Jugendliche Alltagsgestaltung und Identitätsbildung mit Fantasy-Rollenspielen - Schule öffnen für Elemente des Spiels und spielerische Aktionsformen

Gerade männliche Jugendliche nutzen in ihrer Pubertät und Adoleszenz zu einer gelingenden Gestaltung ihres Alltags und zur Ausbildung ihrer Identität zahlreiche Erscheinungsformen des Fantasy-Rollenspielens. In einem Prozess von Aneignung und Entäußerung integrieren dabei die Jugendlichen das überaus reiche multimediale Angebot, welches die Spiele bieten, in ihre Alltagsgestaltung, indem sie sich daraus spezifische Medien-, Text- und Ereignisarrangements bauen. Diese dienen einerseits der sozialen Integration und Distinktion, andererseits der Präsentation ihrer Identitätsentwürfe sich und anderen. Die Jugendlichen schaffen sich mittels dieser spezifischen Medien-, Text- und Ereignisarrangements eine in weiten Teilen von ihnen selbst bestimmte Welt, in der sie ihre Phantasie wie Kreativität mit großer Intensität, ja Obsession, innerhalb integrativer und solidarischer Interaktionsformen selbststeuernd und professionell ausleben. Diese Medien-, Text- und Ereignisarrangements zeigen Angebots- und Nutzungsformen, die sich nach einem medienkommunikativen Aneignungs- und Entäußerungsmodell in der Tradition der Cultural Studies (Stuart Hall) beschreiben lassen. Die Langzeitbeobachtung der Jugendlichen zeigt, dass sie alltagspragmatische Kulturtechniken zur selbstbestimmten Gestaltung von Alltag entwickeln: zunächst eine Strukturierung ihrer kognitiven, affektiven und pragmatischen Interaktion nach Kriterien erfolgreicher intrinsischer Interaktion, mit dem Ziel derer Perpetuierung im Flow-Erleben (Mihalyi Csikszentmihalyi), dann eine Ästhetisierung von Alltagswirklichkeit mittels kollektiver Fiktionalisierung in der Tradition des Collective Story Telling (Janet H. Murray). Diese Kulturtechniken stellen vor dem Hintergrund der Enkodierung und Dekodierung sozialer Codes spezifische Adaptionen von Prozessen der Bedeutungszuweisung und Subjekt- bzw. Identitätskonstitution dar. Die sie evozierenden und mit ihnen korrespondierenden handlungsleitenden Themen der Jugendlichen sind der Wunsch nach Rekonstitution von Gesamtheit in einer sich fragmentarisierenden Wirklichkeit, die Affirmation von Selbstbestimmung- und Autonomieerfahrungen, das Erleben von Reintegration und Solidarität für das sich dissoziiert erfahrende Individuum. Das Handeln der Jugendlichen basiert damit auf dem momentan dominanten Prozess einer Individualisierung von Lebenswelt unter den Bedingungen von Reflexivität und Erlebnisrationalität in der postmodernen Gesellschaft. Mit ihren Versuchen selbstbestimmter Gestaltung folgen sie dem aktuellen gesellschaftlichen Auftrag einer weitgehend in eigener Regie vorzunehmenden Lokalisierung dieses Prozesses. Zunehmend tritt diese von den Jugendlichen selbstgesteuerte Sozialisation neben die traditionell heteronome Sozialisation von gesellschaftlichen Instituten wie etwa die von Schule. Damit wird das Handeln der Jugendlichen zu einer Herausforderung an Pädagogik und Schule. Schule muss, wenn sie ihrem eigentlichen Auftrag von Förderung gerecht werden will, eine Sensibilität für diese Eigenständigkeit von Jugendlichen entwickeln und in der Beobachtung ihres Handelns didaktische Innovationen für Lehren und Lernen entwickeln. Im Mittelpunkt steht dabei die Wiederentdeckung des pädagogischen Dialogs, besonders aber die Entwicklung einer individualisierten Lernkultur und die Förderung jugendlicher Gestaltungskompetenzen, welche von deren alltagsästhetischen Erfahrungen und Kompetenzen im Umgang mit multimedialen Kulturprodukten ausgeht. Schule kann und muss für diese Prozesse selbstgesteuerten Lernens angemessene pädagogische Räume bereitstellen, in denen die Jugendlichen innerhalb eines geschützten Kontextes in der Auseinandersetzung mit eigenen wie fremden Entwürfen ihre Identität entwickeln können.

Kompetenzraster aus dem schweizerischen Institut Beatenberg - eine Option für berufliche Schulen in Deutschland?

Der Name einer kleinen Internatsschule im Berner Oberland taucht zunehmend in den Diskussionen über die Gestaltung von selbst organisiertem Lernen auf: Institut Beatenberg. Der Direktor des Instituts, Andreas Müller, und seine Mitarbeiter sind gefragte Referenten auf Veranstaltungen über die Einführung einer Lehr-Lernkultur, die den Lernenden und seine Lernprozesse in den Mittelpunkt der pädagogischen Arbeit stellt. Zudem finden ihre Publikationen zunehmendes Interesse im gesamten deutschsprachigen Raum. Ein Schlüsselinstrument wurde dabei zum Schlagwort: Kompetenzraster. Doch die stellen nur eines der Instrumente dar, die den ‚Wirkungskreislauf des Lernerfolgs’ in Beatenberg stützen. Berufliche Schulen in Hessen und Hamburg haben im Rahmen von Modellprojekten mit der Erarbeitung von Kompetenzrastern nach den Vorbildern in Beatenberg begonnen und versprechen sich damit eine neue, auf selbst organisiertem Lernen aufbauende kompetenzorientierte berufliche Bildung. In dem Beitrag werden die Arbeit mit Kompetenzrastern und den dahinter liegenden ‚Lernlandschaften’ sowie der ‚Wirkungskreislauf den Lernerfolgs’ in Beatenberg kompetenzorientiert dargestellt. Die Dimensionen Definition, Beschreibung, Ordnung, Erwerb, Messung und Anerkennung von Kompetenzen werden herausgearbeitet und die Möglichkeiten von Kompetenzrastern in der beruflichen Bildung kritisch gewürdigt. Der Beitrag ist entlang der genannten Dimensionen gegliedert.

La tipología RIASEC y las modalidades de bachillerato.

Resumen tomado de la publicación

O portefólio como instrumento de reflexão na disciplina de desenho A do Ensino Secundário

A temática apresentada é resultante da prática de ensino supervisionada no Ensino Secundário em Artes Visuais e tem como finalidade aprofundar questões que envolvem a autorregulação das aprendizagens para o desenvolvimento do pensamento reflexivo dos alunos. A importância do paradigma reflexivo está cada vez mais presente nas práticas educativas dos nossos tempos, remetendo para um novo conceito de ensino e de avaliação no processo de ensino-aprendizagem, de acordo com um ensino cada vez mais centrado no aluno. Seguindo a intemporalidade do pensamento freireano são desenvolvidas práticas de avaliação tendo por base a integração do portefólio como instrumento de aprendizagem progressiva para a prática reflexiva dos alunos na disciplina de Desenho A. Este projeto de investigação participativa pretende analisar informações qualitativas e quantitativas de forma a reconhecer o contributo e o benefício da dimensão reflexiva ao longo do processo de ensino-aprendizagem no desenvolvimento pessoal e cognitivo do aluno.

Agency and conformity in school-based teacher training

Concern has been expressed that the current climate in schools militates against trainee teachers' self-directed development. This article explores the issue of trainees' capacity for self-direction through the analysis of interviews with 32 trainees, investigating their perceived proactive social strategies. Three proactive strategies were identified: 'tactical compliance', personalising advice, and seeking out opportunities to exercise control. It is argued that these strategies are indicative of trainees' drive to establish a personal teaching identity through self-directed development and the creation of individual development agendas. The article concludes by emphasising the importance of the development of proactive social skills in beginning teachers. (c) 2008 Elsevier Ltd. All rights reserved.

A Study in the Theology of Christian Social Action

In this paper I have attempted to present a summary of my exposition of the theology of Rauschenbusch and Niebuhr, and of my own understanding of the issues of Christian Social Action. I have tried to reproduce in this short space the thought of these men, in a manner which should make it comprehensible and which should relate it to the larger questions of social action. This year’s work as a Senior Scholar has proved invaluable because of the discipline of self-directed study which the work taught, and because of myriad possibilities of future investigation which it has suggested. I hope that someday this present manuscript may be expanded into something more substantial. The personal value of such a project, in my opinion, must be measured by the contribution which the project makes to the individual’s general experience, and not merely by the written work which is produced. Therefore, although this manuscript is rather brief, it represents a great deal of value which I feel that I can measure only by my own experience.

Aquecimento e Desaquecimento Vocal em Estudantes de Pedagogia

Introduction: the voice is one of the main features of interaction between teacher and student. As teachers, future teachers are also risk population for the development of dysphonia and may be subject to protective intervention. Purpose: to evaluate the effect of a vocal warm-up and cool-down procedure at Pedagogy students. Method: A quasi-experimental study, pre-posttest without a control group, with fourteen Pedagogy students at a public university, participants of a short course. The analysis was performed by a self-assessment visual analogue scale of 10 cm, considering aspects related to the body and voice. The protocol was implemented in three steps: pre-test, post warm-up and post cool-down, and it was calculated the averages of the variables of discomfort and compared the measurements before and after performing each procedure. It was used the the Wilcoxon signed-rank statiscal test, adopting a significance level of 5%. Results: there was less discomfort with statistical significance after the vocal warm-up (p=0.002) and cool-down (p=0.001), with greater magnitude in both aspects related to voice. Conclusions: The vocal warm-up and cool-down have positive effects on the perception of students and should be taught to future teachers in order to prevent vocal disorders. The vocal cool-down, poorly researched, should not be passed over vocal health practices since its purpose showed obvious improvement in the investigated group.

Body and Didactics. Possible directions of international research

The paper investigates the role of the body in didactics. It looks up for points of contact between the functional sceneries of the classroom and some recent approaches, such like simplexity, neurosciences and enactivism. The two experiments presented they aim to demonstrate the importance of body awareness to improve the didactic quality. The first experience used a SenseWear Armband that provided data about the energetic expenditure of a teacher during diff erent activities in a lesson. Th e second experiment relied on a neurofeedback device integrated to a sensor, it detected body temperature with the aim of understanding the role of the body in the process of self-regulation-learning and management of attention and arousal.

Autoeficácia docente e escolha pelo ensino superior no contexto do estágio de docência em engenharia

Pós-graduação em Educação - IBRC

Transtorno do desenvolvimento da coordenação: efeito do foco de atenção em tarefa bimanual

Pós-graduação em Desenvolvimento Humano e Tecnologias - IBRC

Witnessing reconciliation reduces arousal of bystanders in a baboon group (Papio hamadryas hamadryas)

Reconciliation is the occurrence of friendly behaviour between opponents shortly after an aggressive conflict. In primate groups, reconciliation reduces aggression and post-conflict arousal. Aggression within a group can also increase arousal of bystanders (e.g. increase bystanders’ rates of self-directed behaviour). Since reconciliation reduces aggression between opponents, we tested whether it also reduces self-directed behaviour in bystanders. Following aggression in a captive group of hamadryas baboons, one observer conducted a focal sample on one of the combatants to document reconciliation and a second observer simultaneously conducted a focal sample on a randomly selected bystander. Matched control observations were then collected on the same individuals in a nonaggressive context to obtain baseline levels of behaviour. The self-directed behaviour of bystanders was elevated after witnessing a fight compared to baseline levels. If combatants reconciled aggression, bystander rates of self-directed behaviour significantly decreased. If combatants did not reconcile aggression, bystander rates of self-directed behaviour remained at elevated levels, significantly higher than after reconciliation. If combatants affiliated with partners other than their original opponent, bystander rates of self-directed behaviour did not decrease. The rate of bystander self-directed behaviour after a combatant affiliated with its opponent was significantly lower than the rate after a combatant affiliated with other animals. Witnessing aggression increased arousal in bystanders, and reconciliation between the combatants was accompanied by reduced bystander arousal. The reduction was specific to contexts in which former opponents interacted. We suggest that bystanders recognized the functional significance of this conflict resolution mechanism when it occurred in their group.

Witnessing reconciliation reduces arousal of bystanders in a baboon group (Papio hamadryas hamadryas)

Reconciliation is the occurrence of friendly behaviour between opponents shortly after an aggressive conflict. In primate groups, reconciliation reduces aggression and postconflict arousal. Aggression within a group can also increase arousal of bystanders (e.g. increase bystanders' rates of self-directed behaviour). Since reconciliation reduces aggression between opponents, we tested whether it also reduces self-directed behaviour in bystanders. Following aggression in a captive group of hamadryas baboons, one observer conducted a focal sample on one of the combatants to document reconciliation and a second observer simultaneously conducted a focal sample on a randomly selected bystander. Matched control observations were then collected on the same individuals in a nonaggressive context to obtain baseline levels of behaviour. The self-directed behaviour of bystanders was elevated after witnessing a fight compared to baseline levels. If combatants reconciled aggression, bystander rates of self-directed behaviour significantly decreased. If combatants did not reconcile aggression, bystander rates of self-directed behaviour remained at elevated levels, significantly higher than after reconciliation. If combatants affiliated with partners other than their original opponent, bystander rates of self-directed behaviour did not decrease. The rate of bystander self-directed behaviour after a combatant affiliated with its opponent was significantly lower than the rate after a combatant affiliated with other animals. Witnessing aggression increased arousal in bystanders, and reconciliation between the combatants was accompanied by reduced bystander arousal. The reduction was specific to contexts in which former opponents interacted. We suggest that bystanders recognized the functional significance of this conflict-resolution mechanism when it occurred in their group. (c) 2013 The Association for the Study of Animal Behaviour. Published by Elsevier Ltd. All rights reserved.

The contexts of scratching behavior and postconflict behavior in squirrel monkeys (Saimiri sciureus)

Self-directed behavior (SDB), such as scratching, is a reliable indicator of emotional arousal in non-human primates. In contrast, affiliative behavior, such as social grooming, has been shown to have a calming effect in primates and reduce arousal. In order to test whether the expression of SDB was related to arousal, the scratching behavior of eight captive squirrel monkeys (Saimiri sciureus) was compared across four social contexts (huddling, proximity to others, solitary and post-conflict). In addition,rates of scratching were examined before and after affiliative behavior during the postconflict context. I tested for this effect by using the post-conflict/matched control(PC/MC) method in which post-conflict (PC) behavior of an animal is compared to thebehavior of the same animal in a baseline, nonaggressive situation or a matched control(MC). Context and associated scratching data were obtained from a total of 98 hours of focal sample data. Scratching was significantly lower while animals were huddling thanthe other two contexts. Scratching rates while solitary were significantly higher than those occurring while animals were in proximity. Scratching was also higher in PC than MC. Following conflict, animals were significantly more likely to make contact withthird parties not involved in aggression. Most of these (79%) were a third party approaching a combatant. Further, scratching rates decreased following post-conflict third party contacts and the decrease was not due to a general decrease in scratching thatmight have been occurring after the aggressive interaction. Huddling behavior appears to reduce arousal in squirrel monkeys and may act as a tension-reduction mechanism. The elevated scratching in the solitary context may suggest that squirrel monkeys may be engaged in activities while solitary, such as vigilant behavior that may increase arousal. The third party post conflict affiliative contacts observed were the first such interactions observed in squirrel monkeys. The fact that these third contacts reduced scratching ratesin the combatants indicates that 'consolation' may have been demonstrated in this species. The overall pattern of results suggested that scratching was reliable behavioral indicator of anxiety in squirrel monkeys. These results indicate that overt behavior can be used to assess emotional states in this and other species, acting as a mediator to understanding how emotions regulate social behavior.

Mathe-Üben in Studium und Abitur

Fehlende Grundkenntnisse in der Mathematik zählen zu den größten Hindernissen für einen erfolgreichen Start in ein Hochschulstudium. Studienanfänger in einem MINT-Studium bringen inzwischen deutlich unterschiedliche Vorrausetzungen mit: „Mathe-Angst“ gilt als typisches Phänomen und der Übergang in ein selbstbestimmtes Lernverhalten stellt eine große Herausforderung dar. Diese Fall-Studie beschreibt, wie mit Hilfe einer Mathe-App bereits zu Beginn des Studiums aktives Lernen unterstützt und selbstbestimmtes Lernen eingeübt werden kann. Das neue Kurskonzept mit App-Unterstützung stößt an der Hochschule Offenburg auf breite Akzeptanz. Der mobile BYOD-Ansatz ermöglicht Lern-Szenarien, die über PC- bzw.- Laptop-gebundene eLearning-Lösungen nicht realisierbar sind. Der Inhalt des MassMatics-Vorbereitungskurs orientiert sich am Mindestanforderungskatalog des cosh-Arbeitskreises für den Übergang Schule-Hochschule. In der Zwischenzeit wurde der App-gestützte Kurs mit seinen über 500 Aufgaben von mehr als 1000 Studierenden besucht.

Gaze perception in social anxiety and social anxiety disorder

Clinical observations suggest abnormal gaze perception to be an important indicator of social anxiety disorder (SAD). Experimental research has yet paid relatively little attention to the study of gaze perception in SAD. In this article we first discuss gaze perception in healthy human beings before reviewing self-referential and threat-related biases of gaze perception in clinical and non-clinical socially anxious samples. Relative to controls, socially anxious individuals exhibit an enhanced self-directed perception of gaze directions and demonstrate a pronounced fear of direct eye contact, though findings are less consistent regarding the avoidance of mutual gaze in SAD. Prospects for future research and clinical implications are discussed.