Empirical studies on environmental education in Germany: Contributions by the institute for science education     

Rachael Dempsey  Christiane Gresele  Susanne Bögeholz  Thomas Martens  Jürgen Mayer  Horst Rode  Jürgen Rost 《Research in Science Education》1998,28(2):259-279

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Reform der Sportlehrer-Ausbildung     

Hans-Gert Artus  Norbert Baumann  Reiner Bussek  Hermann Gall  Hans Jensen  Christiane Müller  Konrad Stripp  Claus Tiedemann  Peter Weinberg  Clemens Menze 《Sportwissenschaft》1974,4(1):99-103

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Competency Testing: Emerging Principles     

Christiane Hyde Citron 《Educational Measurement》1982,1(4):10-11

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Fußball, soccer, calcio     

Christiane Eisenberg  Diethelm Blecking 《Sportwissenschaft》1998,28(2):222-224

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The Competence Screening Questionnaire for Higher Education: Adaptable to the needs of a study programme     

Evelyn Bergsmann  Julia Klug  Christoph Burger  Nora Först  Christiane Spiel 《Assessment & Evaluation in Higher Education》2018,43(4):537-554

There is a lively discussion on how to evaluate competence-based higher education in both evaluation and competence research. The instruments used are often limited to course evaluation or specific competences, taking a rather narrow perspective. Furthermore, the instruments often comprise predetermined competences that cannot be adapted to higher education needs. The aim of this paper is to provide a flexible screening instrument into which practitioners/evaluators of study programmes can themselves insert the competences they are interested in, i.e. competences students ought to acquire through their study programme. The present study describes the development of the Competence Screening Questionnaire for Higher Education (CSQ-HE) in different domains of higher education. Results show that the CSQ-HE provides plausible screening information whilst fulfilling evaluation standards. It can be integrated into a higher education institution’s internal quality management system to demonstrate a programme’s legitimacy and enhance competence-based teaching and learning. Strengths, weaknesses and implications for practice are discussed.  相似文献   

A Role for Epistemic Insight in Attitude and Belief Change? Lessons from a Cross-curricular Course on Evolution and Creation     

Christiane Konnemann  Christian Höger  Roman Asshoff  Marcus Hammann  Werner Rieß 《Research in Science Education》2018,48(6):1187-1204

This paper presents findings from a quasi-experimental study evaluating future teachers’ attitudes and beliefs in response to a cross-curricular university course on evolution and creation bridging biological and Christian theological perspectives. Based on previous findings, we hypothesized that a course providing learning opportunities for epistemic insight within this multidisciplinary arena might have effects on attitudes and beliefs relevant to the field. Hence, the main research question was the following: To what extent do student teachers’ attitudes and beliefs change by attending a cross-curricular course on evolution and creation intended to develop student teachers’ epistemic insight into the nature of science and into the relationship between science and theology? The answer from this quasi-experimental evaluation study (pre–post-design; test group n =?26, control group n =?24) is as follows: It depends upon the variable investigated! Pre–post-analysis using a repeated measures ANOVA revealed that the cross-curricular course integrating epistemic insight induced changes in creationist beliefs, in students’ perception of conflict, and in acceptance of evolution. In contrast, there was no effect on attitudes toward evolutionary theory, on attitudes toward the Biblical accounts of creation, or on scientistic beliefs. However, when student responses were analyzed individually, case-based evidence for belief change in students with scientistic positions emerged. Among the reasons for those different effects, we discuss conceptual differences between attitude and acceptance, features of the student teacher sample, and the particular content of the course explicitly addressing creationism but not scientism. In conclusion, the paper corroborates the role of epistemic insight in the multidisciplinary field of evolution and creation and provides initial evidence that epistemic insight possesses a particular potential concerning positions at both ends of the spectrum.  相似文献   

El pensamiento del adolescente     

Christiane Gillièron 《Infancia y Aprendizaje》2013,36(11):36-53

Resumen

En la primera parte la autora expone las características del estadio formal tal como lo presentan Inhelder y Piaget (1955) poniendo de manifiesto los puntos principales que diferencian la lógica del niño del estadio concreto y la del adolescente. Resitúa a continuación la noción de competencia en el marco más amplio de la de pensamiento. Finalmente, se discuten algunos de los problemas vinculados al estudio de la adolescencia considerada como un período de la vida: dificultades metodológicas (validación de los modelos y naturaleza de la evidencia empírica) y teóricas (definición del estadio teniendo en cuenta los cambios históricos). Gillièron hace una referencia a la dirección de las investigaciones actuales: definición de un quinto estadio, elaboración de modelos de performance,…para terminar con algunos comentarios sobre el egocentrismo de las distintas generaciones.  相似文献   

The Gay Games: A history     

Christiane Job 《国际体育史杂志》2013,30(18):2776-2778

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¿Por qué el niño tiende el objeto hacia el adulto? La construcción social de la significación de los objetos     

Christiane Moro  Cintia Rodríguez 《Infancia y Aprendizaje》2013,36(53):99-118

Resumen

Este artículo examina las diferentes funciones del gesto del niño, en la fase preverbal, consistente en tender un objeto hacia el adulto y cuya intención no es la de dárselo. Entre estas funciones cabe destacar el papel que el adulto adopta en tanto que regulador de la acción del niño a partir de la demanda explícita de éste en este sentido, y la convergencia entre el adulto y el niño en cuanto a las significaciones que se le atribuyen al objeto. La unidad de análisis adecuada en esta situación debe de tener en cuenta al adulto, al niño y al objeto, integrados en una totalidad. Cualquier análisis que no tenga en cuenta esta totalidad corre el riesgo de ser parcial.  相似文献   

Rezension zu: Richard van Dülmen/Sina Rauschenbach (Hrsg.): Macht des Wissens. Die Entstehung der modernen Wissensgesellschaft     

Christiane Hof 《Zeitschrift für Erziehungswissenschaft》2007,10(2):288-289

Ohne Zusammenfassung  相似文献