1,720,956 research outputs found
Uncertainty as a dimension of pedagogical practice in activating physical education
No full textIm erziehungswissenschaftlichen Ungewissheitsdiskurs wird das Phänomen Ungewissheit als konstitutives Element von Unterricht gesehen. Es geht u. a. darum, dass Lehrpersonen nicht wissen können, was im Prozess des unterrichtlichen Handelns passieren wird. Sie müssen dementsprechend situativ-flexibel reagieren, um Lern- und Bildungsprozesse bei den Schüler:innen auch bzw. gerade in ungewissen Momenten zu ermöglichen. Der aus der empirischen Unterrichtsforschung stammende Diskurs zur Basisdimension der kognitiven Aktivierung wiederum hat den Anspruch, vertiefte Lernprozesse bei den Schüler:innen auszulösen, die über eine reine Wissensvermittlung hinausgehen und somit in eine ähnliche Richtung wie der Ungewissheitsdiskurs abzielen. In einem (kognitiv) aktivierenden Sportunterricht liegt es nahe, dass das Phänomen Ungewissheit eine zentrale Rolle für Lern- und Bildungsprozesse spielt, was auf Analogien zwischen Ungewissheits- und Aktivierungsdiskurs hinweisen könnte. Die vorliegende Dissertationsschrift setzt genau an dieser Stelle an und soll aufzeigen, dass Sportunterricht, der das Phänomen Ungewissheit didaktisch wendet, als eine konsequente, teilweise auch zugespitzte Umsetzung eines kognitiv aktivierenden Unterrichts betrachtet werden kann. Ziel ist es, die Diskurse zu Ungewissheit und kognitiver Aktivierung zusammenzudenken. Es geht darum, argumentativ aufzuschlüsseln, wie ein Sportunterricht ausgelegt und umgesetzt werden kann, der das Phänomen Ungewissheit als Bildungschance für Schüler:innen versteht, und was das für das Handeln von Sportlehrpersonen bedeutet. Publikation I arbeitet aus sportpädagogischer Perspektive den Ungewissheitsdiskurs anhand einer systematischen Überblicksarbeit auf. Zentrales Ergebnis ist, dass Ungewissheit einerseits eine Bildungschance für Schüler:innen im Sportunterricht bereithalten kann und es andererseits eine Herausforderung für Sportlehrpersonen ist, eben mit dieser Ungewissheit umzugehen. Publikation II widmet sich zunächst auf konzeptioneller Ebene dem sportpädagogischen Aktivierungsdiskurs, der anschließend empirisch mit der Perspektive der Sportlehrpersonen abgeglichen wird. In der durchgeführten Interviewstudie werden mit einer inhaltsanalytischen Herangehensweise zentrale Kriterien eines aktivierenden Sportunterrichts aus Sicht von Sportlehrpersonen herausgearbeitet. Für die konzeptionelle Verknüpfung beider Diskurse, die das hermeneutische Kernstück dieser Arbeit bildet, liefern Publikation I und Publikation II grundlegende Erkenntnisse. Publikation III greift die Erkenntnisse auf und skizziert anhand einer hochschuldidaktischen Seminarkonzeption Konsequenzen für die Sportlehrpersonenbildung. Die konzeptionelle Verknüpfung der Diskurse wird abschließend im Hinblick auf inhaltliche Aspekte, Limitationen und weiterführende Forschungsmöglichkeiten diskutiert.In the educational discourse on uncertainty, the phenomenon of uncertainty is seen as a constitutive element of teaching. One of its main issues is that teachers are unable to know what will happen in the process of teaching. They must be able to react flexibly to the situation to enable learning processes and Bildung for students, even or particularly in uncertain moments. The discourse on the basic dimension of cognitive activation, which comes from empirical teaching research, in turn aims to initiate deeper learning processes in students that go beyond the transfer of pure information and therefore aim in a similar direction as the uncertainty discourse. In (cognitively) activating physical education, it is obvious that the phenomenon of uncertainty plays a central role in learning processes and Bildung, which could point to analogies between uncertainty and activation discourse. This dissertation addresses the latter precisely and is intended to show that physical education lessons that didactically address the phenomenon of uncertainty can be regarded as a logical, and in some cases also an intensified, implementation of cognitively activating lessons. The aim is to bring together the discourses on uncertainty and cognitive activation and to break down argumentatively how physical education lessons can be designed and implemented that see the phenomenon of uncertainty as an opportunity for Bildung for students, and what this means for the actions of physical education teachers. Publication I takes a systematic review of the discourse on uncertainty from a sports pedagogic perspective. The main result is that uncertainty can be understood as an opportunity for Bildung for students in physical education on the one hand and that it is a challenge for physical education teachers to deal with this uncertainty on the other. Publication II is initially dedicated to the sports pedagogical activation discourse on a conceptual level, which is then empirically compared with the perspective of sports teachers. In the interview study conducted, central criteria of activating physical education from the perspective of physical education teachers are identified by using a content analysis approach. Publication I and Publication II provide fundamental findings for the conceptual linking of both discourses, which forms the hermeneutic core of this work. Publication III picks up on the findings and outlines the consequences for physical education teacher training using a didactic seminar concept. Finally, the conceptual linking of the discourses is discussed with regard to aspects of content, limitations and opportunities for further research
Das Aktivierungspotenzial von Ungewissheitsmomenten – Konzeptionelle Verknüpfung zweier Diskurse
No full textStabick, O. (2024). Das Aktivierungspotenzial von Ungewissheitsmomenten – Konzeptionelle Verknüpfung zweier Diskurse. In J. Wibowo, C. Krieger, E. Gerlach & F. Bükers (Hrsg.), Aktivierung im Sportunterricht (3. vollständig überarbeitete Neuauflage, S. 124–157). Universität Hamburg. https://doi.org/10.25592/uhhfdm.1656
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Professionalization for uncertainty in physical education: A Didactic Concept for Higher Education
No full textUngewisse, nicht planbare Momente, sind konstitutive Elemente von Unterricht. Dies gilt besonders im Sportunterricht, der sich durch Ungewissheits-Spezifika auszeichnet, wie bspw. den dynamischen Raum, die Verletzungsgefahr und einen sich durch neu aufkommende Trendsportarten stets wandelnden Lerngegenstand. Ein häufig auftretender Umgang mit dieser Ungewissheit ist die Neigung (angehender) Sportlehrkräfte, das Unterrichtsgeschehen zu schließen. Somit können mögliche Bildungsprozesse für Schüler*innen verschlossen werden. Ausgehend von einem strukturtheoretischen Professionalisierungsansatz soll mit der Seminarkonzeption durch theoretische Sensibilisierung, praktische Erprobung und Videoreflexion für einen konstruktiveren Umgang mit dem Phänomen Ungewissheit im Sportunterricht sensibilisiert werden. Die Studierenden planen auf Grundlage der theoretischen Inhalte des Seminars eigenen Sportunterricht und erproben diesen im Sinne des situierten Lernens im Praxisfeld Schule. Dabei werden sie videografiert, um anschließend im Seminar das eigene unterrichtliche Handeln anhand der Videos zu reflektieren. So werden wertvolle Reflexionsmomente für die Studierenden geschaffen. Im Anschluss an das Seminar wurden die Studierenden mit Hilfe von leitfadengestützten Interviews befragt, um die subjektive Deutung der Studierenden über den eigenen Professionalisierungsprozess zu eruieren. Die Interviews wurden in Anlehnung an die Methodologie der Groun-ded Theory ausgewertet. Die Ergebnisse der Begleitforschung weisen darauf hin, dass es den Studierenden gelang, sich für die eigenen Schließungstendenzen zu sensibilisieren, Zutrauen in einen ungewissheitsgewärtigen Sportunterricht zu gewinnen sowie das eigene Verständnis von gutem Unterricht zu transformieren. Weiterhin lassen Ergebnisse zur Konzept-Reflexion zu, Videoreflexion als Methode gewinnbringend zu bewerten sowie Schlüsse für die Optimierung der Seminarkonzeption zu ziehen. Uncertain, unpredictable moments are constitutive elements of teaching. This applies in particular to physical education, which is characterized by the specifics of uncertainty such as the dynamic space, the risk of injury and a constantly changing subject matter due to new trend sports. A common way of dealing with this uncertainty is the tendency of (prospective) PE teachers to close the teaching process. This means that possible educational experiences can be denied to children. Based on a structural-theoretical professionalization approach, the seminar concept aims to develop a constructive approach for the phenomenon of uncertainty in physical education through theoretical sensitivity, practice and video reflection. Based on the theoretical content of the seminar, students plan their own PE lessons and experience them in the sense of situated learning in the school’s practical field. In the process, they are videotaped so that they can reflect on their own teaching actions in the seminar using the videos. This creates valuable moments of reflection for the prospective teachers. Following the seminar, the students were interviewed using guided interviews to find out how they interpreted their own professionalization process. The interviews were analyzed based on grounded theory methodology. The results indicate that the students succeeded in sensitizing themselves to their own tendencies to close down, gaining confidence in physical education in the face of uncertainty and transforming their own understanding of good teaching. The results of the concept reflection allow conclusions to be drawn for the optimization of the seminar concept.
Variations on the Author
Full text link“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
Full text linkWe 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
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe 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
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
- …
