SOCIETAL ISSUES AND THEIR IMPORTANCE FOR CONTEMPORARY SCIENCE EDUCATION��A PEDAGOGICAL JUSTIFICATION AND THE STATE-OF-THE-ART IN ISRAEL, GERMANY, AND THE USA     

Avi Hofstein  Ingo Eilks  Rodger Bybee 《International Journal of Science and Mathematics Education》2011,9(6):1459-1483

One common theme underlying recent reports on science education is that the content of school science and its related pedagogical approaches are not aligned with the interests and needs of both society and the majority of the students. Most students do not find their science classes interesting and motivating. These claims are especially valid regarding those students who, in the future, will probably not embark on a career in science or engineering but will need science and technology personally and functionally as literate citizens. One key problem seems to be that few science programs around the world teach how science is linked to those issues that are relevant to students’ life, environment, and role as a citizen. As a result, many students are unable to participate in societal discussions about science and its related technological applications. This paper discusses the need to incorporate socioscientific ideas into the science curricula more thoroughly. This recommendation is supported by a theoretical rationale from various sources leading to a reflection about common practices in science education in three countries: Israel, Germany, and the USA. The state-of-the-art, potentials, and barriers of effective implementation are discussed.  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   

What characterizes children nominated as gifted by teachers? A closer consideration of working memory and intelligence     

Jessica Kornmann  Ingo Zettler  Yvonne Kammerer  Peter Gerjets  Ulrich Trautwein 《High Ability Studies》2015,26(1):75-92

Teacher nominations are often used in school settings to identify gifted children. However, although high intelligence is part of almost all definitions of giftedness, prior research has consistently shown that not all children nominated as gifted by teachers have high intelligence. In order to further understand the characteristics of these students, we herein explore the role of another cognitive construct, namely working memory (WM). In a sample comprising N = 81 fourth graders, both WM and intelligence showed the same predictive value for characterizing teacher-nominated gifted children, pointing to the importance of the thus-far-unattended WM for characterizing these students.  相似文献   

Differential effects of reading trainings on reading processes: a comparison in Grade 2     

Bettina?MüllerEmail author  Axel?Mayer  Tobias?Richter  Ana?Kri?an  Teresa?Hecht  Marco?Ennemoser 《Zeitschrift für Erziehungswissenschaft》2015,18(3):489-512

Phonics, fluency, and reading strategy trainings are evidence-based interventions that foster the reading skills of poor readers in primary school. The purpose of the present study was to compare differential effects of the three types of trainings on the efficiency of component processes on word, sentence, and text level immediately after the training and at a 3-month follow-up. The 235 poor readers were randomly allocated to one of the reading interventions or to a control condition. All interventions consisted of 25 sessions that were scheduled twice a week and lasted 45 min. Results indicated short-term effects of the phonics training and the strategy training on the efficiency of a broad range of word-level and sentence-level processes. None of the treatment effects persisted over the long term, indicating the need for instructional efforts to regularly practice the acquired skills after the actual training.  相似文献   

The role of metacognitive competences in the development of school achievement among gifted adolescents     

Catharina Tibken  Tobias Richter  Nicole von der Linden  Sandra Schmiedeler  Wolfgang Schneider 《Child development》2022,93(1):117-133

Gifted underachievers perform worse in school than would be expected based on their high intelligence. Possible causes for underachievement are low motivational dispositions (need for cognition) and metacognitive competences. This study tested the interplay of these variables longitudinally with gifted and non-gifted students from Germany (N = 341, 137 females) in Grades 6 (M = 12.02 years at t1) and 8 (M = 14.07 years). Declarative and procedural metacognitive competences were assessed in the domain of reading comprehension. Path analyses showed incremental effects of procedural metacognition over and above intelligence on the development of school achievement in gifted students (β = .139). Moreover, declarative metacognition and need for cognition interactively predicted procedural metacognition (β = .169), which mediated their effect on school achievement.  相似文献   

Contextual gaps: privacy issues on Facebook     

Gordon Hull  Heather Richter Lipford  Celine Latulipe 《Ethics and Information Technology》2011,13(4):289-302

Social networking sites like Facebook are rapidly gaining in popularity. At the same time, they seem to present significant privacy issues for their users. We analyze two of Facebooks’s more recent features, Applications and News Feed, from the perspective enabled by Helen Nissenbaum’s treatment of privacy as “contextual integrity.” Offline, privacy is mediated by highly granular social contexts. Online contexts, including social networking sites, lack much of this granularity. These contextual gaps are at the root of many of the sites’ privacy issues. Applications, which nearly invisibly shares not just a users’, but a user’s friends’ information with third parties, clearly violates standard norms of information flow. News Feed is a more complex case, because it involves not just questions of privacy, but also of program interface and of the meaning of “friendship” online. In both cases, many of the privacy issues on Facebook are primarily design issues, which could be ameliorated by an interface that made the flows of information more transparent to users.  相似文献   

Selection and Reform in Higher Education in Western Europe     

Ingo Richter 《比较教育学》1988,24(1):53-60

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Comparison of 2D video and electrogoniometry measurements of knee flexion angle during a countermovement jump and landing task     

Erich Petushek  Chris Richter  David Donovan  William P. Ebben  Phillip B. Watts  Randall L. Jensen 《Sports Engineering》2012,15(3):159-166

Quantifying countermovement jump (CMJ) and landing knee flexion angle is important for performance and injury risk assessment. The purpose of the study was to compare electrogoniometer (El-Gon)- and video-derived CMJ and landing knee flexion angle. Twenty-two adults performed three CMJs while knee flexion angle was simultaneously assessed using an El-Gon and video. The average systematic offset (RMSE) of the El-Gon-derived knee flexion angle throughout the entire movement was 7.03°?±?2.69°. Excellent reliability was demonstrated by the El-Gon (ICCavg?=?0.92). Countermovement knee flexion angle, maximum landing knee flexion angle and flexion angle at maximum vertical ground reaction force were 12.0°, 10.9°, and 5.7° higher, respectively, when assessed using El-Gon (p?<?0.001), compared to video. Errors between instruments are likely due to El-Gon crosstalk, misalignment and/or axis determination. The El-Gon is a cost-effective and time-efficient alternative to video analysis for the assessment of knee flexion angle if the error is accounted for and the sensor is precisely attached.  相似文献   

POTENTIAL CHANGES IN PROSPECTIVE CHEMISTRY TEACHERS’ BELIEFS ABOUT TEACHING AND LEARNING—A CROSS-LEVEL STUDY     

Silvija Markic  Ingo Eilks 《International Journal of Science and Mathematics Education》2013,11(4):979-998

This paper presents a cross-level study of German student teachers’ beliefs about teaching and learning chemistry. It covers different stages of their teacher training program. The study is based upon drawings of teaching situations, which were analyzed using an evaluation pattern developed using grounded theory. The qualitative scales analyze beliefs about classroom organization, teaching objectives, and epistemological beliefs. Data were collected from university freshmen, student teachers midway through their university teacher education program, and recently graduated teachers who had just finished their university program and are gaining experience as full-time teachers. The initial results reveal that the freshmen in our study profess very traditional beliefs about teaching and learning (characterized by teacher-centeredness and an understanding of learning as receptive consumption). The other two groups of trainees hold more modern beliefs about teaching and learning, which are in line with modern educational theory. Comparing the latter two groups shows that the student teachers midway through training appear to have the most modern teaching beliefs. Implications for teacher education will be addressed.  相似文献   

Lexical Quality and Reading Comprehension in Primary School Children     

Tobias Richter  Maj-Britt Isberner  Johannes Naumann  Yvonne Neeb 《Scientific Studies of Reading》2013,17(6):415-434

In a cross-sectional study, we examined the relationship between the quality of lexical representations and text comprehension skill in German primary school children (Grades 1–4). We measured the efficiency and accuracy of orthographical, phonological, and meaning representations by means of computerized tests. Text comprehension skill was assessed with a standardized reading test with questions requiring recognition of text information and inferencing. Both the accuracy of and the efficiency of access to the three types of lexical representations contributed to explaining interindividual variation in text comprehension skill. Results from a path-analytic model suggest a specific causal order of the three components of lexical quality with the quality of meaning representations partly mediating the effects of form representations.  相似文献