Suchergebnisse

Die Reihe "Wissenschaft – Bildung – Politik" bildet die Ergebnisse des jährlich stattfindenden Österreichischen Wissenschaftstages der Österreichischen Forschungsgemeinschaft ab. Bei diesem Symposium werden hochqualifizierte nationale und internationale Wissenschaftler/innen zusammengeführt, um grundlegende wissenschaftliche Themenstellungen fächerübergreifend zu analysieren und zu diskutieren und den interdisziplinären Dialog in den Wissenschaften zu fördern.Der Wissenschaftstag 2017 widmete sich dem Themenkomplex "Automatisierung": Automatisierung im engeren, technischen Sinn bezieht sich auf die industrielle Fertigung und ist eng mit Begriffen wie Robotik oder neuerdings "Industrie 4.0" verbunden. Im weiteren Sinne bezieht sich Automatisierung jedoch auf mechanisierte, normierte und vielfach optimierte Abläufe in allen Lebensbereichen. Dieser Band widmet sich den vielfältig ausgeprägten Aspekten der Automatisierung selbst – vom Wertpapierhandel über die Medizin bis zur Komposition in der Musik – aber auch den Folgen in Wirtschaft und Gesellschaft

Die Gleichstellung von Mann und Frau in allen gesellschaftlichen Belangen stellt seit vielen Jahren eine Herausforderung für Politik und Gesellschaft dar. Der Österreichischen Forschungsgemeinschaft ist es ein Anliegen, das Genderthema fundiert aus der Perspektive der Wissenschaften zu behandeln. Inhalt: Schiebinger, Londa: Science, Gender and Beyond. An international perspective. - Donald, Athene: Science and gender in Academia - obstacles and interventions. - Hausmann, Markus: Sex oder Gender? Neurobiologie kognitiver Geschlechtsunterschiede. - Spiel, Christiane/Schober, Barbara/Finsterwald, Monika: Brave Mädchen - böse Buben? Genderstereotype in der Bildungssozialisation. - Bornmann, Lutz: Bewertung wissenschaftlicher Leistungen - gender-fair? - Kucsko-Stadlmayer, Gabriele: Kann die "gläserne Decke" mit den Mitteln des Rechts überwunden werden? - Alving, Barbara/Fox Keller, Evelyn/Kratky, Christoph/Sünkel, Hans: Science and Gender 2025: Will Science become Feminine? Beiträge zu einer Podiumsdiskussion. - Hornbostel, Stefan: Erfolg, Einfluss und Macht in der Scientific Community. - Diggelmann, Heidi: Individuelle Wege zu höchster Anerkennung als Wissenschaftlerin. (HoF/Text übernommen)

"A qualitative study of Austria's national strategy against violence in the public school system introduced in 2008. The national strategy developed by researchers consists of six activity domains with specific goals and projects defined for each. The evaluation (1) analyzes how the realized projects contributed to the six activity domains, (2) evaluates the national strategy at a general level, and (3) provides future recommendations. Eight members of the steering committee were interviewed at two points in the implementation process. The systematic interviews were coded according to the goals of the activity domains. According to the interviewees most of the projects have been satisfactorily implemented. Networking and cooperation with the different actors in the field of violence prevention and cooperation among steering committee members have been improved. However, the national strategy has not achieved the intended public recognition. The lessons learned from the evaluation and its results are discussed." (author's abstract)

A qualitative study of Austria's national strategy against violence in the public school system introduced in 2008. The national strategy developed by researchers consists of six activity domains with specific goals and projects defined for each. The evaluation (1) analyzes how the realized projects contributed to the six activity domains, (2) evaluates the national strategy at a general level, and (3) provides future recommendations. Eight members of the steering committee were interviewed at two points in the implementation process. The systematic interviews were coded according to the goals of the activity domains. According to the interviewees most of the projects have been satisfactorily implemented. Networking and cooperation with the different actors in the field of violence prevention and cooperation among steering committee members have been improved. However, the national strategy has not achieved the intended public recognition. The lessons learned from the evaluation and its results are discussed. Adapted from the source document.

Evaluation of teaching at universities is traditionally realized in terms of student ratings. Curriculum evaluation is rarely done in a systematic manner. More often, the emphasis is placed on a particular aspect, which is only of little help in terms of modifying education. A very prominent example is that of medical education. Here, evaluations of curricula primarily focus on new curricula by contrasting them to traditional ones. The article at hand deals with a different evaluation approach, in which five phases have to be considered and contrasting results to other teaching formats are not the main focus. In this article, the authors concentrate on the first phase (baseline evaluation) of the systematic evaluation of a medical curriculum. They describe several challenges of such an evaluation approach and illustrate the strategies used to overcome them. In addition, associated relevant empirical findings from this evaluation study are presented.

Lifelong Learning (LLL) has been proclaimed a Europe-wide strategy as societies are faced with numerous changes making continuous development indispensable. Currently, LLL is often seen primarily as a topic for continuing education. However, schools play an essential role in laying the cornerstone for successful LLL: There is robust knowledge that persistent motivation to learn as well as corresponding learning skills are essential for LLL and that both could be influenced best during childhood and adolescence. Therefore, facilitating LLL is an important aspect of schools' success. However, results from international studies show deficits for many students in LLL competencies. Consequently, a need for more systematic promotion of LLL in schools was identified. Based on this, the aim of this paper is to give an overview on the theoretical basis for promoting LLL in schools from the perspective of educational psychology. Derived from this, the necessity of enhancing LLL competencies in school is made obvious and present promotion programs are described. As an example, goals, structure, and evaluation results of the TALK training program, which aims to provide teachers with the competencies to systematically implement the enhancement of LLL into their regular educational responsibilities, are reported. Finally, general recommendations for realizing a systematic facilitation of LLL in school are illustrated.