler Prof. Dr. Peter Gerjets Kim Stalbovs Carina Schubert Dr. Thomas Huk Prof. Dr. Dr. Friedrich W. Hesse 《Zeitschrift für Erziehungswissenschaft》2014,17(2):279-296
The present paper reports on an empirical study which investigated learning with text and animations in the science classroom. In a 2?×?2 design the presence of multimedia learning material instruction (text only vs. text + animations) as well as the modality of the explanatory text (spoken vs. written) were tested. Prior to learning, students’ motivation to learn was assessed as a continuous factor. Recall and transfer were assessed immediately after learning. The results show better recall of information for learners with multimedia materials, providing the animations were accompanied by spoken text. However, in contrast to the positive effects of domain-specific motivation this multimedia effect was not evident for transfer. The effects of multimedia design were independent of motivation. Implications for future studies are discussed. 相似文献
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This study investigated whether vicarious feedback influences binding processes between stimuli and observed responses. Two participants worked together in a shared color categorization task, taking the roles of actor and observer in turns. During a prime trial, participants saw a word while observing the other person executing a specific response. Automatic binding of words and observed responses into stimulus-response (S-R) episodes was assessed via word repetition effects in a subsequent probe trial in which either the same (compatible) or a different (incompatible) response had to be executed by the participants in response to the same or a different word. Results showed that vicarious prime feedback (i.e., the feedback that the other participant received for her or his response in the prime) modulated S-R retrieval effects: After positive vicarious prime feedback, typical S–R retrieval effects emerged (i.e., performance benefits for stimulus repetition probes with compatible responses, but performance costs for stimulus repetition probes with incompatible responses emerged). Notably, however, S–R-retrieval effects were reversed after vicarious negative prime feedback (meaning that stimulus repetition in the probe resulted in performance costs if prime and probe responses were compatible, and in performance benefits for incompatible responses). Findings are consistent with a flexible goal imitation account, according to which imitation is based on an interpretative and therefore feedback-sensitive reconstruction of action goals from observed movements. In concert with earlier findings, this data support the conclusion that transient S–R binding and retrieval processes are involved in social learning phenomena. 相似文献
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Three experiments considered the development of perceptual causality in children from 3 to 9 years of age (N = 176 in total). Adults tend to see cause and effect even in schematic, two-dimensional motion events: Thus, if square A moves toward B, which moves upon contact, they report that A launches B--physical causality. If B moves before contact, adults report that B tries to escape from A--social or psychological causality. A brief pause between movements eliminates such impressions. Even infants in the first year of life are sensitive to causal structure in both contact and no-contact events, but previous research with talking-age children found poor verbal reports. The present experiments used a picture-based forced-choice task to reduce linguistic demands. Observers saw eight different animations involving squares A and B. Events varied in whether or not these agents made contact; whether or not there was a delay at the closest point; and whether they moved rigidly or with a rhythmic, nonrigid "caterpillar" motion. Participants of all ages assigned events with contact to the physical domain and events without contact to the psychological domain. In addition, participants of all ages chose causality more often for events without delay than with delay, but these events became more distinct over the preschool range. The manipulation of agent motion had only minor and inconsistent effects across studies, even though children of all ages considered only the nonrigid motion to be animal-like. These results agree with the view that perceptual causality is available early in development. 相似文献
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Carina Lundmark 《Environmental Education Research》2007,13(3):329-347
The New Environmental or Ecological Paradigm (NEP) is widely acknowledged as a reliable multiple‐item scale to capture environmental attitudes or beliefs. It has been used in statistical analyses for almost 30 years, primarily by psychologists, but also by political scientists, sociologists and geographers. The scale's theoretical foundation is, however, seldom discussed and not comprehensively specified. This article explores the environmental ethics that underlies the scale, analysing which ethical positions on human—nature relations the scale seem to match. The study shows that pronounced forms of anthropocentrism are well captured by the scale, while the environmental position is ‘shallow’ rather than ‘deep green’ and misses crucial elements of the contemporary environmental ethics debate. 相似文献
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Carina Lüke Angela Grimminger Katharina J. Rohlfing Ulf Liszkowski Ute Ritterfeld 《Child development》2017,88(2):484-492
Early identification of primary language delay is crucial to implement effective prevention programs. Available screening instruments are based on parents' reports and have only insufficient predictive validity. This study employed observational measures of preverbal infants' gestural communication to test its predictive validity for identifying later language delays. Pointing behavior of fifty‐nine 12‐month‐old infants was analyzed and related to their language skills 1 year later. Results confirm predictive validity of preverbal communication for language skills with the hand shape of pointing being superior compared to the underlying motives for pointing (imperative vs. declarative). Twelve‐month‐olds who pointed only with their open hand but never with their index finger were at risk for primary language delay at 2 years of age. 相似文献
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Barbara Fresko Lena Rubinstein Reich Tina Eriksson Sjöö Carina Sild Lönroth 《Studies in Educational Evaluation》2013
The study examined a project aimed at helping students develop professional interpersonal skills. Groups of university students in social work, teacher training, and a student mentoring program for children at-risk participated in seminars where they developed narratives derived from personal experience in interaction with others. The theoretical framework for the project was inspired by the idea of “stories to live by” developed by Clandinin and Connelly. Data for the study were collected from questionnaires, interviews, and focus groups. Results indicated that narrative-building activities, when implemented in a structured and consistent manner, can contribute to improving empathy and perspective-taking abilities, developing self-knowledge, and enhancing communication skills. 相似文献
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Carina Carlhed 《Scandinavian Journal of Educational Research》2017,61(5):503-525
The aim of the study was to analyse enrolment patterns, and study efficiency and completion among students in programmes with professional qualifications, using microdata from Statistics Sweden. The programmes were Architecture, Medicine, Nursing, Law, Social work, Psychology, andEngineering (year 2001–2002,n?=?15,918). Using the concepts from Bourdieu’s sociology, data was analysed with Specific Multiple Correspondence Analysis. Different patterns emerged and were constructed as different dimensions of the social space of educational strategies in higher education, patterns of enrolment, efficiency, and completion. The students’ relative positions in the social structure were analysed by the type and amount of their cultural capital. The most important factors for differences between coherent intensive and scattered extensive enrolment patterns were programmes, gender, mother’s socioeconomic index, parents’ education, and type of university. Regarding efficiency, the most important factors were programme and type of university. The factors most important for graduation were gender and type of university. 相似文献
39.
Katharina Scheiter Carina Schubert Peter Gerjets Kim Stalbovs 《Journal of Experimental Education》2015,83(2):266-289
Despite the general effectiveness of multimedia instruction, students do not always benefit from it. This study examined whether students’ learning from multimedia can be improved by teaching them relevant learning strategies. On the basis of current theories and research on multimedia learning, the authors developed a strategy training for 9th-grade students. To evaluate it, 31 students received the aforementioned training and 33 students received placebo control training. After that, students completed a multimedia learning session on meiosis. Results showed that although the experimental training improved students’ strategy knowledge, it had no effect on learning outcomes. Accordingly, students acquired strategy knowledge but did not apply it later. Implications for the design of multimedia strategy interventions and future research are discussed. 相似文献
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