#Proforis PHSG
Not a member yet
4758 research outputs found
Sort by
Von Wissen zu Performanz am Beispiel der Klassenführung im Fach Bewegung und Sport: Zu den Zusammenhangsvermutungen.
No full textSchweizerischer NationalfondsPublishe
Integration und Zusammenleben: Leitfaden für muslimische Betreuungspersonen
No full textDieser Leitfaden ist ein Gemeinschaftswerk. Entstanden ist er im Rahmen des Projekts «Network-Imam – Integration und gesellschaftliche Partizipation». Bestandteil des Projekts waren fünf Netzwerktreffen, die das Schweizerische Zentrum für Islam und Gesellschaft (SZIG) zusammen mit dem nationalen muslimischen Dachverband, der Föderation islamischer Dachorganisationen Schweiz (FIDS), organisiert hat, welcher die Koordination mit den verschiedenen sprachlichen und kantonalen Dachverbänden übernommen hat. Einzelne der Teilnehmenden sowie weiteren Praxisakteure haben für diesen Leitfaden ihre Erfahrungen geschildert oder verschiedene Kapitel im Entwurf kommentiert. Der Leitfaden richtet sich in erster Linie an muslimische Betreuungspersonen, wie sie in amtlichen Texten heissen. Gemeint sind Imame, aber auch andere Mitarbeitende in muslimischen Gemeinschaften: Religionslehrerinnen, Leiter und Leiterinnen von Jugend- oder Frauengruppen, Vorstandsmitglieder und andere, die Verantwortung tragen.Publishe
Daphnia-associated bacterial communities correlate with diet quantity, environmental conditions, and epidemic size across natural outbreaks
No full textDiese Publikation entstand im Rahmen des SNF-geförderten EAWAG-Projekts "Host-parasite interactions in hybridizing Daphnia, from correlations to experiments" (https://data.snf.ch/grants/grant/166628) und Grant WO 1587/6-1 der Deutsche Forschungsgemeinschaft.Zooplankton-associated microbiomes play an important role for host health, and contribute to ecosystem processes such as nutrient cycling. Yet, few studies have assessed how environmental gradients and biotic interactions, including parasitism and diet, may shape the microbiome composition of wild zooplankton. Here, we analyzed the microbiomes of water fleas from the Daphnia longispina species complex using 16S rRNA gene sequencing and a long-term field dataset spanning six sampling events over 13 years. Sampling coincided with outbreaks of the virulent eukaryotic gut parasite Caullerya mesnili. Additionally, we explored how microbiome structure varied in relation to water parameters, phytoplankton density (i.e., Daphnia diet), and zooplankton density and community structure. Daphnia microbiomes displayed strong temporal variation and comparatively small differences based on host infection status. Microbiome beta diversity correlated with phytoplankton density but not with its community composition, including green algae, protists, and cyanobacteria. Environmental conditions, including temperature, dissolved oxygen, and cyanobacterial abundance—previously found to drive Caullerya epidemics—were also associated with distinct microbiome structures. Importantly, microbiome beta diversity co-varied with infection prevalence, suggesting a link between microbiome shifts, epidemic size, and environmental conditions driving large epidemics. Dominant bacterial taxa correlated with Daphnia density, whereas the phylogenetic composition of rare taxa was associated with total zooplankton density. These findings demonstrate the dynamic nature of Daphnia microbiomes and suggest potential mechanisms by which they may mediate disease dynamics, particularly through associations with diet quantity, temperature, and host population density.Schweizerischer NationalfondsPublishe
Zum Transformationsprozess von Wissen zu Performanz bei (angehenden) Sportlehrkräften: Auf den gezielten Praxisbezug kommt es an! [Keynote]
No full textEigene Arbeiten im Bereich der sportdidaktischen Professionsforschung.Publishe
Lernförderliche Entscheidungen stärken: Interaktive Videolernumgebungen mit Branching-Szenarien in der Lehrpersonenausbildung
No full textPublishe
Struktur- und Prozessmerkmale für die Inklusion in der Kita: Erfassung des Mehrbedarfs und Teilhabeplan
No full textGemeinsamer Bericht des Instituts Frühe Bildung 0 bis 8 (IFB-PHSG) der Pädagogischen Hochschule St.Gallen und des Instituts für Behinderung und Partizipation der Hochschule für Heilpädagogik (HfH).Stiftung KIFA SchweizPublishe
High Expectations During Guided Pretend Play in Kindergarten: A Promising Way to Enhance Agency in a Digitalized Society?
No full textAs digitalization and digital transformation shape developments in society, children’s competence and agency for digital transformation need to be fostered from an early age. Equitable digital education is of utmost importance. Teachers’ expectation behavior is relevant for providing equitable learning opportunities for all children. This study focuses on guided pretend play in digital education in kindergarten. This study examines whether high-expectation behavior of teachers is found in the behavior of kindergarten teachers during guided pretend play, and whether teacher expectation play behavior reveals different expectations for boys and girls. Video observations of guided pretend play in 15 kindergartens were analyzed using a qualitative cross-over design. While teachers interacted for equal durations with boys and girls during guided pretend play, significantly more incidents revealed teacher expectations toward girls than boys. Overall, high-expectation play behavior was less prevalent than low-expectation play behavior. In order to support further research and practice, an exploration of video sequences identified characteristics of teachers’ high-expectation behavior for guided pretend play, such as holding back or enabling children’s agency.Akademien der Wissenschaften SchweizPublishe
Sciences and AI between Disdain and Myth: Towards a more authentic STEAM education
No full textContested Sciences
Science and technology shape modern society. Yet, many people in industrialized nations hold surprisingly distorted, somehow impoverished views of the natural sciences. According to the German sociologist Armin Nassehi, society increasingly has an uneasy relationship with science [3]. Today, anything associated with bourgeois elites and expertise – politics, economics, wokeness, the legal system, democracy – is under attack. In defending themselves, the sciences often resort to arguments that rely on claims they are incapable of fulfilling. Two extreme positions dominate the public discourse: the outright rejection of science on the one hand and its idealization on the other, as German epistemologist Frieder Vogelmann [1] and sociologist Armin Nassehi [3] have pointed out. The situation is similar when it comes to the possibilities and threats of artificial intelligence (AI).
Thinking science from the perspective of authentic knowledge production
Our STEAM project «Berzelius» [4] provides an experimental platform beyond rigid learning plans. Our main goal is to ignite students` curiosity about science and empower them to involve in the process of knowledge production. To achieve this, we combine hands-on experiments with high-tech instruments and vibrating multimedia journals. The goal is to cultivate a deeper, more nuanced understanding of science – free from rejection and idealization, free from biases. To achieve this, we draw on Daniela Schriebl`s concept of three-dimensional authenticity [2]:
• Real-world connectedness linking scientific exploration to real-world issues, with a strong emphasis on knowledge production.
• Disciplinary authenticity through our high-tech instruments that allow students to collect and analyze data to give them unfiltered experience of how scientific work works.
• Personal authenticity through the integration of the human factor, sharing and telling real-life stories about the lives of those who drove science forward. Sciences have a strong social component.
The Myth of the Super-Brain and the Magic Box
In our experience, students often expect high-tech instruments that can analyze a wide range of components within a single sample – whether in beverages, soil or cosmetics. They are very often surprised to learn that such a «magic box» is not existing. In reality, also high-tech instruments must be carefully adapted to each specific analysis. Their misconception is likely shaped by TV series like CSI – Crime Scene Investigation, where forensic «super brains» operate futuristic boxes – kind of magic instruments – that identify a sample’s complete composition with just a few clicks. This fosters unrealistic expectations and weakens scientific literacy, as science appears to be a straightforward problem-solving tool rather than a complex process of inquiry. Scientific results take time, involve uncertainty, and require careful interpretation.
Moreover, these unrealistic portrayals influence career choices. Students drawn to forensic science often expect thrilling discoveries but encounter meticulous, repetitive work. Without proper guidance, this disillusionment can diminish their passion for science [5].
For an authentic STEAM education, we must first dismantle these exaggerated expectations. If science were as effortless as portrayed, we would already be living in space (for most of us, a rather dystopic than utopic view). Instead, true scientific progress requires patience, critical thinking, and hands-on engagement with reality – precisely what our project seeks to cultivate.
Key Statements on Science, Knowledge, and Perception
We often cling to our beliefs, even when faced with contradictory information – a phenomenon known as confirmation bias. The list of cognitive biases is long, and we are all aware that our perspective on reality is not inherently accurate. Understanding the extent of these biases among science educators and students is crucial. Therefore, we try to identify potential distorted views of science in ourselves as well as among educators and students. Together with a group of university students, we are currently developing an anonymized questionnaire. In this roundtable session, we will highlight a selection of statements – slogans, opinions, questions – that are at the heart of the questionnaire.
• Science as the only path to truth – Only science allows us to understand reality. All other approaches (e.g., mythological, metaphysical-philosophical, religious) fail to grasp reality and thus the truth. [6]
• Technology as a driver of progress. By applying scientific knowledge through technology, we inevitably make the world a better place. [6]
• «Follow the science!» The slogan of the Fridays for Future movement suggests that science provides objective truths – those who follow it are on the right path. [7]
• «Facts are non-negotiable.» A central slogan of the 2017 March for Science. There is only one reality, defined by facts. Opinions or interpretations do not change them. [3]
• Scientific theories and models are just fiction – Science constructs its own version of reality. It is merely one narrative among many. [8, 9, 10]
• «We live in post factual times!» A statement that points to a crisis of trust, not only in facts themselves, but in the institutions, methods, and narratives through which facts are produced and communicated.
• AI – A revolution in knowledge or a threat to humanity? Artificial intelligence surpasses humans in more and more areas.
• AI changes the practice of science and replaces the experiment with computer simulation. Synthesis paths of first chemical substances have been created by AI.
We invite participants to critically engage with these statements and explore their meaning, implications, and potential contradictions. In doing so, we will also reflect on the extent to which biases about science may shape the views of educators and students – and how a vibrant and authentic STEAM education can address and counteract these distortions. The authors will also present parts and first results of the questionnaire.
Literature
[1] Frieder Vogelmann, Umkämpfte Wissenschaften – Zwischen Idealisierung und Verachtung (2023)
[2] Daniela Schriebl, Andreas Müller, Nicolas Robin, Modelling Authenticity in Science Education, Science & Education, 32, 1021–1048 (2023).
[3] Armin Nassehi, Die Rolle der Wissenschaften in der modernen Welt. Beiträge zur Hochschulpolitik, Berlin 02/2027
[4] Novotny, M. und Steinbach A., Projekt Berzelius – Im Hightech-Labor der Naturwissenschaften. c+b, Verein der Schweizer Naturwissenschafts-lehrerinnen und -lehrer, 109. Jahrgang (2024)
[5] Jason M. Chin and Carlos M. Ibaviosa, Beyond CSI: Calibrating public beliefs about the reliability of forensic science through openness and transparency, Science & Justice, Volume 62 (3), pp 272–283 (2022).
[6] Holm Tetens, Wissenschaftstheorie, Verlag C.H. Beck 2013.
[7] Peter Strohschneider, Wahrheiten und Mehrheiten – Kritik des autoritären Szientismus, C.H. Beck (2024).
[8] Thomas S. Kuhn, Ian Hacking, The Structure of Scientific Revolutions
[9] Bruno Latour, Steve Woolgar, Laboratory Life: The Construction of Scientific Facts, Princeton University Press (1979)
[10] Markus Gabriel, The Human Animal – Why We Still Don`t Fit into Nature, John Wiley and Sons Ltd (2024).This roundtable session examines the polarized views of science and artificial intelligence (AI) and their influence on education and public perception. Scientific disciplines and their results are often caught between rejection and recognition, between contempt and idealization [1]. On the one hand, anthropogenic climate change and COVID-19 deniers, conspiracy theorists and purveyors of alternative facts reject scientific consensus and fuel distrust. On the other hand, scientists, communicators and activists strive to defend science – often presenting an idealized science image that praises a monolithic truth.
These tensions also permeate schools and universities, probably shaping STEAM education. The authors increasingly encounter a distorted understanding of science – less outright rejection but more unrealistic expectations of what science is and can achieve.
For establishing an authentic science education, we want to uncover these distortions using questionnaires that are designed around a selection of statements we will open up for dialogue in this roundtable session. Main research questions are:
• How many biases and beliefs about science exist among science educators and students?
• How can vibrating STEAM education effectively address and counteract these distortions?
We will critically scrutinize several statements in the light of real-world connectedness as well as disciplinary and personal authenticity [2].Metrohm StiftungITBOAccepte