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II.8 — Vacuum systems
Full text linkVacuum for accelerators is a transverse field across several engineering and scientific disciplines. This lecture introduces the fundamentals of vacuum science and technology and presents the main aspects with a special focus on particle accelerators. 
III.15 — Plasma wakefield acceleration and the AWAKE experiment at CERN
Full text linkThe high gradient of plasma wakefield acceleration makes this technology very interesting for reducing the size (and cost) for future linear colliders. The idea is to use plasma to convert the transverse electric field of a drive bunch into a longitudinal electric field in the plasma. The more energy is available, the longer (distance-wise) these plasma wakefields can be driven.AWAKE is an international Collaboration, consisting of 22 institutes. In AWAKE many general issues are studied, which are relevant for concepts that are based on plasma wakefield acceleration
Part IV—Appendix: Origin and history of JUAS
No full textPart IV is an appendix to these proceedings, dedicated to the origin and history of this unique school. It shows how its present status results from successive improvements in the syllabus, pedagogy, and organisation due to the ongoing efforts of the JUAS Directors and boards. They follow the ongoing developments in the field and strive to meet the requirements of all those involved, including partner universities and institutions, whose numbers have increased over the years. While the main structure has remained unchanged from the beginning—consisting of two five-week sessions dedicated to the science and technology of particle accelerators within an academic framework—much more time is now devoted to direct interaction between students and scientists. The administrative structure is presented alongside its main support, the European Scientific Institute (ESI). Following this, some enlightening statistics regarding the students, lecturers, contributors, and partner universities and institutions are provided. The progression of female participation over the years still seems to be slow, despite the presence of some prominent role models in the discipline. It takes time for women to find their rightful place and become visible. The 2024 classes of JUAS, with almost equal representation of female and male students, offer some hope. The seven successive Directors reflect on their respective periods and offer their personal viewpoints. Group photographs taken over the years make a veiled reference to the passage of time, while many other images perfectly illustrate the permanent academic ambiance, which is both cheerful and serious
IV.1 — The origin of JUAS, 1990–1993
Full text linkThe origin of the Joint Universities Accelerator School can be traced back to a collaboration between CERN-based physicists, ESRF and the Université Joseph Fourier in Grenoble, France, in 1990. This led to a formal collaboration with the CERN Directorate to implement a joint universities school in Archamps (France) with the support of the Haute-Savoie local authorities
Recension: Thermal Cameras in Science Education
No full textReview of Haglund, J., Jeppsson, F., & Schönborn, K. J. (2022) Thermal Cameras in Science Education
Unterstützung formativer Beurteilungspraktiken in Lehrmitteln. Eine verpasste Chance?
Full text linkHintergrund oder Kontext: Der Effekt von formativer Beurteilung auf den Lernerfolg der Schüler:innen kann hoch sein. Allerdings hängt er in hohem Masse von der Implementierung in der Unterrichtspraxis ab: Lehrpersonen haben unterschiedlich ausgeprägte Strategien, Hinweise auf das Lernen der Schüler:innen zu erkennen, zu interpretieren und die weiteren Lehr-Lernprozesse darauf aufzubauen. Eine Steuerungsmöglichkeit der Unterrichtsgestaltung bieten Lehrmittel, insbesondere auf Volksschulstufe. Daraus wird die Frage abgeleitet, inwiefern die Lehrmittel für den naturwissenschaftlichen Unterricht das Potential haben, die formative Beurteilungspraxis von Lehrpersonen zu unterstützen.
Design und Methode: Mittels qualitativer und quantitativer Inhaltsanalyse wurden Auszüge aus den drei durch die interkantonale Lehrmittelzentrale empfohlenen und in der Deutschschweiz weit verbreiteten Lehrmittel NaTech Primar, NaTech Sek I sowie Prisma, ebenfalls für die Sekundarstufe I, auf potentielle Hilfestellungen für formative Beurteilung analysiert. Ein Drittel des Datenmaterials wurde doppelt codiert, daraus ergab sich eine Intercoder-Übereinstimmung auf Ebene der Codiereinheit von 92%.
Resultate: Es zeigt sich, dass alle Lehrmittel das Thema formatives Beurteilen aufgreifen, sich aber meistens auf kurze, allgemein einführende Texte in den Lehrpersonenkommentaren beschränken. Zudem werden in allen Lehrmitteln Verweise auf konkrete Unterrichtssituationen und konkrete Unterrichtsmaterialien gemacht. Allerdings wird dann meistens nicht ausgeführt, wie das formative Beurteilen genau umgesetzt werden kann, wer die beurteilenden Personen sind und mit welcher Absicht formativ beurteilt wird.
Diskussion: Da aus verschiedenen Studien bekannt ist, dass viele Lehrpersonen zur erfolgreichen Implementation formativer Beurteilungspraktiken gute, explizit ausgearbeitete Umsetzungsbeispiele benötigen, erachten wir die Ergebnisse unserer Lehrmittelanalyse als verpasste Chance. Auch wenn die untersuchten Lehrmittel über alle Lehrmittelteile hinweg praktisch alle Elemente einer guten formativen Beurteilungspraxis zumindest kurz erwähnen oder indirekt darauf hinweisen, fehlen konkrete, explizit ausgearbeitete und didaktisch kommentierte (also angeleitete) Beispiele weitgehend. Das ist ein Desideratum, welches bei einer allfälligen Überarbeitung der Lehrmittel ohne großen Aufwand eingelöst werden könnte.
Schlüsselwörter: Lehrmittel, formative Beurteilung, Unterstützung von Lehrpersonen
Textbooks as opportunities to support formative assessment practices in classrooms: A missed chance?
Structured Abstract
Context: The effect of formative assessment on students' learning can be high. However, it depends largely on the implementation in the classroom: Teachers have different strategies for recognizing and interpreting indications of students' learning and building further teaching-learning processes on this basis. Teaching materials, especially at the mandatory school levels, offer one way of enhancing the teachers’ design of lessons. This raises the question of the extent to which textbooks for science classes have the potential to support teachers' formative assessment practice.
Design and methods: Using qualitative content analysis, extracts from the three textbooks NaTech (for primary school level), NaTech Sek I and Prisma (both for lower secondary school level) recommended by the Interkantonale Lehrmittelzentrale ilz and widely used in German-speaking Switzerland, were analyzed for potential support for formative assessment. One third of the material was double-coded, resulting in an intercoder agreement at coding unit level of 92%.
Results: All three textbooks address the topic of formative assessment, but the support is mostly limited to short, general introductory texts in the teacher comments. In addition, references to specific teaching situations and specific teaching materials are made in the three textbooks analyzed. However, in most cases it is not explained exactly how formative assessment can be implemented, who the assessors are and what the purpose of formative assessment is.
Discussion: As it is known from various studies that many teachers need good, explicitly elaborated implementation examples to successfully implement formative assessment practices, we consider the current situation to be a missed opportunity. Even though the science textbooks at least briefly mention or indirectly refer to practically all elements of good formative assessment practice across all sections, explicitly elaborated and commented (i.e. guided) examples are largely missing. This is a desideratum that could be realized without great effort if the teaching materials were to be revised.
Keywords: textbooks, formative assessment, support of teaching practic
Concepts, Theories and Future Directions in Career and Life Design
Full text linkCareer and Life Design is a new paradigm that helps individuals prepare for and adapt to the increasingly chaotic, uncertain, and temporary nature of employment using methods, competencies and mindsets from Career Planning, Vocational Counselling, Design Thinking, Entrepreneurship and Positive Psychology. This paper identifies these foundational theories and concepts to identify gaps and future directions in the research and application of Career and Life Design. Increased integration of the tools and methods from these different foundational fields will create a more holistic approach to Life Design which includes building and measuring an individual’s internal resources because they are ultimately more important for long-term happiness and well-being than traditional career goals. Future research will measure how different tools, methods and pedagogical techniques impact participants’ well-being and happiness as well as internal resources such as authentic self-esteem, self-efficacy, optimism, hope, internal locus of control (ILC), perceived behavioural control, resiliency, curiosity, growth mindset, self-leadership, character strengths, human, social and financial capital
Development and piloting of a questionnaire to assess pupils’ attitudes towards climate change
Full text linkBackground: Climate change is often regarded not only as the central challenge humanity faces in the 21st century but also as an important topic for geography education in school. In addition, geography is a key subject for education for sustainable development. Constructs that include not only knowledge-related but also motivational and affective factors, such as the attitude construct, are considered to be important prerequisites both for learning and for climate-related behavior. In recent years, several studies have addressed the issue of young people’s attitudes towards climate change. However, to date, no comprehensibly validated measurement instrument exists to assess pupils’ attitudes towards climate change in a differentiated manner with reference to the three dimensions of attitudes (cognitive, affective, behavioral/conative), as well as from a geographic perspective.
Purpose: Therefore, this study describes the development and piloting of a measurement instrument to assess young people’s attitudes towards climate change that is oriented towards the three established dimensions of the attitude construct against a geographical (didactic) background. Furthermore, the instrument should be economically manageable for application in further research and practice—not only in geography didactics.
Design and Methods: After developing an item pool in a structured manner and conducting a two-phase qualitative pretest, we examined the factorial structure of the developed instrument by means of exploratory factor analysis (maximum likelihood analysis with Promax rotation (κ = 4)) of the subsequent main test, also with the aim of identifying particularly suitable items from an initially larger item pool.
Sample/Setting: The exploratory factor analysis was conducted with a sample of N = 163 students at three grammar schools (“Gymnasium”) in Bavaria. Of these, 51.5% (n = 84) identified as female and 45.4% (n = 74) as male (3.1% (n = 5) did not specify their gender). Seventy-four percent (n = 120) of the students attended grade 9 and 25.8% (n = 42) grade 10 (ages 14–17).
Results: Our analyses resulted in a final questionnaire consisting of 22 items in three scales reflecting the three dimensions of the attitude construct—cognitive, affective, and conative attitudes towards climate change—with good reliability values (.825 ≤ α ≤ .904). Medium correlations between the factors (.405 ≤ r ≤ .554) indicated that the scales are one dimensional. Pupils rated their knowledge of climate change (cognitive dimension; M = 5.40, SD = 0.66; 1 = strongly disagree (“trifft gar nicht zu”) to 6 = strongly agree (“trifft voll zu”)) and their climate change concerns (affective dimension; M = 4.08, SD = 1.16) as higher than their willingness to act with regard to adaptation and mitigation of climate change (conative dimension; M = 3.70, SD = 1.11).
Conclusions: The designed questionnaire makes it possible to reliably and validly assess the attitudes of pupils towards climate change in a differentiated way in relation to the cognitive, affective, and conative dimensions of the attitude construct while simultaneously including a wide range of topics. Possible application of the developed instrument in research and practice—for example, by teachers in the (geography) classroom to obtain an overview of students’ learning preconditions or to use the results as a starting point for discussion during a lesson on the topic—are discussed.
Keywords: climate change, attitudes, questionnaire, scale development, geography teachin