A Framework of Effective Science Explanation Videos Informed by Criteria for Instructional Explanations     

Kulgemeyer  Christoph 《Research in Science Education》2020,50(6):2441-2462

Research in Science Education - Science explanation videos, especially online ones, have become popular. They cover nearly all topics from school science curricula. Teachers use them in a flipped...  相似文献   

How Many Brains Does It Take to Build a New Light: Knowledge Management Challenges of a Transdisciplinary Project     

Bruno della Chiesa  Vanessa Christoph  and Christina Hinton 《Mind, Brain, and Education》2009,3(1):17-26

ABSTRACT— The Organization for Economic Cooperation and Development's (OECD) Center for Educational Research and Innovation (CERI) carried out the Learning Sciences and Brain Research project (1999–2007) to investigate how neuroscience research can inform education policy and practice. This transdisciplinary project brought many challenges. Within the political community, participation in the project varied, with some countries resisting approval of the project altogether, in the beginning. In the neuroscientific community, participants struggled to represent their knowledge in a way that would be meaningful and relevant to educators. Within the educational community, response to the project varied, with many educational researchers resisting it for fear that neuroscience research might make their work obsolete. Achieving dialogue among these communities was even more challenging. One clear obstacle was that participants had difficulty recognizing tacit knowledge in their own field and making this knowledge explicit for partners in other fields. This article analyzes these challenges through a knowledge management framework.  相似文献   

Understanding the interactions among revenue categories using elasticity measures—Evidence from a longitudinal sample of non-profit sport clubs in Germany     

Pamela Wicker  Christoph Breuer  Ben Hennigs 《Sport Management Review》2012,15(3):318-329

The revenue composition of for-profit and non-profit organisations is fundamentally different. Non-profit organisations have diversified revenues and must therefore manage an income portfolio. For the management of the income portfolio of a non-profit sport club it is not only important that sufficient revenues are available, but also where they come from as complex interactions exist among different revenue sources. These interactions are referred to as crowd-out effects (increases in one revenue source lead to decreases in another source) and crowd-in effects, respectively. The interactions among revenue categories of non-profit sport clubs were analysed using a longitudinal dataset from a nationwide sport club survey in Germany (n = 5026). Elasticity measures were calculated within a regression framework which provided information about the nature and significance of interactions. The results revealed a significant positive interaction between revenues from donations and sport supply (e.g., membership and service fees) pointing towards a crowd-in effect, i.e., increased revenues from donations have crowded in revenues from sport supply. Moreover, increased revenues from subsidies were found to crowd in revenues from donations and economic activities (e.g., sponsorship). Significant negative interactions were observed for revenues from economic activities and other supply suggesting that increased revenues from economic activities have crowded out revenues from other supply. The findings indicated an increased level of commercialisation supporting a modernisation of German clubs. Furthermore, the uncertainties have increased and therefore sport clubs have to consider the level of uncertainty of their revenue sources when they manage their income portfolio.  相似文献   

Algorithmen für Parallelit?t bei Backup und Restore in Datenbanksystemen     

Christoph Gollmick und Uta St?rl 《Informatik - Forschung und Entwicklung》2002,17(4):157-166

Zusammenfassung.   Die st?ndig wachsende Menge der in Datenbanksystemen verwalteten Daten und steigende Verfügbarkeitsanforderungen verlangen die Entwicklung immer schnellerer und effizienterer Backup- und Re-covery-Verfahren. Die Ausnutzung von Parallelit?t beim Backup und Restore ist dabei einer von verschiedenen “intelligenten” L?sungsans?tzen, die nicht allein auf schnellere Hardware setzen, sondern helfen, eine bestehende Infrastruktur optimal auszunutzen. Der Beitrag stellt ein Puffer-Proze?-Modell vor, mit dessen Hilfe parallele Backup- und Restore-Algorithmen systematisch abgeleitet werden k?nnen. Eine definierte Auswahl von Algorithmen wird anhand praxisbezogener Kriterien bewertet und klassifiziert (inklusive Einordnung der wichtigsten DBMS-Produkte). Me?ergebnisse prototypisch implementierter Algorithmen schlie?lich belegen die Anwendbarkeit des Puffer-Proze?-Modells zur Implementierung effizienter paralleler Backup- und Restore-Algorithmen. Eingegangen am 31. Januar 2002 / Angenommen am 5. Juli 2002  相似文献   

An analytical framework for the cross-country comparison of higher education governance   总被引：2，自引：0，他引：2  

Michael Dobbins  Christoph Knill  Eva Maria V?gtle 《Higher Education》2011,62(5):665-683

In this article we provide an integrated framework for the analysis of higher education governance which allows us to more systematically trace the changes that European higher education systems are currently undergoing. We argue that, despite highly insightful previous analyses, there is a need for more specific empirically observable indicators of policy change and inertia. We therefore propose a systematic classification of empirical indicators of higher education governance. To do so, we look at three historically entrenched and still highly relevant European models of higher education??academic self-governance, the state-centered model and the market-oriented model. Based on these broader overarching models which reflect the tensions between the state, market and academia, we develop three ideal-types that take internal university governance as well as the role of the state and external stakeholders into account. Against this background, we derive empirical indicators with regard to the institutional balance of power, financial governance, personnel autonomy and substantive matters. Our analytical contribution shall enable scholars, and in particular political and social scientists, to trace ongoing patterns of change and convergence as well as persistence and inertia in higher education governance arrangements.  相似文献   

Editorial     

Christoph Wulf  Manfred Prenzel 《Zeitschrift für Erziehungswissenschaft》2011,14(2):205-206

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Vocational Education and Training: Researching the Relationship between School and Work     

Regina H. Mulder  Gerhard Messmann  Christoph König 《European Journal of Education》2015,50(4):497-512

Researchers and policy makers agree that the relation between school and work is an important characteristic of vocational education and training (VET) and needs attention. The relation itself poses several challenges for research to be successful and useful for policy makers. In this article, we outline these challenges and answer the following question: What needs to be considered when researching the relation between school and work? Our central claim is that research on the relation between school and work needs to (1) take into account contextual conditions of the VET system, including identifying the central actors and their responsibilities within a VET system, (2) take into account the characteristics of VET itself, (3) define the quality of the relation between school and work (depending on the context, characteristics of the VET system and VET itself), and (4) be consistent with respect to chosen research aims and paradigms. To illustrate how these aspects can be taken into account an example of empirical research conducted in the German dual apprenticeship system is described. The readers are provided with guidelines for researchers and policy makers to carry out high quality research on the relation between school and work in VET systems that enables policy makers to make use of the results to improve the relation between school and work in VET systems.  相似文献   

Effects of Expressive Writing Effects on Disgust and Anxiety in a Subsequent Dissection     

Christoph Randler  Peter Wüst-Ackermann  Viola Otte im Kampe  Inga H. Meyer-Ahrens  Benjamin J. Tempel  Christian Vollmer 《Research in Science Education》2015,45(5):647-661

Emotions influence motivation and achievement, but negative emotions have rarely been assessed in science education. In this study, we assessed the influence of two different expressive writing assignments on disgust and anxiety in university students prior to the dissection of a trout. We randomly assigned students to one of two expressive writing tasks and measured specific state disgust and state anxiety after writing and after the dissection. Specific state disgust was measured a third time after 3 weeks. One writing task was concerned with the dissection, and the other was related to behavioral experiments with mice. We used two general linear models with repeated measures. In the first model, specific state disgust (pre, post, and follow-up) was used as the dependent repeated measure and experimental group as the independent variable. In the second model, state anxiety was used as the dependent repeated measure (pre, post) with experimental group as the independent variable. The repeated testing showed a highly significant effect of experimental group on the repeated measures of disgust. Writing about worries and emotions concerning the dissection leads to higher disgust scores compared to writing about mice. These higher scores persisted even 3 weeks later in the follow-up test. Concerning anxiety, there was a clear influence of the repeated measure of state anxiety, but anxiety was not influenced by the experimental group. We suggest that positive writing should be used in educational contexts to reduce disgust.  相似文献   

Gender difference in cycling speed and age of winning performers in ultra-cycling – the 508-mile “Furnace Creek” from 1983 to 2012     

Christoph Alexander Rüst  Thomas Rosemann  Romuald Lepers 《Journal of sports sciences》2015,33(2):198-210

We analysed (i) the gender difference in cycling speed and (ii) the age of winning performers in the 508-mile “Furnace Creek 508”. Changes in cycling speeds and gender differences from 1983 to 2012 were analysed using linear, non-linear and hierarchical multi-level regression analyses for the annual three fastest women and men. Cycling speed increased non-linearly in men from 14.6 (s = 0.3) km · h^?1 (1983) to 27.1 (s = 0.7) km · h^?1 (2012) and non-linearly in women from 11.0 (s = 0.3) km · h^?1 (1984) to 24.2 (s = 0.2) km · h^?1 (2012). The gender difference in cycling speed decreased linearly from 26.2 (s = 0.5)% (1984) to 10.7 (s = 1.9)% (2012). The age of winning performers increased from 26 (s = 2) years (1984) to 43 (s = 11) years (2012) in women and from 33 (s = 6) years (1983) to 50 (s = 5) years (2012) in men. To summarise, these results suggest that (i) women will be able to narrow the gender gap in cycling speed in the near future in an ultra-endurance cycling race such as the “Furnace Creek 508” due to the linear decrease in gender difference and (ii) the maturity of these athletes has changed during the last three decades where winning performers become older and faster across years.  相似文献   

Learning Achievement and Motivation in an Out-of-School Setting—Visiting Amphibians and Reptiles in a Zoo Is More Effective than a Lesson at School     

Stephanie Wünschmann  Peter Wüst-Ackermann  Christoph Randler  Christian Vollmer  Heike Itzek-Greulich 《Research in Science Education》2017,47(3):497-518

Interventions in out-of-school settings have been shown in previous studies to be effectively increase students’ science knowledge and motivation, with mixed results on whether they are more effective than teaching at school. In this study, we compared an out-of-school setting in a reptile and amphibian zoo (Landau, Germany) with a sequence of classroom teaching and a control group without teaching on the topic. We compared learning at school (School) and out-of-school learning (Reptilium), which were tested in a randomized field setting with a focus on knowledge and motivation. Sixty-five elementary students participated in either the School group, Reptilium group or control group. We measured knowledge on the topics reptiles and amphibians with a newly developed two-factorial test, calibrated with item response theory, before the intervention, immediately afterwards (posttest) and 2 weeks later (follow-up). Motivation was measured immediately after the intervention. Data analyses were performed using SPSS and Mplus. We conclude that the two interventions appeared highly superior to the control group and that the out-of-school setting in the Reptilium was more effective than the school-only program. Concerning motivation, perception of choice was higher in the Reptilium than in the School group. There were gender-by-treatment interaction effects for knowledge in the posttest and follow-up, for perceived competence and for pressure/tension. Concerning knowledge, boys performed better in the School group than girls but this gender gap was not significant in the Reptilium group. Boys perceived themselves as more competent in the School group while girls reported less pressure/tension in the Reptilium group. In conclusion, encountering living animals in a formal zoo learning arrangement is encouraged in primary school since it supports self-determination (free choice), leads to higher achievement and closes gender disparities in achievement.  相似文献