The effectiveness of relevant pictures in multiple-channel communications     

Werner Severin 《Educational technology research and development : ETR & D》1967,15(4):386-401

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The challenge of youth in the Federal Republic of Germany: No future without peace     

Sibylle Hübner-Funk  Werner Schefold 《Prospects》1984,14(2):231-236

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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   

Bachelor/Master in der Lehrerbildung — Potential für Innovation oder ihre Verhinderung?     

Werner Helsper  Fritz-Ulrich Kolbe 《Zeitschrift für Erziehungswissenschaft》2002,5(3):384-400

Zusammenfassung Inzwischen liegen verschiedene aktuelle Modelle zu Bachelor/Master in der Lehrerbildung vor. Um vergleichend ihr Innovationspotential abzusch?tzen, lassen sich historische und berufssoziologische Vergewisserungen heranziehen, und es ist fruchtbar, eingangs professionstheoretische Kriterien für eine Reform der Lehrerbildung zu benennen. Befragt werden die Modelle anschlie?end nach ihrem Beitrag zur St?rkung des p?dagogischen Professionsbezuges, zur St?rkung reflexiver Verwissenschaftlichung und zur Restrukturierung des Curriculums. Die Sichtung der Modelle macht deutlich, dass die mit einer Restrukturierung der Lehrerbildung verbundenen Chancen durch die bis jetzt vorgelegten Konzepte noch unzureichend genutzt werden.

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Summary Bachelor and Master Qualifications in Teacher Training — Potential or hindrance for innovation? Over the past few years a series of different models for two-phased teacher training programs leading to the qualifications Bachelor and Master have developed in German higher education. Historical considerations and sociological concepts on work can be drawn on to analyze the comparative advantages of the different models. This paper also refers to theories of professionalism for criteria by which to evaluate a reform of teacher training. Finally, the models’ contribution to the strengthening of pedagogic relevance to the professional needs of students, to the strengthening of their reflexivity and to the restructuring of the training curriculum will be assessed. A look at the models shows clear enough that the chances for innovation, which emerge from restructuring efforts, have not been exploited sufficiently in the current concepts.

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Buchbesprechungen     

Werner Hauser  Friedrich Faulhammer  Beatrix Schwar 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2007,6(2):63-65

Ohne Zusammenfassung  相似文献   

Perceptual-cognitive skills in offside decision making: expertise and training effects   总被引：1，自引：0，他引：1  

Catteeuw P  Gilis B  Wagemans J  Helsen W 《运动与训练心理学杂志》2010,32(6):828-844

This two-experiment study aims to investigate the role of expertise in offside decision making (Experiment 1) and the effect of perceptual-cognitive training (Experiment 2). In Experiment 1, a video-based offside decision-making task followed by a frame recognition task demonstrated a bias toward flag errors and a forward memory shift for less-successful elite-standard assistant referees that is in line with the predictions from the flash-lag effect. In Experiment 2, an offside decision-making training program demonstrated a substantial progress from pre- to posttest for response accuracy, but not for accuracy of memory in the frame recognition task. In both experiments, no differences were found for visual scan patterns. First, these results suggest that less-successful elite-standard assistant referees are more affected by the flash-lag effect. Second, an off-field perceptual-cognitive training program can help assistant referees to deal with the perceptual consequences of the flash-lag illusion and to readjust their decision-making process accordingly.  相似文献   

Book Reviews     

A. N. James  A. D. C. Peterson  J. K. Hall  Michael J. R. Healy  Ernest A. Rakow  Jarl Bengtsson  Bo Eriksson  Werner H. Tack 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1968,14(2):248-254

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Activity profile of top-class association football referees in relation to performance in selected physical tests     

Mallo J  Navarro E  García-Aranda JM  Gilis B  Helsen W 《Journal of sports sciences》2007,25(7):805-813

The aims of the present study were (1) to analyse the physical demands of top-class referees and (2) to compare their official FIFA fitness test results with physical performance during a match. The work rate profiles of 11 international referees were assessed during 12 competitive matches at the 2003 FIFA Under-17 World Cup and then analysed using a bi-dimensional photogrammetric video analysis system based on direct lineal transformation (DLT) algorithms. In the first 15 min of matches, the referees were more active, performing more high-intensity exercise (P < 0.01) than in the first 15 min of the second half. During the second half of matches, the referees covered a shorter distance (P < 0.01), spent more time standing still (P < 0.05), and covered less ground cruising (P < 0.05), sprinting (P < 0.05), and moving backwards (P < 0.001) than in the first half. Also in the second 45 min, the distance of referees from infringements increased (P < 0.05) in the left attacking zone of the filed. There was also a decrease (P < 0.05) in performance in the period following the most high-intensity activity, compared with the mean for the 90 min. Time spent performing high-intensity activities during a match was not related to performance in the 12-min run (r(2) = 0.30; P < 0.05), the 200-m sprint (r(2) = 0.05; P < 0.05), or the 50-m sprint (r(2) = 0.001; P < 0.05). The results of this study show that: (1) top-class referees experienced fatigue at different stages of the match, and (2) the typical field tests used by FIFA (two 50-m and 200-m sprints, followed by a 12-min run) are not correlated with match activities.  相似文献   

Prediction of the P-leaching potential of arable soils in areas with high livestock densities     

Werner W  Trimborn M  Pihl U 《Journal of Zhejiang University. Science. B》2006,7(7):515-520

Due to long-term positive P-balances many surface soils in areas with high livestock density in Germany are oversupplied with available P, creating a potential for vertical P losses by leaching. In extensive studies to characterize the endangering of ground water to P pollution by chemical soil parameters it is shown that the available P content and the P concentration of the soil solution in the deeper soil layers, as indicators of the P-leaching potential, cannot be satisfactorily predicted from the available P content of the topsoils. The P equilibrium concentration in the soil solution directly above ground water table or the pipe drainage system highly depends on the relative saturation of the P-sorption capacity in this layer. A saturation index of 〈20% normally corresponds with P equilibrium concentrations of〈0.2 mg P/L. Phytoremediation may reduce the P leaching potential of P-enriched soils only over a very long period.  相似文献   

Zur Schutzdimension von universitären bzw (fach-)hochschulischen Begriffen     

Werner Hauser 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2009,8(3):73-80

Sowohl durch das UG 2002 als auch durch das FHStG ist ein Schutz von eigentümlichen Bezeichnungen des Universitäts- bzw (Fach-)Hochschulbereiches grundgelegt. Im Falle der Verletzung der einschlägigen Schutznormen sehen die Materiengesetze Verwaltungsstrafen vor. Dessen ungeachtet können im Einzelfall etwa auch die Betrugstatbestände der §§ 146 ff StGB zum Tragen kommen. Darüber hinaus ist im Falle der Verwendung von eigentümlichen hochschulischen Bezeichnungen denkbar, dass eine Verletzung des einschlägigen UWG-Normenmateriales gegeben sein könnte. Schließlich gilt es darauf zu verweisen, dass im Vorfeld der Wahl einer konkreten Bezeichnung auch markenrechtliche Klärungen vorzunehmen sind.  相似文献