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31.
In two experiments, saccharin (CS) and lithium chloride (US) were paired in a context consisting of specific visual, auditory, tactual, and olfactory cues. The saccharin aversion was then extinguished in a context free from conditioning-context cues. Later, saccharin preference tests were given in the presence and absence of these cues. The results indicated that the background cues of the conditioning trial controlled the amount of saccharin drunk on extinction trials, and, furthermore, that extinction of the taste aversion was context specific; i.e., groups given extinction trials in a different (from conditioning) context retained their saccharin aversion in the conditioning context only. The results indicate an important role played by the exteroceptive context in taste-aversion conditioning. 相似文献
32.
This paper presents the argument that education and the teaching profession have been saturated by a new form of risk consciousness and risk consideration. The aim is to shed light on this issue and present a number of empirical examples and questions of interest in educational research. Furthermore, the paper presents some of the central theories regarding risk and an attempt is made to relate these theories to an epistemological framework. The article also emphasizes the problems and issues that arise from the way teachers think, experience and manage risk in their daily work, and examines how this affects their didactic intentions and, in the long run, also the pupils’ learning potential. It is the intention of the authors, in the scientific as well as in the professional discussion, to reintroduce the positive connections between teaching and risk zones, as well as between professional development and risk taking. 相似文献
33.
Holder (1988) has raised several objections to our work on the role of exteroceptive contextual stimuli in taste-aversion learning by rats. Our main conclusion from that work is that tongue-tactile stimuli from the drinking spout constitute the likely basis for findings of contextual bottle control over learned taste aversions. Holder suggests that our results are confounded by taste cues from the fluid containers. We refute this suggestion by presenting data from two experiments showing contextual bottle control, even though potential taste cues from the drinking bottles were eliminated. We also point to the fact that some of Holder’s criticisms are based on misreadings of our various reports. 相似文献
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Karin Reich 《Science & Education》2007,16(6):625-636
Before the 19th century the idea of more than three dimensions was exceptional. During the 19th century, however, geometry was revolutionized and new branches were developed. This revolution also created the idea of the possibility of a n-dimensional geometry or space; flatland, i.e. n = 2, was a consequence of this new thinking. In 1884 the clergyman Edwin Abbott and the mathematician Charles Hinton published their still-famous flatland stories. In the 20th century authors also included modern physics as well as computer science in flatland stories. 相似文献
37.
The aim of this article is to highlight some conceptions of ethical competence identified in interviews with teachers in religious education in Sweden, and within analyses of policy documents in a Swedish and an Icelandic educational context. As a starting point we take seven interviewed teachers’ comments about what they view as important ethical competences for their pupils to have. A comparative analysis of Swedish and Icelandic policy documents with regard to the conceptual understandings of ethical competence is made, as well as a comparison between the policy documents and teachers’ comments. The Icelandic curriculum is chosen because it differs from the Swedish one in a sense relevant to an analysis of the teacher interviews. The analyses imply a tension between theoretical and analytical conceptions of ethical competence and an action competence. Finally, some possible threads to consider in developing a broadened and deepened understanding of ethical competence are outlined. 相似文献
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Hilbert Sven Bruckmaier Georg Binder Karin Krauss Stefan Bühner Markus 《European Journal of Psychology of Education - EJPE》2019,34(3):665-683
European Journal of Psychology of Education - In the present study, the relationship between the mathematics grade and the three basic cognitive abilities (inhibition, working memory, and... 相似文献
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Dipl.-Soz.wiss. Karin Beher Prof. Dr. Thomas Rauschenbach 《Zeitschrift für Erziehungswissenschaft》2006,9(1):51-66
Im Mittelpunkt des Beitrags stehen konzeptionelle Hintergründe der 2003/04 begonnenen offenen Ganztagsschule (OGS) in Nordrhein-Westfalen
sowie erste Ergebnisse der wissenschaftlichen Begleitung, wie sie sich im Rahmen einer explorativen Erkundungsstudie zeigen.
Hintergrund der konzeptionellen Debatte sind zwei Elemente: zum einen die vielschichtiger gewordene Debatte über Betreuungs-,
Bildungs- und Erziehungskonzepte, zum anderen die st?rkere Kooperation zwischen der Schule und der Kinder- und Jugendhilfe
im Rahmen der offenen Ganztagsschule. Die OGS in Nordrhein-Westfalen beansprucht durch die verst?rkte Einbeziehung au?erschulischer
Partner zu einem neuen Verst?ndnis von Schule und Lernen beizutragen. Im Konzept und Modell dieser neuen Angebotsform begegnen
sich somit die Vorstellungen beider Bereiche zur ad?quaten Gestaltung schulischer und au?erschulischer Lern- und Bildungsprozesse.
Vor diesem Hintergrund werden erste Befunde und sich abzeichnende Trends der realen Entwicklung in diesem Land dargestellt. 相似文献