Film als Medium religiöser Bildung     

Wilhelm Gräb  Jörg Herrmann  Christian Nottmeier 《Zeitschrift für Erziehungswissenschaft》2004,7(3):326-343

Zusammenfassung Die Praktische Theologie protestantischer Pr?gung beginnt, den Film als Medium religi?ser Bildung zu entdecken. Diese Entwicklung steht im Kontext einer generellen kulturhermeneutischen Orientierung der Praktischen Theologie, die die Auseinandersetzung mit religi?sen Ph?nomenen auch au?erhalb des traditionellen Christentums vorantreibt. In diesem Zusammenhang ist deutlich geworden, dass die Erz?hlungen der audiovisuellen Medienkultur und insbesondere der Kinofilm wichtige Sinndeutungsfunktionen von der traditionellen Religionskultur des Christentums übernommen haben und damit auch für die Prozesse religi?ser Bildung relevant geworden sind. Der Film ist dabei besonders im Jugendalter von Bedeutung, insbesondere der Spielfilm fungiert als wichtige Ressource für die Sinn- und Wertorientierung Jugendlicher. Dass und wie religi?se Sinnmuster in Filmen von den Rezipienten auch aufgegriffen werden, zeigen erste Ergebnisse eines Forschungsprojektes am Berliner Seminar für Praktische Theologie am Beispiel des Films „Cast Away — Verschollen“ (USA 2001). Vor diesem Hintergrund und auf der Basis eines an überlegungen von Volker Ladenthin anknüpfenden Verst?ndnisses von Bildung als Selbstbildung wird die Auseinandersetzung mit Kinofilmen als wichtige Aufgabe eines Religionsunterrichtes eingefordert, der auf der H?he seiner Zeit sein will.

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Summary Film as a Medium of Religious Education Protestant Practical Theology has begun to discover films as a medium of religious education. This development emerges within the context of a general cultural hermeneutic orientation of Practical Theology which encourages the treatment of religious phenomena outside of Christianity’s traditional fora. It is now recognized that stories in the audio-visual media culture and particularly cinematic films have acquired a significant function for making-sense of the world — traditionally the role of religious culture — and have, therefore, become relevant for processes of religious education. Films are particularly important for youth culture and especially movies act as significant resources for young people’s understanding and value-orientation. First results of a research project at the Berlin Institute for Practical Theology demonstrate, using the example of “Cast Away” (USA 2001), that religious patterns of meaning in films are adopted by recipients and how this occurs. Based on this research and a concept of education as self-education pace Volker Ladenthin, a critical treatment of movies is argued to be an important task for religious courses, which strive to be contemporary.

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Exploration of experimental design and statistical methods using the stick‐on‐the‐wall spaghetti rule          下载免费PDF全文

Simone Montangero  Francesca Vittone  Sally Olderbak  Oliver Wilhelm 《Teaching Statistics》2018,40(2):40-45

We present a versatile scenario to introduce students to statistics: the test that spaghetti sticks only if sufficiently done. The statistical analyses can be performed at different levels of complexity and formal correctness, adapting it to the students' age.  相似文献   

Teaching cell and molecular biology for gender equity     

Sible JC  Wilhelm DE  Lederman M 《CBE life sciences education》2006,5(3):227-238

Science, technology, engineering, and math (STEM) fields, including cell biology, are characterized by the "leaky pipeline" syndrome in which, over time, women leave the discipline. The pipeline itself and the pond into which it empties may not be neutral. Explicating invisible norms, attitudes, and practices by integrating social studies of science into science education may be the necessary first step in helping female students persist in STEM disciplines. In 2003 and 2004, a sophomore Cell and Molecular Biology course at Virginia Tech (Blacksburg, VA) was taught integrating social studies of science with standard material. The course was successfully implemented, teaching students factual content while increasing awareness of the cultures of science and their self-confidence in engaging with the subject. Course evaluation data indicated that females in particular perceived greater gains in logical thinking and problem-solving abilities than females in a traditional cell biology course. Consistent with K-12 studies, males in this class were likely to view scientists as male only, whereas females viewed scientists as male and female. This pilot project demonstrates that social studies can be integrated successfully in a cell biology course. Longitudinal studies of this cohort of students will indicate whether this approach contributes to the retention of women in the field.  相似文献   

Strengthening the visual element in visual media materials     

R. Dwight Wilhelm 《TechTrends》1996,41(3):24-25

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Zn metabolism of monogastric species and consequences for the definition of feeding requirements and the estimation of feed Zn bioavailability     

Brugger  Daniel  Windisch  Wilhelm M. 《Journal of Zhejiang University. Science. B》2019,20(8):617-627

Journal of Zhejiang University-SCIENCE B - A major goal of mineral nutrition research is to provide information of feed zinc (Zn) utilization efficiency and gross Zn requirements as affected by...  相似文献   

Thinking in Objects and their Collaboration: Introducing Object-Oriented Technology     

Carsten Schulte  Johannes Magenheim  Jörg Niere  Wilhelm Schäfer 《Computer Science Education》2013,23(4):269-288

Although many professionals in education believe that an ‘objects first’ approach is the best method of introducing object-oriented technology, there is no common agreement on how to start such courses. Current study programs often begin by teaching a chosen object-oriented programing language, where students are confronted by a large amount of syntactical detail. Instead of focusing on the basics of object-oriented technology, namely objects and their collaborations, difficulties in handling the details of the programing language lead to a very scattered knowledge of object-oriented concepts. This is dangerous, as learners are left with a set of unconnected knowledge fragments. Approaches which embed different knowledge fragments in an overall knowledge view are known as “cognitive apprenticeship” approaches. The main idea of cognitive apprenticeship is continuous practice. We present a learning environment for introducing object-oriented technology in upper secondary schools based on cognitive apprenticeship. We use a visual programing language to away from the details and provide tool support to aid practice. We present the learning sequencewhich is used and show the impacts it makes on the course structure in our experiment in the chosen object-oriented programming language The Joint Task Force on Computing Curricula IEEE Computer Society.  相似文献   

Anerkennungsdefizite und Vorurteile     

Möller  Renate  Heitmeyer  Wilhelm 《Zeitschrift für Erziehungswissenschaft》2004,7(4):497-517

Zeitschrift für Erziehungswissenschaft - Anerkennungstheoretische Überlegungen und Vorurteile gewinnen zunehmend an Bedeutung bei der Analyse und Erklärung problembehafteter...  相似文献   

Adolescent Learning in the Zoo: Embedding a Non-Formal Learning Environment to Teach Formal Aspects of Vertebrate Biology     

Christoph Randler  Barbara Kummer  Christian Wilhelm 《Journal of Science Education and Technology》2012,21(3):384-391

The aim of this study was to assess the outcome of a zoo visit in terms of learning and retention of knowledge concerning the adaptations and behavior of vertebrate species. Basis of the work was the concept of implementing zoo visits as an out-of-school setting for formal, curriculum based learning. Our theoretical framework centers on the self-determination theory, therefore, we used a group-based, hands-on learning environment. To address this questions, we used a treatment—control design (BACI) with different treatments and a control group. Pre-, post- and retention tests were applied. All treatments led to a substantial increase of learning and retention knowledge compared to the control group. Immediately after the zoo visit, the zoo-guide tour provided the highest scores, while after a delay of 6 weeks, the learner-centered environment combined with a teacher-guided summarizing scored best. We suggest incorporating the zoo as an out-of-school environment into formal school learning, and we propose different methods to improve learning in zoo settings.  相似文献   

Looking for the library: Using an undergraduate business syllabi analysis to inform an instruction program     

Jennifer Wilhelm  Alyson Vaaler 《Journal of Business & Finance Librarianship》2013,18(3-4):225-236

This study analyzed 260 syllabi representing a year of the undergraduate curriculum from a business school. The syllabi were examined based on the mentions of the library from across three categories: spaces, resources, and services, as well as possible opportunities for engagement that librarians could target for collaboration. In this study, the library was mentioned 79 times, mostly in relation to library resources. There were also 479 opportunities for engagement coded. This study found that the majority of undergraduate syllabi do not mention the library, but that there are considerable opportunities that librarians can target for future engagement.  相似文献   

A Study of How Classroom Dialogue Facilitates the Development of Geometric Spatial Concepts Related to Understanding the Cause of Moon Phases     

Sonya Ellouise Sherrod  Jennifer Wilhelm 《International Journal of Science Education》2013,35(7):873-894

Using data derived from interviews of small groups of secondary school science teachers, this paper offers insights into how they came to enter school teaching. Together with other data drawn from parallel interviews with another small group of secondary school history teachers in the same schools, conducted initially for comparative purposes, the paper suggests that, in both cases, the decision to teach is the outcome of a number of unpredictable and contingent factors, rather than a response to a sense of vocation or any initial long‐term commitment to the profession. The implications of these findings for theoretical approaches to understanding career choice and for teacher recruitment are briefly explored.  相似文献