Refine
Year of publication
Document Type
- Preprint (361)
- Article (219)
- Conference Proceeding (3)
- Part of a Book (1)
- Doctoral Thesis (1)
Has Fulltext
- yes (585)
Is part of the Bibliography
- no (585)
Keywords
- Heavy Ion Experiments (11)
- Hadron-Hadron scattering (experiments) (7)
- Mammakarzinom (6)
- breast cancer (6)
- Behandlung (4)
- Studien (4)
- connection to nature (4)
- trials (4)
- Hadron-Hadron Scattering (3)
- Heavy-ion collision (3)
Institute
Interest is an important factor for successful learning that has been the subject of intensive research for decades. Although interest in nature is of great importance for environmental education, to date there is no valid and reliable measurement tool. Therefore, the purpose of this study was to develop and test a scale for interest in nature, the Nature Interest Scale (NIS). In study 1, nine items were selected based on the three dimensions of the psychological interest construct to represent interest in nature. The factor structure of this new measurement instrument, was tested using confirmatory factor analyses. The results show that the instrument represents the three dimensions of the interest construct well. In study 2 the validity (discriminant and convergent validity) as well as the reliability (internal consistency, composite reliability, test-retest reliability) of the NIS were demonstrated. In study 3, the applicability of the NIS was tested with a different target group, students with learning disabilities. The results of this factor analysis also confirm the factor structure of the scale. Thus, this study provides a valid and reliable measurement tool for individual interest in nature that can be used for future research.
The success of the increasing use of technology in education is highly dependent on learner acceptance. Although the Technology Acceptance Model (TAM) is dominant in research for surveying acceptance of technology, it does not allow the prediction of a successful first time use of technology. The successful first time use can be determined with the survey of technology affinity, as it corresponds to the expression of certain personality traits of users and is thus detached from the specific technology. Since there are no measurement instruments for the educational sector so far and existing instruments for measuring technology affinity do not meet the specific requirements for use in the educational context (e.g., limited time for questioning), we present the single item Inclusion of Technology Affinity in Self-Scale (ITAS). In study 1 we provide evidence of convergent and discriminant validity within the general population so that a generalization of its applicability is possible. In study 2 we subsequently tested ITAS in the actual target group, the educational sector. The high correlations of the ITAS with the ATI and the control instrument TA-EG (ranging from rs = 0.679 to rs = 0.440) show that ITAS is suitable for use in research. Furthermore, the newly developed instrument convinces with its low complexity, the graphical component, which requires little text understanding and the high time saving. This research thus can contribute to the investigation of technology affinity in the educational sector helping educators to conduct technical activities with their learning group, to predict possible difficulties and adjust their planning accordingly.
Zoos attract millions of visitors every year, many of whom are schoolchildren. For this reason, zoos are important institutions for the environmental education of future generations. Empirical studies on the educational impact of environmental education programs in zoos are still rare. To address this issue, we conducted two studies: In study 1, we investigated students’ interests in different biological topics, including zoos (n = 1,587). Data analysis of individual topics revealed large differences of interest, with advanced students showing less interest in zoos. In study 2, we invited school classes of this age group to visit different guided tours at the zoo and tested connection to nature before and after each educational intervention (n = 608). The results showed that the guided tours are an effective tool to raise students’ connection to nature. Add-on components have the potential to further promote connection to nature. The education programs are most effective with students with a low initial nature connection.
This paper investigates the semantic underpinnings of the distinction between two syntactic types of "manner of movement" verbs in Levin (1993), namely the RUN and ROLL classes. According to Levin's (1993) and Levin & Rappaport's (1995) work on unaccusativity, a semantic factor of "internal causation" should be the trigger for the classification of a movement verb as intransitive (=not-unaccusative), and hence for its belonging to the RUN class. We point out empirical problems for this characterisation, mainly coming from the different readings of the German verb fliegen (fly). From a comparison with other semantically similar verbs, we conclude that the semantic description which underlies the class distinction should be refined: instead of "internal causation", the crucial semantic factor is described here as "inherent specification for a momentum of movement". This result indicates that forces, and relations between forces, have to be part of the semantic description of the manner component in movement verbs.