S?ure-Basenhaushalt     

Christoph Schwarz und Rainer Oberbauer 《Wiener klinische Wochenschrift Education》2007,2(1):21-38

Ohne Zusammenfassung  相似文献   

Editorial     

Christoph Wulf 《Zeitschrift für Erziehungswissenschaft》2003,6(2):157-158

Ohne Zusammenfassung

---

Editorial

  相似文献   

Editorial     

Ingrid Gogolin  Christoph Wulf 《Zeitschrift für Erziehungswissenschaft》2003,6(3):313-315

Ohne Zusammenfassung

---

Editorial

  相似文献   

Contemporaneous peer effects,career age and the industry involvement of academics in biotechnology     

Birgit Aschhoff  Christoph Grimpe 《Research Policy》2014

This study explores the role of contemporaneous peer effects in driving an academic's involvement with industry. Specifically, we examine the influence of workplace peers and personal collaborators and how these effects are moderated by the career age of the scientist. Moreover, we look at situations in which both types of social influence are incongruent and the academic is faced with “dissonance”. Based on survey data of 355 German academics in the field of biotechnology and publication data from the Science Citation Index Expanded (SCIE), we find that the scientist's involvement with industry increases with the orientation of the scientist's department toward industry (“localized peer effect”). This effect turns out to be moderated by the scientist's age, such that the localized peer effect decreases with age and finally turns negative for very senior scientists. Moreover, we find that a scientist's involvement increases with the industry orientation of the scientist's co-authors (“personal peer effect”), irrespective of the scientist's age. In case both types of social influence are incongruent, younger scientists will revert to localized norms while more experienced scientists will orient themselves more toward their personal collaborators.  相似文献   

Pre-empted patents,infringed patents and firms’ participation in markets for technology     

Christoph Grimpe  Katrin Hussinger 《Research Policy》2014

In recent years, firms have increasingly contributed to and been confronted with a patent landscape characterized by numerous but marginal inventions, overlapping claims and patent fences. As a result, firms risk their patent applications to be pre-empted or to be infringed upon by rivals. While both aspects constitute major challenges for the appropriation of returns to inventive activity, extant literature suggests that participation in the market for technology might actually resolve or at least alleviate these problems. In this paper, we investigate the effect of pre-empted and infringed patents on firms’ engagement in in- and cross-licensing. Based on a sample of more than 1100 German manufacturing firms our results show that firms engage in in-licensing as a reaction to pre-empted patents and in cross-licensing if their protected IP was infringed upon. However, these effects vary depending on the fragmentation of technology fields and whether the firm operates in a discrete or complex product industry.  相似文献   

Hands‐on versus teacher‐centred experiments in soil ecology     

Christoph Randler  Madeleine Hulde 《Research in Science & Technological Education》2013,31(3):329-338

This study focused on differences between teacher‐centred and learner‐centred experiments in soil ecology. After a pilot study, we selected three experiments simple enough to be carried out by pupils even with little experience in self‐determined learning and hands‐on practice. The sample comprised 123 fifth and sixth graders from a middle school (four classes). We found a significant influence of treatment on achievement and pupils enrolled in a learner‐centred environment scored higher. Girls scored higher than boys in both treatments. We found no differences in well‐being, boredom or difficulty of the tasks, but pupils of the learner‐centred group expressed a higher interest.  相似文献   

Framing students’ progression in understanding matter: a review of previous research     

Jan Christoph Hadenfeldt  Xiufeng Liu  Knut Neumann 《Studies in Science Education》2013,49(2):181-208

  相似文献   

Age and gender interactions in short distance triathlon performance     

Franziska Etter  Arkadiusz Bukowski  Christoph Alexander Rüst  Thomas Rosemann  Romuald Lepers 《Journal of sports sciences》2013,31(9):996-1006

Abstract

This study investigated the participation and performance trends as well as the age and gender interaction at the Olympic distance ‘Zürich Triathlon’ (1.5?km swim, 40?km cycle and 10?km run) from 2000 to 2010 in 7,939 total finishers (1,666 females and 6,273 males). Female triathletes aged from 40 to 54 years significantly (P?<?0.05) increased their participation while the participation of younger females and males remained stable. Males of 50–54 years of age and females of 45–49 years of age improved their total race time. For elite top five overall triathletes, mean gender differences in swimming, cycling, running and overall race time were 15.2?±?4.6%, 13.4?±?2.3%, 17.1?±?2.5%, and 14.8?±?1.8%, respectively. For both elite and age group athletes, the gender difference in cycling time was significantly (P?<0.001) lower than for swimming and running. The gender difference in overall Olympic distance triathlon performance increased after the age of 35 years, which appeared earlier compared to long distance triathlon as suggested by previous studies. Future investigations should compare gender difference in performance for different endurance events across age to confirm a possible effect of exercise duration on gender difference with advancing age.  相似文献   

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