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Effects of out-of-school learning site visits on students: A systematic review of literature for STEM-subjects
Full text linkHintergrund: Ausserschulische Lernorte sind in den vergangenen Jahren auch für den MINT-Bereich entstanden (Baar & Schönknecht, 2018) und haben zunehmend an Bedeutung gewonnen (Kuske-Janßen et al., 2020), sodass aktuell eine Stärkung ausserschulischer Angebote gefordert wird (Anger et al., 2024). Eine aktuelle Forschungsaufgabe besteht in der datenbasierten Weiterentwicklung ausserschulischer Lernangebote (Beyer et al., 2020).
Ziel: Zur Darstellung empirischer Daten wurde ein systematisches Literaturreview angefertigt, die Auswirkungen des Besuchs eines ausserschulischen Lernorts im MINT-Bereich auf Schüler:innen betrachtet sowie weiterführende Forschungsdesiderate hergeleitet.
Methode: Im Zuge des systematischen Literaturreviews wurde ein mehrschrittiges Vorgehen verfolgt. Zunächst wurde in den Datenbanken ‚Web of Science‘ und ‚FIS Bildung‘ eine Literaturrecherche mit festgelegten Suchbegriffen durchgeführt. Anschliessend wurden die Publikationen anhang festgelegter Ausschlusskriterien in mehreren Durchgängen selektiert. Dies fand zunächst anhand einer Betrachtung des Titels, anschliessend durch eine Begutachtung des Abstracts sowie abschliessend einer Sichtung des Volltextes statt. Es verblieben 28 Publikationen, die im Volltext analysiert wurden.
Ergebnisse: Es zeigte sich, dass der Besuch eines ausserschulischen Lernorts affektiv-motivationale Konstrukte meist positiv beeinflusste und darüber hinaus zu einem Fachwissensgewinn führen konnte, der in der Schule meist nachhaltiger, aber kurzfristig meist geringer oder nicht unterschiedlich ausfiel. Insbesondere in Bezug auf affektiv-motivationale Konstrukte blieb unklar, inwiefern der Besuch eines ausserschulischen MINT-Lernorts zu positiveren Änderungen als schulischer Unterricht führt. Es zeigte sich jedoch meist, dass ausserschulischer Unterricht auf Schüler:innen positivere Auswirkungen als schulischer Unterricht besitzt oder keine Unterschiede zu schulischem Unterricht ausgemacht wurden. Insbesondere hingen die Auswirkungen des Lernortbesuchs von der Art der Einbindung in den Regelunterricht ab und waren in Bezug auf praktische Arbeitsweisen positiver als schulischer Unterricht.
Schlussfolgerungen: Besuche ausserschulischer Lernorte im MINT-Bereich eignen sich auf Grundlage der analysierten Publikationen weniger zu Steigerung des Fachwissens von Schüler:innen. Um die positiven Auswirkungen eines solchen Besuchs auf affektiv-motivationale Konstrukte zu nutzen, empfiehlt sich eine Einbindung des Besuchs in den Regelunterricht sowie eine Fokussierung praktischer Arbeitsweisen am ausserschulischen Lernort. Es zeigte sich überdies, dass wenig Publikationen das Potenzial ausserschulischer Lernorte zu Steigerung MINT-bezogener Berufswünsche von Schüler:innen untersuchen und methodische Schwächen aufweisen. Diese Forschungslücke sollte in weiteren Forschungsvorhaben geschlossen werden.Background: Over the last years, out-of-school learning sites have been established for the STEM-sector (Baar & Schönknecht, 2018) and have gained considerable importance (Kuske-Janßen et al., 2020) leading to current calls for strengthening of out-of-school learning opportunities (Anger et al., 2024). The data-based development of out-of-school learning opportunities can thus be considered as a current research task in the field (Beyer et al., 2020).
Objectives: For this contribution, a systematic review of literature was conducted to present empirical data. Additionally, the effects of the visit of an out-of-school STEM learning site on students were investigated and further research desiderata were derived.
Methods: In the course of the systematic review of literature, a multi-step procedure was followed. First, a literature search was carried out in the databases ‘Web of Science’ and ‘FIS Bildung’ using defined search terms. The publications were then selected in several rounds according to defined exclusion criteria. This was initially done by looking at the title, followed by a review of the abstract and finally a review of the full text. This left 28 publications that were analyzed in depth.
Results: It turned out that the visit of out-of-school learning sites mostly positively impacted students’ affective-motivational constructs and led to increased content knowledge even though this learning gain mostly was more lasting but usually lower or not different in the short term in school interventions. Especially in relation to affective-motivational constructs it remained unclear whether visiting an out-of-school learning site leads to more positive effects than lessons at school. Nevertheless, it was usually found that the visits of out-of-school learning sites showed more positive effects on students compared to school lessons or that no differences to school lessons were found. In particular, the effects of the out-of-school learning site visits depended on the type of integration into regular school lessons and were more positive than those lessons in terms of practical working methods.
Conclusion: Based on the publications analyzed, visits to out-of-school learning sites in the STEM field are less recommended for increasing students' content knowledge. In order to utilize the positive effects of such a visit on affective-motivational constructs, it is advisable to integrate the visit into regular lessons and to focus on practical working methods at the learning site. It also emerged that few publications investigate the potential of out-of-school learning sites to increase STEM-related career aspirations of students and that these publications have methodological weaknesses. This research gap should be closed in further research projects.
Die naturwissenschaftsbezogenen Arbeitsweisen im Lehrplan 21: Rekonstruktion einer Typologie aus naturwissenschafts-didaktischer Perspektive
Full text linkBackground: Curricula are state-issued instruments of governance in education. They mandate what and to which extent it should be taught and which competencies the students should accomplish. Composing curricula involves experts from diverse branches of schools’ subjects. Necessarily, curricula result to be documents of compromise. Expertise that has been condensed in them is frequently not explicated, and some of the curricula’s governing potentials are forfeited. Teachers may not be able to realize easily the experts’ implicit suggestions. Consequently, they cannot necessarily profit from the experts’ advice to structure their teaching.
The current article aims to reconstruct some of the implicit expertise for a specific aspect of the Swiss German curriculum for the lower secondary level (Lehrplan 21 – referred to as Curriculum in this abstract): namely, its suggested modi of thinking, working, and acting (Denk- Arbeits- und Handlungsweisen – DAH – ‘Modi Operandi’ in this abstract). These are referenced in the context of the subject NMG (Natur, Mensch, Gesellschaft), which covers both natural and social science content and methods.
Purpose: The article suggests that the derived list of Modi Operandi can be organized in a structured typology. In doing so, it proposes that learning individual Modi Operandi is differentially difficult for students depending on a specific Modus Operandi’s locus in the typology. Validating the typology empirically could ultimately lead to improving science education by sketching learning progressions on Modi Operandi which respect the increase of difficulties between individual Modi Operandi.
Design and Methods: The typology is derived theoretically. First, relevant scientific Modi Operandi are identified from the Curriculum and operationalized for the purpose of sketching a typology drawing on current literature from science education research. The typology aims at distinguishing between Modi Operandi by as few criteria as possible. Recent modeling studies on student competences from Austria, Germany and Switzerland inform this approach. Finally, a typology for science-related Modi Operandi of the Curriculum is proposed and the outline for an empirical validation study is developed.
Results: The typology suggests science-related Modi Operandi to be distinctive with regard to: (1) their being invasive or non-invasive, i.e., if objects of study need to be manipulated substantially or not; (2) their approach being holistic or selective; (3) how taxing they are in terms of Cognitive Load, i.e., if they require the handling of numerous items of information at the same time or if teachers provide scaffolding. Concerning criteria (1) and (2), nine science-related Modi Operandi can be clustered into four groups: (I) Reconnaissances (non-invasive, holistic), (II) Explorations (invasive, holistic), (III) Observations (non-invasive, selective), and (IV) Experiments (invasive, selective). Within these groups, further distinctions apply with regard to increasing Cognitive Load.
Conclusions: The typology is meant to form the basis for an empirical validation study that is to investigate empirical difficulties of tasks with year 3–6 students (ages 9–12). The typology will inform item construction. Subsequent analyses of students’ performance data will outline the development of empirical difficulties between individual Modi Operandi. Should the typology prove to be a valid derivation, i.e., should empirical difficulties manifest in the hypothesized way, this could form the basis for developing learning progressions that align with students’ potentials. This, in turn, could greatly contribute to the development of science education at the lower secondary level.Background: Curricula are state-issued instruments of governance in education. They mandate what and to which extent it should be taught and which competencies the students should accomplish. Composing curricula involves experts from diverse branches of schools’ subjects. Necessarily, curricula result to be documents of compromise. Expertise that has been condensed in them is frequently not explicated, and some of the curricula’s governing potentials are forfeited. Teachers may not be able to realize easily the experts’ implicit suggestions. Consequently, they cannot necessarily profit from the experts’ advice to structure their teaching.
The current article aims to reconstruct some of the implicit expertise for a specific aspect of the Swiss German curriculum for the lower secondary level (Lehrplan 21 – referred to as Curriculum in this abstract): namely, its suggested modi of thinking, working, and acting (Denk- Arbeits- und Handlungsweisen – DAH – ‘Modi Operandi’ in this abstract). These are referenced in the context of the subject NMG (Natur, Mensch, Gesellschaft), which covers both natural and social science content and methods.
Purpose: The article suggests that the derived list of Modi Operandi can be organized in a structured typology. In doing so, it proposes that learning individual Modi Operandi is differentially difficult for students depending on a specific Modus Operandi’s locus in the typology. Validating the typology empirically could ultimately lead to improving science education by sketching learning progressions on Modi Operandi which respect the increase of difficulties between individual Modi Operandi.
Design and Methods: The typology is derived theoretically. First, relevant scientific Modi Operandi are identified from the Curriculum and operationalized for the purpose of sketching a typology drawing on current literature from science education research. The typology aims at distinguishing between Modi Operandi by as few criteria as possible. Recent modeling studies on student competences from Austria, Germany and Switzerland inform this approach. Finally, a typology for science-related Modi Operandi of the Curriculum is proposed and the outline for an empirical validation study is developed.
Results: The typology suggests science-related Modi Operandi to be distinctive with regard to: (1) their being invasive or non-invasive, i.e., if objects of study need to be manipulated substantially or not; (2) their approach being holistic or selective; (3) how taxing they are in terms of Cognitive Load, i.e., if they require the handling of numerous items of information at the same time or if teachers provide scaffolding. Concerning criteria (1) and (2), nine science-related Modi Operandi can be clustered into four groups: (I) Reconnaissances (non-invasive, holistic), (II) Explorations (invasive, holistic), (III) Observations (non-invasive, selective), and (IV) Experiments (invasive, selective). Within these groups, further distinctions apply with regard to increasing Cognitive Load.
Conclusions: The typology is meant to form the basis for an empirical validation study that is to investigate empirical difficulties of tasks with year 3–6 students (ages 9–12). The typology will inform item construction. Subsequent analyses of students’ performance data will outline the development of empirical difficulties between individual Modi Operandi. Should the typology prove to be a valid derivation, i.e., should empirical difficulties manifest in the hypothesized way, this could form the basis for developing learning progressions that align with students’ potentials. This, in turn, could greatly contribute to the development of science education at the lower secondary level
Flavour physics
Full text linkWe explain the reasons for the interest in flavor physics. We describe flavor physics and the related CP violation within the Standard Model, with emphasis on the predictions of the model related to features such as flavor universality and flavor diagonality. We describe the flavor structure of flavor changing charged current interactions, and how they are used to extract the CKM parameters. We describe the structure of flavor changing neutral current interactions, and explain why they are highly suppressed in the Standard Model. We explain how the B-factories proved that the CKM (KM) mechanism dominates the flavor changing (CP violating) processes that have been observed in meson decays. We explain the implications of flavor physics for new physics, with emphasis on the “new physics flavor puzzle”, and present the idea of minimal flavor violation as a possible solution. We explain the “Standard Model flavor puzzle”, and present the Froggatt–Nielsen mechanism as a possible solution. We show that measurements of the Higgs boson decays may provide new opportunities for making progress on the various flavor puzzles. We briefly discuss two sets of measurements and some of their possible theoretical implications: R(K(∗)) and R(D(∗))
I.5 — MAD-X simulation code
Full text linkMAD-X is a general-purpose beam optics code with a long history, aiming to be at the forefront of computational physics in the field of particle accelerator design and simulations. In this chapter, the potential and the limitations of the MAD-X code are discussed along with fundamental and practical steps to get started and fully-fledged examples. The goal of this course is to work on the understanding of transverse beam dynamics concepts in magnetic lattices through a hands-on approach, complementing the Transverse Beam Dynamics course
II.3 — Normal conducting magnets
No full textThis chapter aims to provide the guidance and tools necessary to carry out the analytical design of a simple accelerator magnet. As the chapter unfolds, we will explain some basic concepts, magnet types, and important aspects to consider before moving on to the actual design phase. The central part of this chapter is dedicated to a step-by-step explanation of how to develop a basic magnet design. We will cover a range of subjects like the layout of the magnetic circuit, excitation coils and cooling circuits, along with a short introduction to materials for the yoke and coil construction to complement this topic. The chapter also includes a practical part with problems and a case study for the reader to solve independently. Having worked through this chapter, the reader should be able to design an elementary magnet according to their needs
Entrepreneurial Self-Efficacy of Scientists: A qualitative study on ATTRACT Phase 2 R&D&I Ventures
Full text linkWe need to understand the antecedents of entrepreneurial self-efficacy (ESE) of actors in science and technology-based commercialisation when we want to foster the commercialisation of scientific innovations. Despite the plethora of research on ESE in general, research on antecedents of ESE of scientists is scarce. Yet, there is reason to believe that because scientists develop a scientific self-efficacy, the antecedents to scientists’ entrepreneurial self-efficacy differ from the ESE antecedents of other target groups. Therefore, we explored which ESE antecedents resonate with a unique cohort of scientists and how attributes such as cultural and institutional factors, firm capabilities, education, work experience, role models, and individual differences support the building of entrepreneurial competence. This study provides practical relevance to educators and science entrepreneurs, identifying a need for tailored education for science and technology-based entrepreneurship to foster the development of a dual self-efficacy that reflects scientific norms and commercialisation needs
II.4 — Superconductivity: introduction on RF vs. magnets
Full text linkThe aim of this lecture is to provide to physicists non-expert in material science a glimpse on how materials are tailored (and must be chosen) for their specific applications in accelerators. After an introduction the lecture is divided in three parts: 1) Recall on superconductivity: how and when to use the various models, 2) Vortex behavior: how it fixes the limits of operation in a superconductor, 3) Optimization of superconducting materials according to their applications
III.10 — Dielectric laser accelerators
Full text linkThe concept of a dielectric laser accelerator (DLA) leverages manifold improvements in semiconductor manufacturing and near-infrared laser technology. Energy from a driving laser is transferred to charged particles through the interaction in a sub-micron-scale structure made of glass, silicon, or other dielectrics. Due to high breakdown voltages, acceleration gradients in the order of 1 GV/m are tangible. However, the small aperture of the structure and short bucket length require ultra-high-brightness electron sources for efficient injection into the DLA. Future applications will exploit the compactness, high repetition rate, and most notably the attosecond time structure of a DLA's particle beam. 
IV.2 — The history of JUAS, 1994–2024
Full text linkThe first official JUAS school was held in 1994: this chapter gives a brief history of the school over the 30 years. 
IV.6 — JUAS during the period 2011–2016
No full textThis chapter covers the period Louis Rinolfi was JUAS Director (i.e. between 2011 and 2016). It also includes the period 1994–2002, when Louis was teaching the “longitudinal beam dynamics” course. It also covers the transition, in 2010, between François Méot and Louis Rinolfi