Climate change and renewable energy     

Martin Schönfeld 《Metascience》2014,23(2):391-397

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Sex as Development: Curriculum,Pedagogy and Critical Inquiry     

Diederik Floris Janssen 《Review of Education, Pedagogy & Cultural Studies》2013,35(1):2-28

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Integrierte Entwicklung von Automotive-Software mit AutoFocus     

Andreas Bauer  Jan Romberg  Bernhard Sch?tz 《Informatik - Forschung und Entwicklung》2005,49(3):194-205

Zur Beherrschung der komplexen vernetzten und verteilten Funktionen von Automotive-Software ist eine Beschreibung des zu erstellenden Systems auf verschiedenen Abstraktionsebenen und schrittweise überg?nge zwischen diesen Ebenen notwendig. Neben der Definition geeigneter Ebenen werden zur Unterstützung echtzeitkritischer Systemanteile ein einheitliches Berechnungsmodell, ebenenspezifische Beschreibungstechniken, sowie methodische Regeln für diese Abstraktionsebenen eingeführt und in den Werkzeugprototypen AutoFocus integriert.  相似文献   

Entwicklung gro?er Systeme mit generischen Methoden – Eine übersicht über den Sonderforschungsbereich 501     

J. Avenhaus  R. Gotzhein  T. H?rder  L. Litz  K. Madlener  J. Nehmer  M. Richter  N. Ritter  D. Rombach  B. Schürmann und G. Zimmermann 《Informatik - Forschung und Entwicklung》1998,13(4):227-234

Ohne Zusammenfassung  相似文献   

Fundamental research in a small country: Mathematics in Denmark 1928–1977     

Thomas SchØtt 《Minerva》1980,18(2):243-283

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Buchbesprechungen     

Wilhelm Sch?nzer  Mario Thevis 《Sportwissenschaft》2009,39(1):74-78

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Integration of Scientific Competence into Gross Anatomy Teaching Using Poster Presentations: Feasibility and Perception among Medical Students     

Michael Schön  Konrad Steinestel  Doreen Spiegelburg  Annika Risch  Mira Seidel  Leon Schurr  Ulrich Kai Fassnacht  Nikola Golenhofen  Tobias Maria Böckers  Anja Böckers 《Anatomical sciences education》2022,15(1):89-101

Scientific competencies, as defined in the German competency framework, describe the ability to think independently and act scientifically which is a central component of medical education. This report describes integration of scientific competencies into anatomical teaching. Based on findings seen in two consecutive years of dissection courses, students worked on either a case report (n = 70) or an original research study (n = 6) in the format of a scientific poster while learning to use primary literature. Posters were evaluated by juror teams using standardized evaluation criteria. Student perception of the project was assessed by quantitative and qualitative data obtained from the faculty's course evaluation and an online-survey. Overall, students worked collaboratively and invested extra-time (median 3.0 hours) in poster creation. Primary literature was integrated in 90.8% of the posters. Overall poster quality was satisfactory (46.3 ± 8.5 [mean ± standard deviation] out of 72 points), but several insufficiencies were identified. Students integrated information gained from the donor's death certificate, post-mortem full-body computed tomography (CT) scan (22.4%), and histopathological workup (31.6%) in their case reports. Students responded positively about learning new scientific skills (median 4.0 on a six-point Likert scale), but free-text answers revealed that some students experienced the project as an extra burden in a demanding gross anatomy course. In summary, it was feasible to introduce students to scientific skills during the dissection course and to increase interest in science in approximately a third of the survey respondents. Further adjustments to ensure the posters' scientific quality might be necessary for the future.  相似文献   

Learning statistics with interactive pictures using R Shiny: Generally preferred,but not generally advantageous     

Fang Zhao  Lena Schützler  Oliver Christ  Robert Gaschler 《Teaching Statistics》2023,45(2):106-124

Constructing interactive web apps has become more accessible for instructors, for example, by using the R package Shiny. Here we explored learners' preferences and the efficiency of interactive simulations versus static pictures in acquiring statistics knowledge of Cohen's d and standard normal distribution. Results revealed that students' spontaneous interaction with pictures was infrequent (pilot study, N = 26). While prompts (Exp. 1, N = 152) effectively ensured the manipulation of simulations, student exposure to interactive simulations led to longer learning times though similar test performance compared with student exposure to static pictures. Multiple interactive representations led to lower test performance than single interactive and static representations (Exp. 2, N = 117). Though no advantage was gained regarding learning outcomes, participants preferred the interactive variant (Exp. 3, N = 119). Taken together, this study demonstrates that the superiority of interactive pictures cannot be assumed to hold in general. Further work should evaluate how mental model construction can be effectively scaffolded by interactive simulations.  相似文献   

Neuere Entwicklungen im Unterricht der lebenden Fremdsprachen 2. Seminar des Europarates in London, 12.–23. März 1962     

Hermann Schütt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1962,8(2):246-247

Ohne Zusammenfassung  相似文献   

The shortsighted brain: neuroeconomics and the governance of choice in time     

Schüll ND  Zaloom C 《Social studies of science》2011,41(4):515-538

The young field of neuroeconomics converges around behavioral deviations from the model of the human being as Homo economicus, a rational actor who calculates his choices to maximize his individual satisfaction. In a historical moment characterized by economic, health, and environmental crises, policymakers have become increasingly concerned about a particular deviation for which neuroeconomics offers a biological explanation: Why do humans value the present at the expense of the future? There is contentious debate within the field over how to model this tendency at the neural level. Should the brain be conceptualized as a unified decision-making apparatus, or as the site of conflict between an impetuous limbic system at perpetual odds with its deliberate and provident overseer in the prefrontal cortex? Scientific debates over choice-making in the brain, we argue, are also debates over how to define the constraints on human reason with which regulative strategies must contend. Drawing on ethnographic and archival research, we explore how the brain and its treatment of the future become the contested terrain for distinct visions of governmental intervention into problems of human choice-making.  相似文献