Mit i oralność w świetle diagnoz kryzysu kultury nowoczesnej

A category of secondary orality appeared in debate over the condition of contemporary culture by dint of Walter Jackson Ong’s research on influence of technology of word over an awareness of western man. Its concept designates a specific type of communicational situation, which is created by a twentieth-century ways of transmission of informations, like radio, television, telephone and another electronic voice-devices. In Ong’s works the perspective of secondary orality functions in context of the model of Greek culture, which preceded a beginning of the characterstic type of mentality, connected with the interiorization of script. The original oral awareness was dipped in world of mythical stories, which was created a cultural identity by dint of the acts of memorization and oral transmission of poetic experience. Analogies and differences between secondary and primary orality tease to ask about function and understanding the category of myth in perspective the first of them, which didn't appear in Ong’s works. A response to this question must connect with consideration of understanding the myth in contemporary reflection about the culture and with a search of symptoms of its presence in middle-class and consumerist societies, in which have appeared the technology of secondary orality. In my paper I'd like to try to recreate this elements of cultural background of contemporariness, which relate the age of twentieth-century orality to its ancient mythical grounding but equally indulge in transformations by dint of evolution of human condition in western cultur

Showing Up is Half the Battle: Assessing Different Contextualized Learning Tools to Increase the Performance in Introductory Computer Science Courses

Contextualized learning is considered beneficial for student success. In this article, we assess the impact of context-based learning tools on student grade performance in an introductory computer science course. In particular, we investigate two central questions: (1) does the use context-based learning tools, robots and animations, affect student performance? (2) How do age, gender, and ethnicity impact performance? To explore these questions, we compare the impact of educational robots in conjunction with animations against a second group of students who use only animations, while controlling for the effects of gender and ethnicity. We find that the addition of robots did not improve the students’ performance in our setting. Instead, our findings support the existing literature stating that gender and ethnicity are important predictors of student success. We also find that attendance is a strong predictor of student success

Maßeinheiten im bilingualen Mathematikunterricht

Bilingualer Unterricht hat in Deutschland eine langjährige Tradition. Tatsächlich aber findet in der Literatur und auch bei der konkreten Umsetzung auf Schulebene Mathematik als bilinguales Sachfach oft keine Berücksichtigung. Der Mathematikunterricht bietet allerdings durchaus Möglichkeiten, sowohl sprachliche Anlässe als auch interkulturelle Bezüge zu integrieren. In diesem Beitrag wird eine Unterrichtssequenz vorgestellt, in der Schülerinnen und Schüler einer 8. Klasse eine Urlaubsreise in die USA planen. Dabei spielen unter anderem die unterschiedlichen Maßsysteme in Deutschland und den USA eine Rolle

Cartoons als Diskussionsanlässe über das Lehren und Lernen von Mathematik

Nicht nur in der Mathematikdidaktik werden Auffassungen über das Lehren und Lernen als ein wichtiger Parameter in Lehr- und Lernprozessen diskutiert. In Bezug auf Lernende wird ihnen ein Einfluss auf Denk- und Verarbeitungsprozesse zugesprochen (Schommer, 1990) und in Bezug auf Lehrende ein Einfluss auf unterrichtliches Handeln (Thompson, 1984)