In diesem Beitrag wird aufgezeigt, dass mit den axiomatischen Theorien begrenzter Rationalität (Rubinstein 1998) dasselbe Ziel wie mit der neueren soziologischen Handlungstheorie verfolgt wird: Die ...Entwicklung einer deskriptiv gehaltvollen Entscheidungstheorie. Ferner wird argumentiert, dass die neuere soziologische Handlungstheorie einer axiomatischen Fundierung bedarf. Die mögliche Gestalt derartiger Charakterisierungen wird am Beispiel des wohl einflussreichsten Vertreters der neueren soziologischen Handlungstheorie in Deutschland demonstriert, dem Modell der Frame-Selektion von Esser (2001) und Kroneberg (2005).
This contribution demonstrates that two different approaches to decision theory, i. e. the axiomatic theories of bounded rationality (Rubinstein 1998) and the new sociological theory of action, share the common goal of developing a decision theory that describes what actually happens inside the minds of decision makers. Additionally, it is argued that sociological action theory has need of such an axiomatic method. This is illustrated by providing a partial characterization of the model of frame selection developed by Esser (2001) and Kroneberg (2005), arguably the most influential model in action theory in German sociological discourse.
Skripte so specifično orodje, namenjeno učenčevemu samovrednotenju in samospremljanju pri reševanju kompleksnejših matematičnih nalog, ki zahtevajo več korakov reševanja. Lahko so zapisane v obliki ...strukturiranih vprašanj oziroma trditev, ki učenca vodijo pri reševanju nalog. Tuje raziskave so potrdile pozitiven vpliv skript na izboljšanje samoregulacije in samoučinkovitost učenja. Samoregulacijsko učenje je krožen in rekurziven proces, v katerem si učenci postavljajo cilje, jih skušajo doseči skozi učni proces, ob tem pa regulirajo in spremljajo svoje učenje in usvajanje novega znanja. Kot del samoregulacije je tudi proces metakognicije. Pojem metakognicije označuje znanje o lastnih kognitivnih procesih. Metakognicijo lahko pri učencih razvijamo s pomočjo metakognitivnih strategij, ki jih delimo na strategije načrtovanja, spremljanja in uravnavanja. Skripte lahko uvrstimo v vse tri skupine. Metakognitivne strategije lahko razvijamo s pomočjo številnih tehnik. Ena takšnih je uporaba učitelja oziroma vrstnika kot modela. Druga tehnika je reševanje problemov v manjših skupinah, kar nas privede tudi do sodelovalnega učenja. Sodelovalno učenje je učenje v majhnih skupinah, v katerih je vsak učenec odgovoren za svoje učenje in učenje ostalih članov skupine. Del sodelovalnega učenja je tudi vrstniško učenje, pri katerem gre za komunikacijo med učencem, ki neko snov že obvlada, in učencem, ki je naletel na težave pri obravnavi te vsebine.
Empirični del magistrskega dela temelji na raziskavi o vplivu vrstniškega učenja in učne uspešnosti na kakovost matematičnih skript, ki jih izdelajo učenci. Kakovost skript smo preverjali s petimi kazalniki: število vprašanj, ujemanje vprašanj z vprašanji iz učiteljičine skripte, vrstni red, vključenost vprašanj o postopku načrtovanja, samospremljanja in samoregulacije. V raziskavo, ki je kombinacija kvantitativnega in kvalitativnega pristopa, je bilo vključenih 44 učencev 7. razreda. Znotraj eksperimentalne skupine so učenci skripte izdelovali v heterogenih parih (po en učno uspešnejši in en učno manj uspešen učenec). V kontrolni skupini so učenci pisali skripte individualno. Ugotovili smo, da so bile skripte heterogenih parov kakovostnejše od skript učencev, ki so jih pisali individualno. Ugotovili smo tudi, da so skripte učno uspešnejših učencev kakovostnejše od skript učno manj uspešnih učencev. S pomočjo vprašalnika smo izvedeli, da se največ težav pojavlja pri oblikovanju vprašanj v skriptah. Iz posnetka heterogenega para učencev med pisanjem skripte smo ugotovili, da je učno uspešnejši učenec prevzel vlogo vrstniškega učitelja in učno manj uspešnega učenca vodil pri skupnem oblikovanju skripte.
Scripts are a specific learning tool that serve the purpose of the learner's self-evaluation and monitoring while performing complex mathematical tasks that require several steps. Scripts may take the form of structured questions or statements that guide the learner through the tasks. Several studies have confirmed a positive impact of scripts on the learner's self-regulation and self-efficacy. Self-regulated learning is a circular and recursive process in which learners set their goals and try to achieve them through the learning process while at the same time regulating and monitoring their learning and the acquisition of new knowledge. Metacognition is part of self-regulation and involves knowledge of one's own cognitive processes. Metacognition can be developed by using metacognitive strategies, which encompass planning, monitoring and adaptation. Scripts can be used in the various techniques of developing metacognitive strategies. One of techniques is using a teacher or peer as a model. Another is solving problems in small groups, which also brings us to collaborative learning. Collaborative learning is learning in small groups in which each learner is responsible for his own learning and the learning of other group members. Peer-learning is a type of collaborative learning, which is essentially communication between a good performer and a student who is trying to master a specific subject matter.
The empirical part of the thesis is based on the research of the impact of collaborative learning and learning performance on the quality of mathematical scripts written by learners. Five indicators were used to assess the quality of a script: number of questions, level of matching with the teacher's script, correctness of order, and inclusion of questions about planning, self-monitoring and self-regulation. In the research, which is a combination of a quantitative and qualitative approach, 44 students of the 7th grade were included. Learners in the experimental group made scripts in mixed pairs (one good and one poor performer). Learners in the control group made scripts individually. We found out that the scripts made by mixed pairs were of better quality than those written by students individually. Similarly, we found out that the scripts written individually by good performers were of better quality than those written individually by poor performers. We also found out that students consider the formulation of questions as the most difficult aspect of writing up a script. By studying the recording of a mixed pair writing of students during the script writing we found out that the good performer took up the role of a peer-teacher and guided the poor performer in the joint process of script writing.
This article explores representations of male aging in Jonathan Franzen’s The Corrections (2001) by looking at theories of aging, pathology, and hegemonic masculinity. While, in general, academic ...discourses about aging tend to link old age to pathology, the focus on gender stereotypes adds another layer to the perception of aging in Franzen’s novel. The Corrections is constructed around an aged patriarch who is not only struck by the illnesses of old age but, more importantly, he keeps clinging to an idealized masculine identity he is no longer able to maintain as an old man. Drawing on the difficulties of identity construction concerning Aging Studies and the lack of what Gabriela Spector-Mersel defines as “masculinity scripts,” my article illustrates how literary representations can construct male losses as symptoms of a silent virus that appears to break out in the aged body. The article will show that these (lived) hegemonic concepts of masculinity establish the male as a dominant collective but simultaneously constitute the inevitable failure of the individual. Hegemonic masculinities then have a disabling impact on the old man as is mirrored in Franzen’s doomed protagonist who becomes the victim of his own concepts of masculinity.
Rad istražuje prikaze muškog starenja u Korekcijama (2001) Jonathana Franzena s obzirom na teorije starenja, patologije i hegemonijske muškosti. I dok su, općenito gledano, akademski diskursi o starenju uglavnom skloni povezivanju starosti s patologijom, usredotočenost na rodne stereotipe otkriva slojevitost viđenja starenja u Franzenovu romanu. U središtu Korekcija nalazi se ostarjeli patrijarh kojega ne pogađa samo staračka bolest, već se on – što je još važnije – i dalje grčevito drži idealizirana muškog identiteta koji, kao starac, više nije u stanju utjelovljivati. Temeljeći se na poteškoćama oblikovanja identiteta u sklopu studija starenja te na nedostatku onoga što Gabriela Spector-Mersel definira „skriptama muškosti“, rad pokazuje kako književni prikazi mogu konstruirati muške gubitke kao simptome tihoga virusa koji se naoko javlja u ostarjelom tijelu. Rad pokazuje da ti (proživljeni) hegemonijski pojmovi muškosti uspostavljaju muškarce kao dominantan kolektiv, ali istodobno uvjetuju neizbježan neuspjeh pojedinca. Hegemonijske muškosti u tom smislu slabe starca, što se očituje u Franzenovu nesretnom glavnom liku koji postaje žrtvom vlastitih koncepata muškosti.
Thema dieses interdisziplinären Forschungsprogramms ist die Analyse und Optimierung des computerbasierten Wissensaustauschs in Lern- und Arbeitskontexten. Kommunikationswerkzeuge für derartige ...Situationen müssen auf bestimmte Herausforderungen eingehen, die sich aus der Kommunikation in Gruppen, auf Distanz und mit dem Ziel des Wissenserwerbs ergeben. Beispielhaft werden zwei Informatikprojekte vorgestellt, die das computerunterstützte kollaborative Lernen (CSCL) durch die Implementation von annotationsbasierten Lerndiskursen und CSCL-Skripten fördern.
