CERN Publishing
Not a member yet
1219 research outputs found
Sort by
III.9 — Accelerator driven systems
Full text linkAccelerator driven systems (ADS) are considered as devices for the transmutation of long-lived nuclear waste. This chapter aims at giving an overview of the nuclear waste management issues and the accelerator requirements for successful ADS operation, in particular the stringent beam availability requirement. It then highlights the most significant activities worldwide in this domain. Common features are: high-power superconducting proton linacs and reliability-oriented R&D
Zur Professionalisierung von Lehrkräften für die Bildung für nachhaltige Entwicklung in Outdoor-Kontexten gehört der Blick auf die Lernenden
Full text linkHintergrund: Die Klimakrise findet derzeit eine hohe Wahrnehmung innerhalb der Gesellschaft, weniger jedoch global gestörte Stoffkreisläufe des Stickstoffs oder Phosphors (N, P) und der Rückgang der Biodiversität. Hier sind planetare Belastungsgrenzen bereits überschritten. Um komplexe Stoffkreisläufe sowie zudem Biodiversität zu verstehen und exemplarisch praktisch zu managen, gestalten an Hochschulgärten Lehramtsstudierende mit Kindern und Jugendlichen authentische Lernsituationen, z. B. zu Kompost, Frühblühern oder Boden- und Wassertieren. Das Professionswissen der Lehrenden (vom englischen Pedagogical context knowledge kurz: PCK) hat viele Facetten, insbesondere unter besonderer Berücksichtigung von Bildung für nachhaltige Entwicklung (BNE) in outdoor-Kontexten. Jedoch gehört es bei BNE bisher nicht zum Standard, sich von den Lernergebnissen der Kinder ein jeweiliges Bild zu machen.
Ziel: Welche Rolle spielen diagnostische Anteile beim Outdoor Teaching zu BNE? Es wird untersucht, inwieweit sich Studierende der Lehrämter durch Lehrveranstaltungen - entweder outdoor oder indoor - qualifizieren. Es werden die erreichten Lernstände der Kinder jeweils inhaltsbezogen diagnostiziert.
Methoden: Das entwickelte Modell „PCK- BNE - outdoor“ wird mit den erprobten Erhebungsinstrumenten auf Situationen in Lehramtsstudiengängen angewandt. Zudem werden Lernstände der Schüler:innen (Klasse eines bis sechs) während und nach Lernaufenthalten untersucht.
Ergebnisse: Es werden outdoor-Seminare mit indoor-Seminaren zu gleichen Studieninhalten verglichen. Die Einschätzungen zu Facetten der PCK befragter Lehramtsstudierender outdoor versus indoor unterscheiden sich in der Wertschätzung des Draussen-Lernens, nicht aber in den Kompetenzen des Fachwissens (content knowledge: CK). Die inhaltlich konkreten Zeichnungen und Texte der Lernenden im Posttest nach Outdoor-Lernsituationen bieten bei qualitativ inhaltsanalytischer Auswertung beachtliche Impulse zur Reflexion. Vorstellungen zu Stoffkreisläufen sind bei Sechstklässlern begrifflich differenzierter als bei Grundschulkindern, aber das Artenwissen stagniert. Lernwirksam sind interessefördernde Kontexte und intensive Wiederholungen.
Schlussfolgerungen: Für eine erfolgreiche BNE müssen weitere diagnostische Fähigkeiten entwickelt und passgenaue Feedbackinstrumente für die Lernstände erstellt werden. Professionalisierung im Sinne lebendiger und handlungsrelevanter BNE (enacted PCK) dauert lange und erfordert rekurrierende Treatments.
Keywords: outdoor teaching, BNE enacted PCK, Stoffkreisläufe, planetare Belastungsgrenzen
The view at the learners - an important part of developing pedagogical content knowledge for ESD and outdoor teaching
Background: The climate change is highly visible within society, but less so are globally biogeochemical flows (N, P) and the decline in biodiversity. Here, planetary boundaries have already been exceeded. At university gardens, pre-service student teachers design authentic learning situations for children on compost, early flowering plants or soil animals in order to understand and practically manage biogeochemical flows and biodiversity. PCK with special consideration of ESD in outdoor contexts has many facets. However, ESD outcomes have only been partially assessed systematically.
Purpose: What role do diagnostic components play in outdoor teaching on ESD? The extent to which pre-service student teachers in the teaching profession qualify through courses that are either outdoor or indoor is examined. The achieved learning levels of the children are diagnosed in each case in relation to content.
Methods: The developed model "PCK- ESD - outdoor" is applied to situations in teacher training programmes with the tested survey instruments. In addition, student learning outcomes (grades one through six) are examined during and after learning stays.
Results: Outdoor seminars are compared with indoor seminars on the same study content. The assessments of factors of PCK of surveyed pre-service student teachers outdoors versus indoors differ in the appreciation of outdoor learning, but not in the competences of subject knowledge (CK). The concrete drawings and texts of the learners in the post-test after outdoor learning situations offer considerable impulses for reflection in a qualitative content-analytical evaluation. Sixth graders' ideas about material cycles are conceptually more differentiated than those of primary school children, but knowledge of species stagnates. Contexts and intensive repetition are effective for learning.
Conclusions: For successful ESD, further diagnostic skills need to be developed and precise feedback instruments for learning levels need to be created. Professionalisation (enacted PCK) in the sense of living and action-relevant ESD takes a long time and requires recurrent treatments.
Keywords: outdoor teaching, ESD, enacted PCK, biogeochemical flow
Analyse d’une ressource pédagogique en ligne traitant du thème complexe de l’Anthropocène
Full text linkContexte: Depuis de nombreuses années, les milieux éducatifs traitent des questions d’abord considérées comme « environnementales » puis « socio-environnementales ». Depuis une dizaine d’année, l’émergence du concept d’Anthropocène renouvelle l’approche en considérant toutes ces problématiques comme liées les unes aux autres et engendrant des changements significatifs au regard de l’histoire de la Terre. Dès lors, l’enjeu éducatif reste évidemment la connaissance détaillée des processus en jeu, mais également la nécessité de développer la pensée systémique pour les articuler les uns aux autres tout en questionnant les rapports entre les humains et la nature ainsi que les valeurs qui les fondent.
Objectif: L’article présente une ressource pédagogique en ligne consacrée à un enseignement interdisciplinaire à l’Anthropocène et destinée aux enseignant.e.s du secondaire 2.
Données: Le site internet soumis à l’analyse contient une visite virtuelle d’une exposition préexistante ainsi que des documents d’information supplémentaires et des activités pédagogiques proposées aux enseignant.e.s.
Méthode d’analyse: l’analyse qualitative est construite selon le cadre théorique de la transposition muséographique (analyse sociologique, épistémologique et sémiologique) et compare la ressource en ligne à l’exposition scolaire itinérante dont elle est tirée.
Résultats : La ressource en ligne reprend les choix épistémologiques réalisés pour l’exposition scolaire itinérante et les documents produits pour celle-ci. Au niveau sémiotique, si certains gestes proposés sont perdus, la ressource en ligne permet de scénariser la visite comme dans l’exposition réelle, tout en offrant une plus grande explicitation de certains concepts anthropologiques ainsi que la possibilité de circuler plus librement et d’approfondir certaines informations. Du point de vue de la réflexivité, elle offre des perspectives intéressantes car les élèves peuvent prendre le temps de conduire un raisonnement sur les informations grâce aux activités proposées et aux médiations de leur enseignant.e.
Conclusions: L’analyse montre qu’on peut considérer une exposition virtuelle comme une mise en scène des savoirs qui s’apparente à des expositions muséales. Le cadre théorique convoqué rappelle la nécessité d’une vigilance tout au long des processus de transposition didactique (décontextualisation et recontextualisation des savoirs) afin de conserver quelques-uns des enjeux épistémologiques liés aux savoirs de référence.
Mots-clés: anthropocène, transposition muséographique, exposition scolaire itinérante, ressource pédagogique en ligne, Objectif Terre, secondaire
I fumetti Disney per la scienza
No full textIn today’s society, many young people are discouraged from enrolling in STEM faculties. As a result, there are not enough graduates in STEM faculties, increasingly in demand in a job market dominated by the advent of artificial intelligence algorithms. Reaching children and teenagers has the potential to create positive attitudes towards future STEM careers. This is the target audience of the project described, whose aim is to communicate the latest discoveries in science and space exploration through Disney comics characters. The great interest and positive results produced by this project have inspired improvements for a more inclusive and science-enriched development.Nella società odierna, molti giovani sono scoraggiati dall'iscriversi alle facoltà STEM. Il risultato è che non ci sono abbastanza laureati in queste discipline, che sono sempre più richieste dal mercato del lavoro, dominato dall'avvento dell'intelligenza artificiale. Raggiungere i bambini e gli adolescenti ha il potenziale di creare un'attitudine positiva nei confronti delle carriere STEM. E' questa la platea a cui si rivolge il progetto descritto in questo articolo, il cui scopo è comunicare le più recenti scoperte della scienza e dell'esplorazione dello spazio attraverso i personaggi dei fumetti Disney. Il grande interesse e i risultati positivi generati da questo progetto hanno ispirato miglioramenti per uno sviluppo più inclusivo e ricco di scienz
II.2 — RF engineering
No full textRadio-frequency (RF) engineering is a subset of electrical engineering, here focused on the application of resonant accelerating structures (cavities), transmission-lines, and a variety of RF components, based on electromagnetic field principles, operating in the frequency range between a few MHz up to tens of GHz
Using experimentation to boost university–industry collaboration
Full text linkThe ATTRACT NEXT project examined the potential of experimentation – particularly the use of randomized controlled trials (RCTs) – to enhance university–industry collaboration, a policy field in which such methods have been underutilized to date. This project has led to the development of a Handbook on Experiments in University–Industry Collaboration, which identifies critical challenges in university–industry collaborations and proposes testable experimental ideas for interventions. A learning and support programme, the University–Industry Impact Accelerator, then facilitated the design and piloting of three experimental interventions addressing motivation, capacity-building, and relationship development between researchers and businesses. The results indicate that structured experimentation can yield actionable insights, improve engagement strategies, and optimize programme effectiveness. The NEXT initiative has demonstrated the feasibility and value of embedding experimentation within university–industry collaborations, aiming to foster more robust, evidence-based policy-making and programme implementation in the policy space
CERN IdeaSquare 10th Anniversary: An Aftermath Personal Reflection
Full text linkIdeaSquare is what we freely choose to make of it. Here, “we”, is meant in both an individual as well as collective-collaborative sense
III.4 — Colliders for particle physics
No full textThis chapter includes a short introduction on colliders with their main figure of merit, the luminosity, and the pile-up in the experiments' detectors, followed by seven sections, offering an overview of the different types of colliders used for particle physics experiments, which have been discussed during the past JUAS schools.
Introduction,
LHC and HL-LHC,
Nuclear collisions at the LHC,
The Future CERN Circular hadron collider (FCC-hh),
Electron-positron circular colliders,
Future high-energy linear lepton colliders,
The US Electron-Ion Collider,
Muon collider
III.16 — Magnets for future colliders: the Muon Collider as a case study
Full text linkThe Muon Collider, one of the options considered for the future of particle physics at the energy frontier, poses many challenges to accelerator technology. The magnets for the muon beam production, acceleration and collision are one of the most demanding systems, for many reasons. Firstly, collider performance in terms of energy and luminosity translates in the demand for high fields, high field rates, and large apertures, thus challenging magnet science and engineering well beyond state-of-the-art. At the same time, the operating environment is very harsh: the decay of highly energetic muons, whose products are difficult to shield, results in large heat and radiation loads that need to be managed efficiently. Finally, a muon collider, as any other future collider at the energy frontier, needs to be affordable and efficient to produce sustainable science. The magnets, the single system with the largest cost and power figures, are naturally at the center of the attention also from this point of view. In this note we review the magnet demands and present the conceptual solutions that would meet them. We then expand on the crucial role of high temperature superconductors to meet such challenges. Most interesting, addressing magnet technology challenges for a muon collider will benefit any future collider at the energy frontier, as well as many other fields of scientific and societal application of magnet technology
IV.4 — JUAS during the period 2001–2005
Full text linkThis chapter covers the period Joël Le Duff was JUAS director (i.e. between 2001 and 2005)