12 research outputs found
The organisation of work at the group table. Subject positions in the tension field between task and peers
In diesem Beitrag wird die Platzierung von SchĂŒler_innen im Unterricht an Gruppentischen aus einer anerkennungstheoretischen Perspektive betrachtet und danach gefragt, welche Subjektpositionen der Akteure am Gruppentisch sichtbar werden. Anhand der Rekonstruktion der Subjektpositionen ĂŒber das Adressierungsgeschehen am Gruppentisch in einer videographierten Sequenz wird beispielhaft das VerhĂ€ltnis von peerkulturellen und unterrichtlichen Anforderungen ausgelotet. (DIPF/Orig.)This paper takes a recognition-theoretical look at the positioning of students at group tables in class and discusses, which subject positions of the actors at the group table become visible. Using the reconstruction of subject positions with regard to the addressing at the group table in a videotaped sequence, the ratio of peer-cultural to instructional requirements is assessed. (DIPF/Orig.
Between participant orientation and subject. Out-of-school learning for children at Nazi memorial sites
Dieser Beitrag beleuchtet aus einer praxistheoretischen Perspektive das Geschehen in gedenkstĂ€ttenpĂ€dagogischen Angeboten fĂŒr Kinder. Entlang der Kontrastierung zweier Sequenzen wird rekonstruiert, wie im interaktiven Geschehen die Sach- und Akteursadressierung als spannungsreich beschrieben werden können: Die im Adressierungsgeschehen prĂ€sentierte Orientierung an den Kindern wird jeweils in den Dienst der Hervorbringung einer spezifischen Sache gestellt. Der Beitrag endet mit einer Diskussion der daraus resultierenden Begrenzung von Aneignungs- und VerhandlungsspielrĂ€umen. (DIPF/Orig.)From a practice theory perspective, this article deals with pedagogical practice in educational programs of Nazi Memorial Sites offered to children. By contrasting two sequences, the authors reconstruct how the interaction between orientation towards the children on the one hand and the subject on the other hand is to be described as tense: Orientation towards the children presented in the addressing processes each time is put in charge to the service of generating specific subjects. The article ends discussing the resulting limitation of appropriation and bargaining opportunities. (DIPF/Orig.
Digital unterwegs â auĂerschulische Lernorte im Kontext digitaler Praktiken
Auf der Basis der ErlĂ€uterung der Distinguiertheiten auĂerschulischer Lernorte â speziell Museen und NS-Gedenkstatten â, nehmen sie die Autorinnen die Leser*innen mit ins digitale Angebot des Anne-Frank-Hauses und ordnen die âdortigenâ digitalen Lernformate kritisch-konstruktiv vor dem Hintergrund der Realisierung von Transformationsprozessen ein. (DIPF/Orig.)The article focuses on current discussions about digital pedagogical offers for children using the example of two places of out-of-school learning: NS memorial and museum. Both promise to provide vivid and original encounters in contexts of teaching and learning (cf. Baar & Schönknecht 2018). When implementing digital learning formats and offerings, questions concerning the associated transformation processes need to be considered. The article therefore aims to provide initial reflections on what digitality means for the didactic promises of out-of-school learning. (DIPF/Orig.
Reflexion und ReflexivitÀt. AlltÀgliche pÀdagogische Praxis und Forschungsstrategie
Der Beitrag entfaltet am Beispiel empirischer Studien in pÀdagogischen Handlungsfeldern (Hochschullernwerkstatt, Demokratische Schule, GedenkstÀtte) eine ethnomethodologische Perspektive auf die Erforschung von Reflexion und ReflexivitÀt. Die Untersuchung pÀdagogischer Reflexion wird mit der erkenntnistheoretischen PrÀmisse, alles Handeln als reflexiv zu kennzeichnen, verbunden. In den untersuchten pÀdagogischen Handlungsfeldern reflektieren die Akteur:innen in etablierter Weise sichtbar und beobachtbar ihr Tun und bringen dies als alltÀgliche pÀdagogische Praxis zur Darstellung. Es geht darum, diese pÀdagogischen Praktiken der Reflexion zu identifizieren und dabei gleichzeitig die Eingebundenheit der Forscher:innen in diese reflexiven Forschungsfelder aufzuzeigen. Dieser Zugang zu Reflexion und ReflexivitÀt wird damit gleichzeitig forschungsstrategische Ressource und Thema. (DIPF/Orig.
Cultural appropriation of spaces and things
This proceedings volume gathers papers presented at the symposium âCultural Appropriation of Spaces and Thingsâ held in Siegen, Germany in October 2019.
All over the world, children are confronted with an increasingly complicated and fast-moving world. Children need elementary cultural techniques and skills to shape their own lives and enable them to find individual interpretations of meaning. In addition to the acquisition of classical cultural techniques such as arithmetic, writing and reading, the competent handling of spaces and things â through manifold processes of appropriation and reflection â is crucial. It forms the basis and prerequisite for the development of competences or abilities that are suitable for understanding the dimensions, the complexity and changeability of their world and enable them to critically deal with associated problems and find appropriate solutions.
The aim of the conference was to find suitable ways for children all over the world for a methodically and didactically guided examination of their natural, social and technical environment. At the same time, the aim was to achieve a mutual enrichment of monodisciplinary research accesses. It also included a self-critical reflection of oneâs own culturally shaped approaches of research.Contents:
Martin Gröger, Christian Prust, Alexandra FlĂŒgel: Preface
LECTURES
Alexandre Avelino Giffoni Junior, SebastiĂŁo LĂĄzaro Pereira, Alberto Barella Netto: Haus FrĂŒher Hilfen UniRV: A historic building in process in the heart of Brazil
Hyeongjoo Kim: Designing and Applying the Moral Turing Test for Korean Children
Karen Barfod and Peer Daugbjerg: Teaching Science and Mathematics Outside the Classroom, a pilot study on assessing inquiry-based practices
Jan Höper: Towards integrated science education by using mobile technologies outdoors
WORKSHOPS
Mareike Janssen: Exploring the things of life: First insights into chemical processes with sparkling water as an example
Julia Gaffron, Martin Gröger: Children like to experiment, many teachers apparently do not
Volker Heck: Alexander von Humboldt - The Voyage to the Americas as an approach to science in Primary School
Thomas Sukopp: Interculturality in Philosophy Education: Challenges and Prospects of Education for Sustainable Development in Primary Schools
POSTERS
André Dorn, Martin Gröger: ESD in general studies -prospective general studies teachers deal with the educational concept of ESD in a student-oriented and cooperative manner
Andree Georg: From Carlowitz to Sustainable Development and Education for Sustainable Development
Irina Landrock: Children at NS Memorial Sites
Dr. Markus Schaal: Martha Muchow in the Context of the New Sociology of Childhood What Can a Classic Still Teach Us Today?
Martin Gröger: Open air laboratory FLEX â Starting to learn chemistry in a near-natural learning environment
Martin Gröger: FoodLAB - a molecular gastronomic experimental laboratory in teacher training
Martin Gröger: How Alexander von Humboldt saw the world from a chemistâs point of view
Matthias Weipert: Extracurricular learning locations in the historical perspective of general studies - the example of the Wendener HĂŒtte
Mirko Schommer: Spatial Orientation - Competence expectations and common misconceptions based on map projections
Sarah Gaubitz: Options for handling complex problems of global change from the perspective of primary school children
Swaantje Brill: Museum Field Trips in Primary School: An Approach to Childrenâs Perspectives
Urs GieĂelmann and Uta Birkhölzer: The âHaubergâ as an extracurricular learning locatio
AuĂerschulische Lernorte von Kindern : Reflexionen - Konzeptionen - Perspektiven
Weitere Hrsg.: Martin Gröger, Daria Johanna Schneider, Jutta Wiesemann.
Publikation anlĂ€sslich der Tagung âOrte und RĂ€ume der Generationenvermittlung
â AuĂerschulisches Lernen von Kindernâ, UniversitĂ€t Siegen, 5.-6. Oktober 2017Die WertschĂ€tzung des auĂerschulischen Lernens hat in der SchulpĂ€dagogik eine lange Tradition und ist besonders in der Grundschule und im Sachunterricht etabliert. Mit einem Blick auf Möglichkeiten der Vernetzung schulischer und auĂerschulischer Lernwelten rĂŒckt das Bildungspotenzial und die Bildungswirksamkeit auĂerschulischer Lernorte zunehmend in den Aufmerksamkeitsfokus bildungspolitischer, schulpĂ€dagogischer sowie didaktischer Reflexion.
Eine Gelegenheit zu einer vertieften Auseinandersetzung mit diversen auĂerschulischen Lernarrangements bot die Tagung zum Thema âOrte und RĂ€ume der Generationenvermittlung â auĂerschulisches Lernen von Kindernâ, die im Oktober 2017 an der UniversitĂ€t Siegen stattfand.
Die vielfĂ€ltigen Impulse und wertvollen Ăberlegungen der Tagungsteilnehmerinnen und -teilnehmer werden in der vorliegenden Publikation âAuĂerschulische Lernorte von Kindern â Reflexionen â Konzeptionen â Perspektivenâ aufgegriffen.
Die BeitrĂ€ge des Bandes gliedern sich in drei Themenblöcke: zum einen werden konzeptionelle Ăberlegungen zum auĂerschulischen Lernort vorgestellt, zum anderen eröffnet der Band Einblicke in die Entwicklung und Ausgestaltung sowie in den Einsatz von Materialien am auĂerschulischen Lernort. Der dritte Themenblock gibt abschlieĂend einige Beispiele fĂŒr die mannigfaltigen Möglichkeiten, schulische und auĂerschulische Lernorte effektiv zu vernetzen
Selective Attenuation of Norepinephrine Release and Stress-Induced Heart Rate Increase by Partial Adenosine A1 Agonism
The release of the neurotransmitter norepinephrine (NE) is modulated by presynaptic adenosine receptors. In the present study we investigated the effect of a partial activation of this feedback mechanism. We hypothesized that partial agonism would have differential effects on NE release in isolated hearts as well as on heart rate in vivo depending on the genetic background and baseline sympathetic activity. In isolated perfused hearts of Wistar and Spontaneously Hypertensive Rats (SHR), NE release was induced by electrical stimulation under control conditions (S1), and with capadenoson 6 · 10â8 M (30 ”g/l), 6 · 10â7 M (300 ”g/l) or 2-chloro-N6-cyclopentyladenosine (CCPA) 10â6 M (S2). Under control conditions (S1), NE release was significantly higher in SHR hearts compared to Wistar (766+/â87 pmol/g vs. 173+/â18 pmol/g, p<0.01). Capadenoson led to a concentration-dependent decrease of the stimulationâinduced NE release in SHR (S2/S1â=â0.90±0.08 with capadenoson 6 · 10â8 M, 0.54±0.02 with 6 · 10â7 M), but not in Wistar hearts (S2/S1â=â1.05±0.12 with 6 · 10â8 M, 1.03±0.09 with 6 · 10â7 M). CCPA reduced NE release to a similar degree in hearts from both strains. In vivo capadenoson did not alter resting heart rate in Wistar rats or SHR. Restraint stress induced a significantly greater increase of heart rate in SHR than in Wistar rats. Capadenoson blunted this stress-induced tachycardia by 45% in SHR, but not in Wistar rats. Using a [35S]GTPÎłS assay we demonstrated that capadenoson is a partial agonist compared to the full agonist CCPA (74+/â2% A1-receptor stimulation). These results suggest that partial adenosine A1-agonism dampens stress-induced tachycardia selectively in rats susceptible to strong increases in sympathetic activity, most likely due to a presynaptic attenuation of NE release
The bet Gene of Feline Foamy Virus Is Required for Virus Replication
AbstractFoamy viruses (FV) are complex retroviruses with additional bel genes located between env and the 3âČ long-terminal repeat. The functions of the bel 2 and bet genes are unknown and both are dispensable for replication of the prototypic human foamy virus in cell cultures. We examined the function(s) of bel 2 and bet of the distantly related feline foamy virus (FFV) in the proviral context. Mutagenesis was used to alter the Bel 2 and Bet or to abrogate their expression. The Bel 2/Bet mutants showed a 1000-fold reduced viral titer in feline kidney cells; in human 293T cells, viral titer was only about 10-fold reduced compared to wild-type FFV. In both cell types, the Bel 2/Bet mutations resulted in a reduced release of FFV particles. The results indicate that FFV Bet is required for efficient virus replication. The functions of the Bel 2 and Bet proteins are discussed
New Debates and Implementations of the Sustainable Development Goals (SDGs). A Critical Social Anthropology Perspective
This Working Paper critically discusses the extent to which local knowledge, participation and historical power relations concerning globalized resource use and management are included in the SDGs. The students discussed specific examples and investigated the question of how development and environmental protection projects are legitimised by means of SDGs and which elements of James Fergusonâs anti-politics machine are applicable. There was also a focus on local reactions and their analysis