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In: Implementation and Replication Studies in Mathematics Education
Stand und Perspektiven der Operativen Pädagogik
Erziehung beginnt als Reaktion von Eltern und anderen Personen auf die Erziehungsbedürftigkeit und Lernfähigkeit eines Kindes. Dieser Prozess der Unterstützung des Lernens erstreckt sich nicht bloß auf die Kindheit, sondern zieht sich über den gesamten Lebenslauf. Dabei differenziert sich Erziehung in vielfältige Pädagogiken mit individuellen Praktiken, Institutionen und Reflexionszusammenhängen. Die Operative Pädagogik verknüpft diese verschiedenen Pädagogiken miteinander und argumentiert, dass das Zeigen und das Lernen das Fundament für die Erklärung von Erziehung und für ihre Praxis bilden. Der Band untersucht deshalb Prozesse des Zeigens und Lernens aus einer theoretischen und empirischen Perspektive in verschiedenen pädagogischen Handlungsfeldern. Er entwickelt vorhandene Forschungen im Bereich der Operativen Pädagogik weiter und zeigt Anschlüsse für zukünftige Forschungen auf. Ergänzt wird der Band durch eine Bibliografie der Schriften von Klaus Prange, dem Begründer der Operativen Pädagogik.

Abstract

Economic policies have largely tried to impact the development of innovations from the supply side. However, demand-side policies have received more attention in recent years. Science and Technology (S&T) parks have traditionally been a supply-side innovation policy instrument and have not always been successful in achieving their goals. This study conducts two surveys and constructs two S&T park management models based on the survey results. One survey includes 64 Iranian S&T park experts and managers and the other survey includes 31 S&T park experts from 17 countries. These models conform to the third generation of S&T parks. In terms of innovation policy, they are leaning towards demand-oriented policies and are expected to be more effective than supply-oriented models. The results showed that ownership, funding sources, incentives for tenants and linkages of S&T parks should move from supply-side models to demand-side models.

Open Access
In: Triple Helix
Issues Vital to Address
This book unpicks how the growing role of technology, particularly tools designed to solve real-world problems, impacts thinking and expression. Mind-bending AI-generated fact, fiction, art and music challenge the boundaries of machine capability and human consciousness. Quantum physics views consciousness as self-observation reliant on language and thinking. Now machines implement life routines, there is a need for better human thinkers and communicators for tackling issues, like climate change and overpopulation. World Thinking Studies show decline in language and thinking, with one-third of adults lacking them for life needs. Technology reduces direct talk – essential for thought. A 2024 Mental State of the Year study finds Britain the world’s second most miserable place, only slightly more cheerful than Uzbekistan, showing inability to think through and solve problems. The subjects discussed in this book are processes, for applying technology successfully; practices, to determine how to implement technology support for thinking, communication, and collaboration; performance, in terms of student technology experiences; and predictions, to outline and analyse current technology trends.
In: Vierteljahrsschrift für wissenschaftliche Pädagogik
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Abstract

Concept: Pedagogical Professionalism – Multi-level Theoretical Perspectives

This article firstly presents general conceptual definitions of professional action, professionalism and professionalization and secondly the specifics of pedagogical professionalism. Thirdly – as an outlook – the thesis is developed that a theory of pedagogical professionalism requires a multi-level approach and the challenges for a verbalization of such a theory are outlined.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik
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In: Vierteljahrsschrift für wissenschaftliche Pädagogik