1,720,956 research outputs found
Membranforschung für die Öffentlichkeit: Ein Kooperationsprojekt zwischen Fachdidaktik und Fachwissenschaft
No full textHeterogeneity as a Challenge and Opportunity in Higher Education in Times of Digital Transformation
No full textIndustrie 4.0, Arbeitswelt 4.0 sowie Chemie 4.0 – Die heutige Gesellschaft befindet sich durch die Digitalisierung in einem stetigen Wandel. Ein lebenslanges Lernen ist daher unerlässlich, um den Herausforderungen der Gesellschaft sowie der Arbeitswelt gerecht zu werden. Hierbei spielen die Hochschulen eine wichtige Rolle, da auch sie die kommenden Generationen auf die Herausforderungen von morgen vorbereiten. Dies zieht neben einer erhöhten Nachfrage nach einem Hochschulstudium auch eine Steigerung der Diversität der Studierenden nach sich. Hochschulen müssen sich aus diesem Grund flexibler aufstellen und die Ausrichtung der Lehre diversitätsorientiert gestalten, um den Erfolg des Studiums zu gewährleisten.
Für die Vorhersage des Studienerfolgs ist die Studierfähigkeit der wichtigste Prädiktor. Die Studierfähigkeit wiederrum gliedert sich in vier Dimensionen: fachlich, kognitiv, sozial sowie persönlich. Der Fokus der vorliegenden Arbeit liegt auf den fachlichen und kognitiven Dimensionen der angehenden Studierenden. Hierbei kann festgestellt werden, dass generell Stärken und Schwächen im chemischen Fachwissen vorliegen, die im Lernprozess der Studierenden in der grundständigen Lehre berücksichtigt werden sollten.
Durch die digitale Transformation wird vor allem die Förderung von Methoden-, Sozial- und Personalkompetenz stärker in den Fokus gerückt, wodurch im Weiteren zwei Handlungsfelder, das Lehren und Lernen in Tutorien (inkl. der Laborpraktika) sowie digitale Unterstützungsangebote in der Chemie, genauer betrachtet werden. Besonders in Tutorien für Übungsgruppen und Laborpraktika stehen die Studierenden mit ihrem deklarativen als auch prozeduralen Wissen im Mittelpunkt. In diesem Lehr-/Lernszenarien sollten sie dazu ermutigt werden, ihre Kompetenzen auszuprobieren sowie weiterzuentwickeln. Um dafür eine Basis schaffen zu können, sollten die Tutor*innen adäquat auf ihre Tätigkeit vorbereitet werden. Entsprechend werden im Rahmen dieser Arbeit ein allumfassendes Schulungskonzept (inkl. Unterrichtseinheiten, Materialien) für das Fach Chemie entwickelt, teilweise erprobt sowie evaluiert. Darüber hinaus sollten den Studierenden (online) Lern- und Unterstützungsangebote für ein individualisiertes sowie flexibles Lernen ermöglicht werden, damit diese ihr Wissen vertiefen, Inhalte für Veranstaltungen vorbereiten sowie im selbstregulierten Lernen unterstützt werden können. Hierfür werden erste Umsetzungsmöglichkeiten für die grundständige Lehre, im Speziellen für die Tutorien, erarbeitet und eingesetzt.Industry 4.0, Working World 4.0 and Chemistry 4.0 - Today's society is in a constant state of change due to digitalization. Therefore, lifelong learning is essential in order to meet the challenges within society and the working world. In this context, universities play an important role, as they prepare the coming generations for the challenges of tomorrow. In addition to the increased demand for higher education, this also means an increase in student diversity. For this reason, universities have to be more flexible and orientate their teaching toward diversity in order to ensure academic success.
College readiness is the most important predictor concerning increased chances of academic success, College readiness is divided into four dimensions: content-specific, cognitive, social, and personal. This study’s focus is on the content-specific and cognitive dimensions of the prospective students. In this context, it can be concluded that there are strengths and weaknesses in chemical knowledge that should be addressed in the learning process of undergraduate students.
The digital transformation has brought the promotion of methodological, social and personal skills into sharper focus. Therefore, two fields of action, teaching and learning in tutorials (incl. laboratory work) and digital support services in chemistry, will be examined in more detail. Especially in tutorials on lecture and laboratory courses, the students along with their declarative as well as procedural knowledge are the center of attention. In this teaching/learning scenario, they should be encouraged to try out their acquired skills and to develop them further. In order to create a basis for this, the teaching assistants/tutors should be adequately prepared for their work. Accordingly, an all-encompassing training concept (incl. teaching units, materials) for the subject chemistry will be developed, partially tested and evaluated within the context of this work. Furthermore, students should be provided with (online) learning and support offers for individualized as well as flexible learning, so that they can deepen their knowledge, prepare content for courses as well as be supported in self-regulated learning. For this purpose, first implementation options within undergraduate teaching, especially for tutorials, are developed and used.2021-11-2
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
A Longitudinal Study on the Chemical Knowledge of Prospective University Students
Get PDFMany universities face the challenge that high dropout rates (e.g. ~ 30 % in chemistry in Germany) are observed in higher education. Accordingly, the college readiness of prospective students is doubted. In this context this article focuses on the content-specific and cognitive characteristic as part of the college readiness. Within four years we examined the responses from more than 500 prospective students who participated in a content-specific prior knowledge test in chemistry. Overall, we found that content-specific prior knowledge test and average Abitur grade (final highschool grade) remained almost constant. In addition, a low correlation between the content-specific knowledge and the average Abitur grade was found. Finally, only deficits and strengths in individual subject areas of chemistry could be identified throughout the years, which are presented in this article as examples
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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