68 research outputs found
Louis de Wecker (1832-1906) and his innovations in ocular surgery
No full textLouis de Wecker (1832-1906) was a famous French ophthalmologist and was considered one of the greatest ophthalmologists of his time with worldwide reputation. He introduced many innovative surgical techniques such as his method for iridotomy, "anterior sclerotomy," and the so-called "de Wecker's capsular advancement" for the treatment of strabismus. He also invented surgical instruments such as "de Wecker's pince-ciseaux" and "de Wecker's double advancement hook." © The Author(s) 2016
Toward a script theory of guidance in computer-supported collaborative learning
No full textThis article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its four types of components of internal and external scripts (play, scene, role, and scriptlet) and seven principles, this theory addresses the question how CSCL practices are shaped by dynamically re-configured internal collaboration scripts of the participating learners. Furthermore, it explains how internal collaboration scripts develop through participation in CSCL practices. It emphasizes the importance of active application of subject matter knowledge in CSCL practices, and it prioritizes transactive over non-transactive forms of knowledge application in order to facilitate learning. Further, the theory explains how external collaboration scripts modify CSCL practices and how they influence the development of internal collaboration scripts. The principles specify an optimal scaffolding level for external collaboration scripts and allow for the formulation of hypotheses about the fading of external collaboration scripts. Finally, the article points towards conceptual challenges and future research questions
From guided to self-regulated performance of domain-general skills
No full textThe fading of instructional scripts can be regarded as necessary for allowing learners to take over control of their cognitive activities during the acquisition of skills such as argumentation. There is, however, the danger that learners might relapse into novice strategies after script prompts are faded. One possible solution could be monitoring by a peer with respect to the performance of the strategy to be learned. We conducted a 2×2-factorial experiment with 126 participants with fading and peer monitoring as between-subjects factors to test the assumptions that (1) the combination of a faded script and peer monitoring has a positive effect on strategy knowledge compared to only one or none of the two types of support; and (2) this effect is due to a greater amount of self-regulated performance of the strategy after the fading of the script when peer monitoring takes place. The findings support these assumptions
The Diagnosis of Scientific Reasoning: Simulations for Fostering and Analyzing (Pre-Service) Teachers’ Individual and Collaborative Diagnostic Competences
No full textTeachers’ diagnostic competences are of high importance for teaching because they are regarded as a prerequisite for supporting the development of students’ knowledge and skills. During class, teachers have to diagnose various skills, but past research has mainly focused on the diagnosis of subject-specific skills. Research on the diagnosis of cross-domain skills (skills applicable in different school subjects), such as scientific reasoning, is therefore necessary. Students’ scientific reasoning skills can be observed while implementing inquiry tasks in class and include several sub-skills (grouped into the formulation of hypotheses, experimentation, and drawing conclusions). Similar to the diagnosis of other skills, it can be assumed that teachers’ ability to diagnose scientific reasoning is related to their professional knowledge base. Moreover, teachers might benefit from collaboratively diagnosing their students’ scientific reasoning skills because students’ skill levels can be observed in different (natural science) subjects, such as biology or physics. Simulations are considered suitable for fostering and analyzing teachers’ diagnostic competences, but it seems important to create authentic simulations. It is the goal of this dissertation to validate self-developed, video-based simulations (in terms of perceived authenticity) and to use the simulations to investigate whether the perceived authenticity of the simulations and pre-service teachers’ professional knowledge is related to their diagnostic accuracy (Studies 1 and 2). The potential of collaborative diagnosing is also investigated (Study 3). On the basis of validated simulations, which were perceived as rather authentic, the results of the studies included in this dissertation indicated that pre-service teachers’ diagnostic accuracy is related to perceived involvement (one facet of authenticity) and pre-service teachers’ own scientific reasoning skills (content knowledge, one facet of professional knowledge). It also seems to be the case that pre-service teachers can benefit from collaborative diagnosing but only when supported with a collaboration script. With the presented findings, this dissertation gives helpful hints for developing (video-based) simulations and adds insight to existing research on teachers’ diagnostic competences. Future research should investigate whether these findings also hold in other domains.Diagnosekompetenzen von Lehrern und Lehrerinnen sind von großer Wichtigkeit für Lehre, weil sie als Voraussetzung für die Entwicklung von Schülerwissen und Schülerkompetenzen gelten. Während des Unterrichts müssen Lehrer und Lehrerinnen verschiedene Kompetenzen diagnostizieren, aber bisherige Forschung hat sich hauptsächlich auf die Diagnose von fachspezifischen Kompetenzen fokussiert. Forschung zur Diagnose von fächerübergreifenden Kompetenzen (Kompetenzen die in verschiedenen Schulfächern anwendbar sind) wie wissenschaftliches Denken ist deswegen notwendig. Schülerkompetenzen im wissenschaftlichen Denken können währen der Umsetzung von Aufgaben zum forschenden Lernen im Unterricht beobachtet werden und beinhalten mehrere Unterkompetenzen (gruppiert in die Formulierung von Hypothesen, Durchführen von Experimenten und Ziehen von Schlussfolgerungen). Vergleichbar mit der Diagnose von anderen Kompetenzen kann davon ausgegangen werden, dass die Fähigkeit von Lehrern und Lehrerinnen wissenschaftliches Denken zu diagnostizieren mit ihrer professionellen Wissensbasis zusammenhängt. Darüber hinaus könnten Lehrer und Lehrerinnen von der kollaborativen Diagnose von Kompetenzen im wissenschaftlichen Denken profitieren, weil die Kompetenzniveaus von Schülern und Schülerinnen in verschiedenen (naturwissenschaftlichen) Fächern wie Biologie oder Physik beobachtet werden können. Simulationen werden als geeignet für die Förderung und Analyse der Diagnosekompetenzen von Lehrern und Lehrerinnen erachtet, aber es scheint wichtig zu sein authentische Simulationen zu erstellen. Es ist das Ziel dieser Dissertation selbstentwickelte, videobasierte Simulationen zu validieren (in Bezug zur wahrgenommenen Authentizität) und die Simulationen dafür zu nutzen, zu untersuchen, ob die wahrgenommene Authentizität der Simulationen und das Professionswissen von Lehramtsstudierenden mit ihrer Diagnoseakkuratheit zusammenhängen (Studien 1 und 2). Das Potential der kollaborativen Diagnose wird auch untersucht (Studie 3). Auf Basis der validierten Simulationen, welche als recht authentisch eingeschätzt wurden, deuteten die Ergebnisse der in dieser Dissertation inkludierten Studien an, dass die Diagnoseakkuratheit von Lehramtsstudierenden mit der wahrgenommenen Involviertheit (eine Facette von Authentizität) und den eigenen Kompetenzen im wissenschaftlichen Denken (Fachwissen, eine Facette von Professionswissen) von Lehramtsstudierenden zusammenhängt. Es scheint auch der Fall zu sein, dass Lehramtsstudiere von kollaborativem Diagnostizieren profitieren können, aber nur wenn sie mit einem Kollaborationsskript unterstützt werden. Mit den dargestellte Ergebnissen gibt diese Dissertation hilfreiche Hinweise zur Erstellung von (videobasierten) Simulationen und fügt Erkenntnisse zur existierenden Forschung zur Diagnosekompetenz von Lehrern und Lehrerinnen hinzu. Zukünftige Forschung sollte untersuchen, ob die Befunde auch für andere Bereiche gelten
From guided to self-regulated performance of domain-general skills: The role of peer monitoring during the fading of instructional scripts
No full textThe fading of instructional scripts can be regarded as necessary for allowing learners to take over control of their cognitive activities during the acquisition of skills such as argumentation. There is, however, the danger that learners might relapse into novice strategies after script prompts are faded. One possible solution could be monitoring by a peer with respect to the performance of the strategy to be learned. We conducted a 2×2-factorial experiment with 126 participants with fading and peer monitoring as between-subjects factors to test the assumptions that (1) the combination of a faded script and peer monitoring has a positive effect on strategy knowledge compared to only one or none of the two types of support; and (2) this effect is due to a greater amount of self-regulated performance of the strategy after the fading of the script when peer monitoring takes place. The findings support these assumptions. (http://www.sciencedirect.com/science/article/pii/S0959475211000387
S-COL: A Copernican turn for the development of flexibly reusable collaboration scripts
No full textCollaboration scripts are usually implemented as parts of a particular collaborative-learning platform. Therefore, scripts of demonstrated effectiveness are hardly used with learning platforms at other sites, and replication studies are rare. The approach of a platform-independent description language for scripts that allows for easy implementation of the same script on different platforms has not succeeded yet in making the transfer of scripts feasible. We present an alternative solution that treats the problem as a special case of providing support on top of diverse Web pages: In this case, the challenge is to trigger support based on the recognition of a Web page as belonging to a specific type of functionally equivalent pages such as the search query form or the results page of a search engine. The solution suggested has been implemented by means of a tool called S-COL (Scripting for Collaborative Online Learning) and allows for the sustainable development of scripts and scaffolds that can be used with a broad variety of content and platforms. The tool’s functions are described. In order to demonstrate the feasibility and ease of script reuse with S-COL, we describe the flexible re-implementation of a collaboration script for argumentation in S-COL and its adaptation to different learning platforms. To demonstrate that a collaboration script implemented in S-COL can actually foster learning, an empirical study about the effects of a specific script for collaborative online search on learning activities is presented. The further potentials and the limitations of the S-COL approach are discussed
Pasteurs Quadrant und die Diskussion in den USA um die Verbesserung des praktischen Nutzens der Bildungsforschung
No full textObstacles to the use of learning strategies after training (and some approaches to overcome them)
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