System competence modelling: Theoretical foundation and empirical validation of a model involving natural,social and human‐environment systems          下载免费PDF全文

Rainer Mehren  Armin Rempfler  Janine Buchholz  Johannes Hartig  Eva M. Ulrich‐Riedhammer 《科学教学研究杂志》2018,55(5):685-711

Constituting a metacognitive strategy, system competence or systems thinking can only assume its assigned key function as a basic concept for the school subject of geography in Germany after a theoretical and empirical foundation has been established. A measurement instrument is required which is suitable both for supporting students and for the evaluation of methodical‐didactic measures. Such a tool is theoretically anchored in an empirically validated geography‐didactic and cognition‐psychological competence model, providing a differentiated representation of both the internal structure of a competency and the proficiency levels. The starting point of this foundation was the development of a normative‐theoretically derived model of geographic system competence. Its empirical validation was performed in different phases aimed at operationalising the competence model by means of test problems. In order to analyse the factor structure of the theoretical model, various item response models were estimated. The item levels of difficulty expected in the competence model were related to the empirical levels of difficulty and predicted by means of ordinary least squares regression to verify the model for proficiency levels. The two‐dimensional competence model – with the two dimensions ‘system organisation and behaviour’ and ‘system‐adequate intention to act’ – exhibits a better fit in reference to the model fit criteria than the one‐dimensional and three‐dimensional models. The correlations between the expected and empirical item difficulties are positive. Items that should be more difficult according to the competence model are actually shown to be more difficult. These findings suggest the reliability and validity of this new measurement instrument for diagnosing and promoting geographical system competence. It has to be implemented in practice as the next step.  相似文献   

Polyelectrolyte multilayer surface functionalization of poly(dimethylsiloxane) (PDMS) for reduction of yeast cell adhesion in microfluidic devices     

Schmolke H  Demming S  Edlich A  Magdanz V  Büttgenbach S  Franco-Lara E  Krull R  Klages CP 《Biomicrofluidics》2010,4(4):44113

Polyelectrolyte multilayers (PEMs) based on the combinations poly(diallyldimethylammonium chloride)∕poly(acrylic acid) (PDADMAC∕PAA) and poly(allylamine hydrochloride)∕PAA (PAH∕PAA) were adsorbed on poly(dimethylsiloxane) (PDMS) and tested for nonspecific surface attachment of hydrophobic yeast cells using a parallel plate flow chamber. A custom-made graft copolymer containing poly(ethylene glycol) (PEG) side chains (PAA-g-PEG) was additionally adsorbed on the PEMs as a terminal layer. A suitable PEM modification effectively decreased the adhesion strength of Saccharomyces cerevisiae DSM 2155 to the channel walls. However, a further decrease in initial cell attachment and adhesion strength was observed after adsorption of PAA-g-PEG copolymer onto PEMs from aqueous solution. The results demonstrate that a facile layer-by-layer surface functionalization from aqueous solutions can be successfully applied to reduce cell adhesion strength of S. cerevisiae by at least two orders of magnitude compared to bare PDMS. Therefore, this method is potentially suitable to promote planktonic growth inside capped PDMS-based microfluidic devices if the PEM deposition is completed by a dynamic flow-through process.  相似文献   

Relationships between performance test and match-related physical performance parameters     

Stefan Altmann  Maximilian Kuberczyk  Steffen Ringhof  Rainer Neumann  Alexander Woll 《Sportwissenschaft》2018,48(2):218-227

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Influence of Participation Motivation on Success and Satisfaction in Team Performance     

Rainer Martens 《Research quarterly for exercise and sport》2013,84(4):510-518

Abstract

The present study determined the effect of affiliation and task motivation on the success and satisfaction of college intramural basketball teams. Over 1,200 male college students, members of 144 basketball teams, responded to a pre- and post-season questionnaire which assessed affiliation and task motivation as well as team satisfaction. Teams were categorized into low, moderate, and high levels for both affiliation and task motivation. The number of games won determined success. An Affiliation Motivation × Task Motivation (3 × 3) factorial design was used. The multivariate ANOVA for the affiliation hypothesis was significant, indicating that high affiliation-motivated teams in contrast to moderate- and low-affiliation-motivated teams were less successful but more satisfied. High task-motivated teams, on the other hand, were more successful and more satisfied than moderate or low task-motivated teams. No significant interaction between task and affiliation motivation was found.  相似文献   

Coaction Effects on a Muscular Endurance Task     

Rainer Martens  Daniel M. Landers 《Research quarterly for exercise and sport》2013,84(4):733-737

Abstract

The effect of one and three coactors on an individual's performance of a muscular endurance task was determined for 8-, 13-, and 18-year-old males. Subjects extended the dominant leg in a horizontal position for as long as possible under one of three conditions: alone, in pairs, and in groups of four. Results showed that individuals in quadrads performed significantly better than individuals in dyads and alone. No significant difference was found between individuals performing alone and in dyads. Eight-year-olds were found to be superior to the two older age groups, but the age factor was independent of the coaction effect.  相似文献   

The structure of the special terminology of sport pedagogy described by means of the ‘sport pedagogy’ thesaurus     

Wolfgang Kneyer  Rainer Zierke 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1989,35(1):85-94

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Characteristic behaviour orientations of young scientists: A comparison between young mathematicians/physicists and other natural scientists     

Gabriele Gross  Barbara Haenschke  Rainer Tenzler 《Higher Education》1988,17(4):391-396

Methods of sociological enquiry using data on qualifications, performance indicators, conditions for research and social background were used to investigate aspects of behaviour in young natural scientists relevant to research careers. It was shown that mathematicians and physicists were essentially more intrinsically motivated than the other cadres in the fields of natural sciences and that this manifested itself in a high intensity of work and a greater involvement in activities.  相似文献   

The Role of Self-Efficacy,Academic Abilities,and Parental Education in the Change in Career Decisions of Adolescents Facing German Unification     

Martin Pinquart  Linda P. Juang  Rainer K. Silbereisen 《Journal of Career Development》2004,31(2):125-142

In times of dramatic social change, new career options emerge and old options may become obsolete. We investigated predictors of change in general career aspirations and of plans to attend a university of East German adolescents from 1989 (before German unification) to 1991 and 1995, respectively, after German unification. Higher pre-unification self-efficacy beliefs were associated with an increase in general career aspirations and a higher probability of switching from non-college-bound vocational training to attending a university. In addition, better pre-unification school grades and having parents who graduated from a university increased adolescents' probability to switch to a university. Furthermore, interaction effects of self-efficacy with grades and cognitive abilities appeared, indicating that for individuals with high self-efficacy, cognitive abilities became more important and grades less important in predicting the wish to pursue university studies. We concluded that beliefs in one's capabilities, and high academic abilities are important resources in vocational reorientation in times of social change.  相似文献   

Selbstwirksamkeitserwartungen und Pädagogisches Professionswissen im Verlauf des Lehramtsstudiums     

Klaudia Schulte  Susanne Bögeholz  Rainer Watermann 《Zeitschrift für Erziehungswissenschaft》2008,11(2):268-287

Teacher Self-Efficacy and General Pedagogical Knowledge During Teacher Education. The present study investigates how teacher self-efficacy beliefs develop during teacher education and how self-efficacy beliefs and general pedagogical knowledge of student-teachers are related. In a cross-sectional study, 257 student-teachers were investigated (173 first year students, 27 advanced students, 35 examination candidates, 19 preservice teachers). The data show that self-efficacy beliefs for the subscales classroom management and assessment increase between the start and the end of training (preservice teachers). Concerning diagnostic competency, self-efficacy beliefs do not change during studies and even decrease for the preservice teachers. For the subscales communication and conflicts as well as coping little difference is noticeable. Professional knowledge, in contrast, increases during studies. Self-efficacy beliefs for classroom management and assessment are linked to professional knowledge. Finally, the usefulness of the multidimensional measuring of self-efficacy beliefs is discussed and implications for future research approaches are presented.  相似文献   

Cumulative Advantages and the Emergence of Social and Ethnic Inequality: Matthew Effects in Reading and Mathematics Development Within Elementary Schools?     

Baumert J  Nagy G  Lehmann R 《Child development》2012,83(4):1347-1367

This article examines the development of social and ethnic disparities in academic achievement in elementary schooling. It investigated whether reading and mathematics development in 136 mixed‐ability classes shows path‐dependent processes of cumulative advantage (Matthew effects) from Grades 4 to 6 (Grade 4 mean age = 10.62, SD = 0.57) resulting in growing inequality. Status‐dependent processes of cumulative advantage, their interaction with path‐dependent processes, and consequences for the degree of social and ethnic inequality are examined. Two complementary methods for analyzing multilevel data are used: growth curve and quasi‐simplex models. No evidence for a Matthew effect was found in either domain. A compensation effect emerged for reading, to the benefit of ethnic minorities. A fan‐spread effect was found for mathematics, partly attributable to status‐dependent processes of cumulative advantage.  相似文献