164 research outputs found
NS-Affinität – "historisch-kritisch"? – Zur Kommentierung von Karl-Siegbert Rehberg
No full textRammstedt O. NS-Affinität – "historisch-kritisch"? – Zur Kommentierung von Karl-Siegbert Rehberg. Soziologische Revue. 1996;19(2):249.This article presents a reply to the article "Kommentare und „Apparate“ -- Zur „Rezension“ des 3. Bandes der Arnold-Gehlen-Gesamtausgabe," by Karl-Siegbert Rehberg. The author answers Rehberg's criticism of the former's interpretation of Arnold Gehlen's participation with the Nazi party
Students’ learning styles and academic performance in first year chemistry
No full textAlexandra Yeung, Justin Read and Siegbert Schmi
Bridging the gap - student understanding and the chemistry bridging course
No full textDavid Youl, Justin Read, Adrian George, Anthony Masters, Siegbert Schmid and Michael Kin
Assessing the assessments: Development of a tool to evaluate assessment items in chemistry according to learning outcomes
No full textHigher education in Australia is in a phase of rapid change due to significant regulatory changes, with new standards currently being implemented for registration of institutions and accreditation of degrees. Over the past five years the Australian chemistry community has come to a consensus on common Chemistry Threshold Learning Outcomes (CTLOs) that every Bachelor level chemistry graduate from an Australian university will have attained. The CTLOs will inform the standards used to accredit institutions and degrees. Building upon this, the Royal Australian Chemical Institute (RACI), the professional body for chemists in Australia, has changed its accreditation process for chemistry degree programs and now uses these CTLOs as the basis for accreditation. Therefore, it is paramount to ensure that assessment items used allow students to demonstrate attainment of the CTLOs for a chemistry major. The “Assessing the Assessments” project has used an iterative process to develop an evaluation framework to assist academic staff at tertiary institutions to determine the alignment of their assessment items with the CTLOs. In conjunction with professional development workshops in which colleagues explore the alignment of assessment items with the CTLOs, a sophisticated tool has been developed which can be used to evaluate assessment items. The tool yields ratings for both engagement with and assessment of each CTLO within the assessment task evaluated, highlighting areas of potential improvement in current assessment practices. Comparison of self-evaluations of tasks submitted to the project by academic staff with evaluations conducted by the project team shows that in the majority of cases, faculty over-estimate the ability of their assessment items to confirm achievement of CTLOs. Recommendations to increase the coverage of CTLOs through changes to assessment procedures are presented. Through the development of the framework, difficulties with interpretation and application of some of the CTLOs have been elucidated.Siegbert Schmid, Madeleine Schultz, Samuel J. Priest, Glennys O, Brien, Simon M. Pyke, Adam Bridgeman, Kieran F. Lim, Daniel C. Southam, Simon B. Bedford, Ian M. Jami
"Befreiung aus der Mündigkeit": kritische Anmerkungen zu einem Programmbuch des Instituts für Sozialforschung in Frankfurt a.M. ; mit Diskussionsbeiträgen von Axel Honneth, Heinz Bude, Kurt Lenk, Hans-Peter Müller und Christopher F. Zurn
No full textMit dem von Axel Honneth herausgegebenen Band "Befreiung aus der Mündigkeit. Paradoxien des gegenwärtigen Kapitalismus" nimmt das Institut für Sozialforschung die Tradition der zwischen 1955 und 1971 erschienenen "Frankfurter Beiträge zur Soziologie und Sozialphilosophie" wieder auf. Die neue Publikationsserie soll die aktuellen Transformationsprozesse des westlichen Kapitalismus untersuchen. Gleichzeitig verkörpert sie einen Wechsel des Bezugspunkts von Marx zu Weber und Simmel. Dies wird mit der Umstellung des "klassischen" Widerspruchsbegriffs auf den Begriff des "paradoxen Widerspruchs" vollzogen, mit der das Institut für Sozialforschung auf die Gegenüberstellung fortschrittlicher und retardierender Elemente der Gesellschaftsentwicklung, das Modell selbstdestruktiver Verwertungsprozesse und eine klassentheoretische Rekonstruktion gegenwärtiger sozialer Konflikte verzichtet. Der Begriff der Paradoxie steht auch im Mittelpunkt der Diskussionsbeiträge auf dem Forum "Author Meets Critic" des 32. Kongresses der Deutschen Gesellschaft für Soziologie (2004). (ICE
Assessment of practical chemistry in England: an analysis of scientific methods assessed in high-stakes examinations
No full text“Practical science” has been widely used in the curriculum, exam board specifications and research traditions in science education for several decades in England. The terminology typically refers to a range of experimental and investigative activities conducted as part of science education in schools and colleges. According to major reviews of research literature, there is evidence that the assessment regime has had a major impact on practical work that teachers carry out. However, there is growing concern that the amount and quality of practical work carried out in schools suffer as a result of the impact of the high-stakes national tests. The chapter aims to investigate the underlying scientific methods that are promoted in the chemistry examination papers thus facilitating understanding of what is likely to be taught in chemistry lessons. In order to identify the types of scientific methods included in the chemistry examination papers, a framework was used focusing on four categories: manipulative hypothesis testing, non-manipulative hypothesis testing, manipulative parameter measurement and non-manipulative parameter measurement. The examination items from two examination papers of a leading examination board are classified according to these categories, and patterns on the marking are traced. The results indicate that for both papers, non-manipulative parameter measurement was the method assessed at a higher percentage. In both papers, manipulative hypothesis testing was the category with the lowest percentage of items or questions. Furthermore, the mark allocation was the highest in both papers in the non-manipulative parameter measurement category.The results indicate that there is consistency between the items allocated to each category of scientific methods, and the marks allocated to them, although in one paper there were more marks allocated to manipulative parameter measurement even though the relative frequency of this category was the lowest in the items
Development of scaffolded online modules to support self-regulated learning in chemistry concepts
No full textTeachers rely on representations, simulations and animations in their classrooms to explore and expand students’ conceptual understanding in chemistry. Researchers adopt the same visualization tools to investigate student understanding and to support their communication of the outcomes of their research studies. In the past decade, many carefully designed web-based resources including sophisticated simulations and animations have been developed and are accessible online for teachers to engage students in guided and inquiry activities. In spite of decades of research on student difficulties with conceptual understanding, there are few examples of modules incorporating these online resources designed to improve students’ understanding of concepts that underpin learning in tertiary chemistry. In this project, the design and delivery of five online modules covering fundamental chemistry concepts has been explored, informed by research literature in the areas of scaffolding and visual representations. The aim was to encourage students to engage in self-regulated exploration of these modules, initiated by the provision of formative feedback through a diagnostic instrument. Two separate mechanisms for delivering online modules, both integrating existing web-based resources, were trialed and evaluated in terms of student engagement and perceptions
Improving the assessment of transferable skills in chemistry through evaluation of current practice
No full textThe development and assessment of transferable skills acquired by students, such as communication and teamwork, within undergraduate degrees is being increas-ingly emphasised. Many instructors have designed and implemented assessment tasks with the aim to provide students with opportunities to acquire and demon-strate these skills. We have now applied our previously published tool to evaluate whether assessment tasks allow students to demonstrate achievement of these transferable skills. The tool allows detailed evaluation of the alignment of any as-sessment item against the claimed set of learning outcomes. We present here two examples in which use of the tool provides evidence for the level of achievement of transferable skills and a further example of use of the tool to inform curricu-lum design and pedagogy, with the goal of increasing achievement of communi-cation and teamwork bench marks. Implications for practice in assessment design for learning are presented
Strukturänderungen und Defektstrukturen in wasserstoffbeladenen epitaktisch gewachsenen Niobschichten
No full textStrukturänderungen und Defektstrukturen in wasserstoffbeladenen epitaktisch gewachsenen Niobschichten
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