2,897 research outputs found
Gespräche über Bilder : [Interviews mit Mario Kramer, Jochen Kuhn und Günther Jockel]
No full textGespräche über Bilder
Interviews mit Mario Kramer, Jochen Kuhn, Günther Jockel.
Hinweise zur Form und Geschichte des Interviews.
Interviews geführt von Andreas Becker, Constantin Grudda, Tristan Wendt, herausgegeben von Andreas Becke
iMobilePhysics: Seamless Learning durch Experimente mit Smartphones & Tablets in Physik
No full textDer Beitrag erläutert ein Nutzungskonzept für Smartphones und Tablets als physikalische Experimentiermittel (iMobilePhysics, kurz: iMP) und ordnet zwei Realisierungsbeispiele dieses Konzept für Schule und Hochschule an Hand von Designkriterien in den Rahmen des Mobile Assisted Seamless Learning (MSL) ein. Zu den Beispielen werden Studien zur Lernwirksamkeit und Akzeptanz der medienbasierten Lehransätze dargestellt. Die Ergebnisse liefern den Begründungsrahmen, mobiles Experimentieren mit Smartphone und Tablets zur Unterstützung von MSL in die schulische und universitäre Lehre, insbesondere in die Lehramtsausbildung einzubinden.
12.08.2016 | Michael Hirth, Jochen Kuhn, Andreas Müller, Matthias Rohs & Pascal Klein (Kaiserslautern, Genf
CSI : Kuhn and Latour
No full textI have been always most moved by those whose views I have ended up opposing. I say
'ended up' because the views are typically ones in which I originally invested considerable
study and interest. But then a version of the 'familiarity breeds contempt' principle
sets in, and my intellectual immune system generates antibodies that ward off later, more
virulent strains of such thinkers' thoughts. So fortified, I welcome the opportunity to
reflect on the significance of Kuhn (1962) and Latour (1987), who have been influential
figures in my thinking about science and technology studies (STS) ever since I began to
encounter the field as a graduate student in the early 1980s. In fact, I had read The Structure
of Scientific Revolutions (SSR) as part of Columbia University's required general education
course, 'Contemporary Civilization', in 1976. As for Latour's work, I first read
Laboratory Life in Mary Hesse’s MPhil seminar at Cambridge in 1980, and I remember
purchasing my copy of Science in Action (SIA) in the Brunel University bookshop shortly
after it came out in 1987. I had been there, I believe, courtesy of early Latour collaborator
Steve Woolgar. The trip also coincided with the founding of the journal Social Epistemology
at the Taylor & Francis headquarters in London. In both cases, my first impression was
very favourable – in a way that did not extend to the rest of their works
What can cognitive science tell us about scientific revolutions?
No full textKuhn’s Structure of Scientific Revolutions is notable for the readiness with which
it drew on the results of cognitive psychology. These naturalistic elements were not well
received and Kuhn did not subsequently develop them in his published work. Nonetheless,
in a philosophical climate more receptive to naturalism, we are able to give a more positive
evaluation of Kuhn’s proposals. Recently, philosophers such as Nersessian, Nickles, Andersen,
Barker, and Chen have used the results of work on case-based reasoning, analogical
thinking, dynamic frames, and the like to illuminate and develop various aspects of Kuhn’s
thought in Structure. In particular this work aims to give depth to the Kuhnian concepts
of a paradigm and incommensurability. I review this work and identify two broad strands
of research. One emphasizes work on concepts; the other focusses on cognitive habits. Contrasting
these, I argue that the conceptual strand fails to be a complete account of scientific
revolutions. We need a broad approach that draws on a variety of resources in psychology
and cognitive science.
La estructura de las revoluciones científicas de Kuhn es destacable por la facilidad con
que aprovecha los resultados de la psicología cognitiva. Estos elementos naturalistas no tuvieron
una buena acogida y Kuhn no los desarrolló posteriormente en su trabajo publicado.
No obstante, desde un ambiente filosófico más receptivo hacia el naturalismo podemos ofrecer
una evaluación más positiva de las propuestas de Kuhn. Recientemente, algunos filósofos
como Nersessian, Nickles, Andersen, Barker y Chen han utilizado los resultados del trabajo
sobre el razonamiento basado en casos, el pensamiento analógico, los marcos dinámicos,
etc., para iluminar y desarrollar varios aspectos del pensamiento de Kuhn en La estructura.
En particular, este trabajo intenta dar profundidad a los conceptos kuhnianos de paradigma
e inconmensurabilidad. En este artículo examino dicho trabajo e identifico dos principales
corrientes de investigación. Una de ellas subraya el trabajo sobre conceptos y la otra se
centra en los hábitos cognitivos. Después de contrastar ambas, sostengo que la corriente
conceptual no logra ser una explicación completa de las revoluciones científicas. Necesitamos
una perspectiva amplia que aproveche una variedad de recursos de la psicología y la
ciencia cognitiva
Das Problem der Menschenrechte und ihrer Verwirklichung Zsgest. u. erarb. v. Jochen Kuhn u. Michael Deckwerth
No full textDas Problem der Menschenrechte und ihrer Verwirklichung Zsgest. u. erarb. v. Jochen Kuhn u. Michael Deckwerth
No full textDas Problem der Menschenrechte und ihrer Verwirklichung Zsgest. u. erarb. v. Jochen Kuhn u. Michael Deckwerth
No full textVisual cues improve students’ understanding of divergence and curl : Evidence from eye movements during reading and problem solving
No full textThe coordination of multiple external representations is important for learning, but yet a difficult task for students, requiring instructional support. The subject in this study covers a typical relation in physics between abstract mathematical equations (definitions of divergence and curl) and a visual representation (vector field plot). To support the connection across both representations, two instructions with written explanations, equations, and visual representations (differing only in the presence of visual cues) were designed and their impact on students’ performance was tested. We captured students’ eye movements while they processed the written instruction and solved subsequent coordination tasks. The results show that students instructed with visual cues (VC students) performed better, responded with higher confidence, experienced less mental effort, and rated the instructional quality better than students instructed without cues. Advanced eye-tracking data analysis methods reveal that cognitive integration processes appear in both groups at the same point in time but they are significantly more pronounced for VC students, reflecting a greater attempt to construct a coherent mental representation during the learning process. Furthermore, visual cues increase the fixation count and total fixation duration on relevant information. During problem solving, the saccadic eye movement pattern of VC students is similar to experts in this domain. The outcomes imply that visual cues can be beneficial in coordination tasks, even for students with high domain knowledge. The study strongly confirms an important multimedia design principle in instruction, that is, that highlighting conceptually relevant information shifts attention to relevant information and thus promotes learning and problem solving. Even more, visual cues can positively influence students’ perception of course materials.peerReviewe
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