Institut Forschung und Entwicklung
Dauerhafte URI für die Sammlunghttps://irf.fhnw.ch/handle/11654/59
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27 Ergebnisse
Ergebnisse nach Hochschule und Institut
Publikation Combining nature of science and science identity in outreach for science, environment, health pedagogy. Poster(2022) Kurschildgen, Sophie; Kremer, Kerstin; Arnold, Julia06 - PräsentationPublikation Science, Environment, Health (S,E,H) - Integrierte Perspektive auf eine Pädagogik der Lebenswissenschaften(2022) Kremer, Kerstin; Arnold, Julia; Kyburz-Graber, Regula; Zeyer, Albert06 - PräsentationPublikation Stereoscopic view and co-design in SEH-pedagogy(2022) Kremer, Kerstin; Zeyer, Albert; Arnold, Julia06 - PräsentationPublikation Enzyme - Biokatalysatoren des Lebens(2020) Schulz, Julia; Arnold, Julia; Kremer, Kerstin10 - Elektronische-/ WebpublikationPublikation Prediction and Adaption in Science|Environment|Health Contexts(Springer, 2021) Zeyer, Albert; Álvaro, Nuria; Arnold, Julia; Bauer, Deidre; Devetak, Iztok; Devetak, Sonja Posega; Gavidia, Valentin; Kremer, Kerstin; Mayoral, Olga; Tajnšek, Tina Vesel; Keselman, Alla; Levrini, Olivia; Tasquier, Giulia; Amin, Tamer G.; Branchetti, Laura; Levin, MarianaThe term Science|Environment|Health (S|E|H) stands for a pedagogy of mutual benefit between science education, environmental education, and health education. Complexity is an important aspect of most S|E|H issues. In the natural sciences, and thus in science education, prediction plays a central role. Yet, complex systems usually do not allow for full prediction. “Don’t predict, adapt!” is a famous slogan in complexity talk. But what does adaption look like in complex systems and what role can scientific knowledge play in it? This paper features a symposium where three S|E|H examples were presented in which the relationship between prediction and adaption is important. The paper also includes a theoretical contribution that discusses the concept of dual-process theories as a potential theoretical framework. The main outcome of the symposium is that while understanding “as prediction” plays the central role in traditional science, understanding “as interpretation” is at least as equally important in S|E|H contexts. In terms of dual-process theories, the first is a type 2 process, while the second is type 1. Good decision-making in S|E|H contexts involves a complementary interplay between these two types of understanding science.04B - Beitrag KonferenzschriftPublikation Vorstellungen von Schülerinnen und Schülern zu nachhaltigkeitsbezogenen Folgen ihres Handelns(2019) Bauer, Deidre; Arnold, Julia; Kremer, Kerstin06 - PräsentationPublikation Evolution Learning and Creationism: Thinking in Informal Learning Environments(Springer, 2019) Groß, Jorge; Kremer, Kerstin; Arnold, Julia; Harms, Ute; Reiss, Michael J.04A - Beitrag SammelbandPublikation Kompetenzförderung beim Experimentieren(Springer, 2019) Kremer, Kerstin; Möller, Andrea; Arnold, Julia; Mayer, Jürgen; Groß, Jorge; Hammann, Marcus; Schmiemann, Philipp; Zabel, Jörg04A - Beitrag SammelbandPublikation Addressing Complexity in Science | Environment | Health Pedagogy(Springer, 2019) Zeyer, Albert; Álvaro, Nuria; Arnold, Julia; Benninghaus, J. Christian; Hasslöf, Helen; Kremer, Kerstin; Lundström, Mats; Mayoral, Olga; Sjöström, Jesper; Sprenger, Sandra; Gavidia, Valentin; Keselman, Alla; McLoughlin, Eilish; Finlayson, Odilla E.; Erduran, Sibel; Childs, Peter E.04B - Beitrag KonferenzschriftPublikation Fleisch is(s)t mein Gemüse - Ein theoretisches Strukturmodell zum nachhaltigkeitsorientierten Konsumhandeln im Ernährungsbereich(01.03.2018) Bauer, Deidre; Arnold, Julia; Kremer, Kerstin06 - Präsentation
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