Building bridges to chemistry through biological contents : development and testing of a university seminar for teacher students of science at primary school level

Im Sachunterricht werden chemische Aspekte trotz expliziter Vorgaben in Lehrplänen nur deutlich unterrepräsentiert unterrichtet. Während die Bildungsrelevanz dieser Inhalte von Lehrkräften nicht in Frage gestellt wird, mangelt es ihnen häufig an positiven Einstellungen, Interesse und Fähigkeitsselbstkonzept gegenüber chemiebezogenen Inhalten sowie an einer positiven Selbstwirksamkeitserwartung in Bezug auf das Unterrichten dieser Inhalte. Unter Beachtung dieser Ursachen wird im Rahmen der vorliegenden Arbeit ein Seminar für Grundschullehramtsstudierende entwickelt, mit dem bereits während der universitären Ausbildung günstige Voraussetzungen zur Vermittlung chemischer Themen im Sachunterricht gelegt werden sollen. Leitende Idee dabei ist eine Verknüpfung chemischer Inhalte mit biologischen, um im Sinne eines Motivationstransfers die positiven Einstellungen der Studierenden zur Biologie bzw. zur Natur zu nutzen. Zur Untersuchung der Lehrveranstaltung in Hinblick auf die genannten Faktoren werden verschiedene Testverfahren eingesetzt, um im Rahmen einer Methodentriangulation ein breites Bild der Wirkungen des Seminars zu erhalten. Zu diesen Methoden zählen das Own Word Mapping, ein selbstentwickelter bildbezogener Assoziationstest, das Semantisches Differential und ein Fragebogen mit ergänzender mündlicher Befragung. Die Ergebnisse deuten darauf hin, dass Studierende nach dem Seminar verstärkt Verbindungen zwischen Chemie und Biologie erkennen und chemische Aspekte in ihrer Umgebung eher wahrnehmen. Zudem ist ein positiver Einfluss auf unbewusste Einstellungen gegenüber dem Konzept Chemie, auf das Interesse und das Fähigkeitsselbstkonzept bezüglich chemischer Inhalte sowie auf die Selbstwirksamkeitserwartung in Bezug auf das Unterrichten dieser Inhalte erkennbar. Die in der Arbeit vorgestellte Seminargestaltung kann somit dazu beitragen, günstige Voraussetzungen für einen Einbezug chemischer Themen im zukünftigen Unterricht der Studierenden zu schaffen.Chemical contents in primary schools are still underrepresented, notwithstanding respective curriculum guidelines. Although teachers are aware of the significance of these contents, they often lack positive attitudes towards chemical topics and do not show much interest in them. Closely related is a widespread low self-efficacy for chemical contents and a negative self-concept to teach them. In this thesis the mentioned reasons for the underrepresentation of chemical contents are taken into account to develop a seminar for students of general studies (science and social studies at primary school level). Thus favourable preconditions for the teaching of chemical contents in primary school are expected to be created during university education. The guiding principle of the seminar is a combination of chemical and biological contents in order to transfer the students’ positive attitudes towards biology also to chemistry. A variety of different methods is used to evaluate the effects of the seminar in order to gain a comprehensive overview through this triangulation. These methods include Own Word Mapping, a self-developed, picture based association test, the Semantic Differential and a questionnaire with complementary oral questioning. The results indicate that the students perceive more connections between chemistry and biology and more chemical aspects in their environment after the seminar. Furthermore, a positive influence of the seminar on the unconscious attitudes towards chemistry and on the interest in chemical topics is revealed. Students show a higher self-efficacy concerning chemistry as well as a more positive self-concept concerning the teaching of chemical contents. The design of the seminar therefore supports the foundation of favorable conditions for an increased teaching of chemical aspects in primary school

Cultural appropriation of spaces and things

This proceedings volume gathers papers presented at the symposium “Cultural Appropriation of Spaces and Things” 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 – through manifold processes of appropriation and reflection – 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 one’s own culturally shaped approaches of research.Contents: Martin Gröger, Christian Prust, Alexandra Flügel: Preface LECTURES Alexandre Avelino Giffoni Junior, Sebastião Lázaro Pereira, Alberto Barella Netto: Haus Früher 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 – 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 chemist’s point of view Matthias Weipert: Extracurricular learning locations in the historical perspective of general studies - the example of the Wendener Hütte 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 Children’s Perspectives Urs Gießelmann and Uta Birkhölzer: The “Hauberg” as an extracurricular learning locatio

Außerschulische Lernorte von Kindern : Reflexionen - Konzeptionen - Perspektiven

Weitere Hrsg.: Martin Gröger, Daria Johanna Schneider, Jutta Wiesemann. Publikation anlässlich der Tagung „Orte und Räume der Generationenvermittlung – Außerschulisches Lernen von Kindern“, Universität Siegen, 5.-6. Oktober 2017Die Wertschätzung des außerschulischen Lernens hat in der Schulpädagogik eine lange Tradition und ist besonders in der Grundschule und im Sachunterricht etabliert. Mit einem Blick auf Möglichkeiten der Vernetzung schulischer und außerschulischer Lernwelten rückt das Bildungspotenzial und die Bildungswirksamkeit außerschulischer Lernorte zunehmend in den Aufmerksamkeitsfokus bildungspolitischer, schulpädagogischer sowie didaktischer Reflexion. Eine Gelegenheit zu einer vertieften Auseinandersetzung mit diversen außerschulischen Lernarrangements bot die Tagung zum Thema „Orte und Räume der Generationenvermittlung – außerschulisches Lernen von Kindern“, die im Oktober 2017 an der Universität Siegen stattfand. Die vielfältigen Impulse und wertvollen Überlegungen der Tagungsteilnehmerinnen und -teilnehmer werden in der vorliegenden Publikation „Außerschulische Lernorte von Kindern – Reflexionen – Konzeptionen – Perspektiven“ aufgegriffen. Die Beiträge des Bandes gliedern sich in drei Themenblöcke: zum einen werden konzeptionelle Überlegungen zum außerschulischen Lernort vorgestellt, zum anderen eröffnet der Band Einblicke in die Entwicklung und Ausgestaltung sowie in den Einsatz von Materialien am außerschulischen Lernort. Der dritte Themenblock gibt abschließend einige Beispiele für die mannigfaltigen Möglichkeiten, schulische und außerschulische Lernorte effektiv zu vernetzen

Genetic integrity of European wildcats: Variation across biomes mandates geographically tailored conservation strategies

Hybridisation between domestic and wild taxa can pose severe threats to wildlife conservation, and human-induced hybridisation, often linked to species' introductions and habitat degradation, may promote reproductive opportunities between species for which natural interbreeding would be highly unlikely. Using a biome-specific approach, we examine the effects of a suite of ecological drivers on the European wildcat's genetic integrity, while assessing the role played by protected areas in this process. We used genotype data from 1217 putative European wildcat samples from 13 European countries to assess the effects of landcover, disturbance and legal landscape protection on the European wildcat's genetic integrity across European biomes, through generalised linear models within a Bayesian framework. Overall, we found European wildcats to have genetic integrity levels above the wildcat-hybrid threshold (ca. 83%; threshold = 80%). However, Mediterranean and Temperate Insular biomes (i.e., Scotland) revealed lower levels, with 74% and 46% expected genetic integrity, respectively. We found that different drivers shape the level of genetic introgression across biomes, although forest integrity seems to be a common factor promoting European wildcat genetic integrity. Wildcat genetic integrity remains high, regardless of landscape legal protection, in biomes where populations appear to be healthy and show recent local range expansions. However, in biomes more susceptible to hybridisation, even protected areas show limited effectiveness in mitigating this threat. In the face of the detected patterns, we recommend that species conservation and management plans should be biome- and landscape-context-specific to ensure effective wildcat conservation, especially in the Mediterranean and Temperate Insular biomes.Thanks are due to FCT/MCTES for the financial support to cE3c (UIDB/00329/2020), through national funds, and the co-funding by the FEDER, within the PT2020 Partnership Agreement and Compete 2020. PM was supported by UID/BIA/50027/2021 with funding from FCT/MCTES through national funds. FDR was supported by a postdoctoral contract from the University of Málaga (I Plan Propio de Investigación y Transferencia, call 2020). This study was partly funded by research projects CGL2009-10741, funded by the Spanish Ministry of Science and Innovation and EU-FEDER, and OAPN 352/2011, funded by the Organismo Autónomo Parques Nacionales (Spain). Luxembourg sample collection has been co-funded by the Ministry of Environment, Climate and Sustainable Development of Luxembourg. We would like to thank the Bavarian Forest National Park Administration for the approval and support in collecting samples.Peer reviewe

A manually annotated Actinidia chinensis var. chinensis (kiwifruit) genome highlights the challenges associated with draft genomes and gene prediction in plants

Most published genome sequences are drafts, and most are dominated by computational gene prediction. Draft genomes typically incorporate considerable sequence data that are not assigned to chromosomes, and predicted genes without quality confidence measures. The current Actinidia chinensis (kiwifruit) 'Hongyang' draft genome has 164\ua0Mb of sequences unassigned to pseudo-chromosomes, and omissions have been identified in the gene models

Optimasi Portofolio Resiko Menggunakan Model Markowitz MVO Dikaitkan dengan Keterbatasan Manusia dalam Memprediksi Masa Depan dalam Perspektif Al-Qur`an

Risk portfolio on modern finance has become increasingly technical, requiring the use of sophisticated mathematical tools in both research and practice. Since companies cannot insure themselves completely against risk, as human incompetence in predicting the future precisely that written in Al-Quran surah Luqman verse 34, they have to manage it to yield an optimal portfolio. The objective here is to minimize the variance among all portfolios, or alternatively, to maximize expected return among all portfolios that has at least a certain expected return. Furthermore, this study focuses on optimizing risk portfolio so called Markowitz MVO (Mean-Variance Optimization). Some theoretical frameworks for analysis are arithmetic mean, geometric mean, variance, covariance, linear programming, and quadratic programming. Moreover, finding a minimum variance portfolio produces a convex quadratic programming, that is minimizing the objective function ðð¥with constraintsð ð 𥠥 ðandð´ð¥ = ð. The outcome of this research is the solution of optimal risk portofolio in some investments that could be finished smoothly using MATLAB R2007b software together with its graphic analysis

Search for heavy resonances decaying to two Higgs bosons in final states containing four b quarks

A search is presented for narrow heavy resonances X decaying into pairs of Higgs bosons (H) in proton-proton collisions collected by the CMS experiment at the LHC at root s = 8 TeV. The data correspond to an integrated luminosity of 19.7 fb(-1). The search considers HH resonances with masses between 1 and 3 TeV, having final states of two b quark pairs. Each Higgs boson is produced with large momentum, and the hadronization products of the pair of b quarks can usually be reconstructed as single large jets. The background from multijet and t (t) over bar events is significantly reduced by applying requirements related to the flavor of the jet, its mass, and its substructure. The signal would be identified as a peak on top of the dijet invariant mass spectrum of the remaining background events. No evidence is observed for such a signal. Upper limits obtained at 95 confidence level for the product of the production cross section and branching fraction sigma(gg -> X) B(X -> HH -> b (b) over barb (b) over bar) range from 10 to 1.5 fb for the mass of X from 1.15 to 2.0 TeV, significantly extending previous searches. For a warped extra dimension theory with amass scale Lambda(R) = 1 TeV, the data exclude radion scalar masses between 1.15 and 1.55 TeV

Measurement of prompt open-charm production cross sections in proton-proton collisions at root s=13 TeV

The production cross sections for prompt open-charm mesons in proton-proton collisions at a center-of-mass energy of 13TeV are reported. The measurement is performed using a data sample collected by the CMS experiment corresponding to an integrated luminosity of 29 nb(-1). The differential production cross sections of the D*(+/-), D-+/-, and D-0 ((D) over bar (0)) mesons are presented in ranges of transverse momentum and pseudorapidity 4 < p(T) < 100 GeV and vertical bar eta vertical bar < 2.1, respectively. The results are compared to several theoretical calculations and to previous measurements.Peer reviewe

Combined searches for the production of supersymmetric top quark partners in proton-proton collisions at root s=13 TeV

A combination of searches for top squark pair production using proton-proton collision data at a center-of-mass energy of 13 TeV at the CERN LHC, corresponding to an integrated luminosity of 137 fb(-1) collected by the CMS experiment, is presented. Signatures with at least 2 jets and large missing transverse momentum are categorized into events with 0, 1, or 2 leptons. New results for regions of parameter space where the kinematical properties of top squark pair production and top quark pair production are very similar are presented. Depending on themodel, the combined result excludes a top squarkmass up to 1325 GeV for amassless neutralino, and a neutralinomass up to 700 GeV for a top squarkmass of 1150 GeV. Top squarks with masses from 145 to 295 GeV, for neutralino masses from 0 to 100 GeV, with a mass difference between the top squark and the neutralino in a window of 30 GeV around the mass of the top quark, are excluded for the first time with CMS data. The results of theses searches are also interpreted in an alternative signal model of dark matter production via a spin-0 mediator in association with a top quark pair. Upper limits are set on the cross section for mediator particle masses of up to 420 GeV

Search for supersymmetry in events with one lepton and multiple jets in proton-proton collisions at root s=13 TeV

Peer reviewe