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Pre-registration of a follow-up experiment to the project "Detecting linear vs. non linear trends in scatterplot diagrams (Preregistration Project)". In this new experiment, by means of noise-superimposed scatterplots, it is investigated if continuous trends are detected with greater accucary and subjective confidence than discontinous trends. While in the previous experiment, there was only one type of discontinuous trends (created by a step function), in this second experiment, two variants of discontiuous trends are implemented, being contrasted with parallel continous trends and trends based on "standard functions".

O presente estudo está vinculado ao Programa de Pós-Graduação em História da Universidade de Caxias do Sul. Estudo de cunho bibliográfico, tem como objetivo compreender o sentido pedagógico adotado para o Curso Preliminar da Escola Bauhaus, o qual operou de 1919 a 1932, deixando marcas pela sua forte influência, mesmo tendo passado mais de 100 anos. Pela forma, reconhecem-se com facilidade os seus produtos, como uma marca, mas antes de tudo, é adequado lembrar que ela foi uma escola, e os seus conceitos, métodos e pedagogias adotadas não são reconhecidos na mesma dimensão dos seus produtos de design. Com base nisso, cabe perguntar: a sua abordagem conceitual geral e sua pedagogia ainda fazem sentido hoje? Será mesmo uma história de pedagogias perdidas? Assim sendo, esta dissertação investiga percursos na compreensão da estrutura conceitual em sua fase inicial, no seu curso de formação preliminar, o Vorlehre, que marcaram os seus caminhos de inovação. Para a compreensão de sentido do objeto pedagógico que é foco deste estudo, a aproximação do tema se faz por uma incursão histórica no período da história alemã, que antecede a criação da escola, o período crítico do Pós-Primeira Grande Guerra, no âmbito político, econômico e social, culminando com a criação da República de Weimar no mesmo ano de constituição da escola. Se incursiona na história da escola com os seus períodos, suas localizações, seus altos e baixos, e pressões políticas que sofreu e que culminaram com o seu fechamento definitivo após dois encerramentos já terem acontecido no seu percurso. Desse modo, são abordados os aspectos conceituais que sustentaram os seus dois mais importantes manifestos, a pedagogia inicial do curso, bem como o seu curso de formação preliminar, o Vorlehre, que apresenta no seu programa caminhos que possibilitam os aspectos de rompimento com o pensamento clássico e a possibilidade de compreensão do que seria o homem moderno, intitulado de o Homem Total, segundo Gropius. O primeiro diretor da Escola Bauhaus, conceituador inicial e mais hábil gestor de conflitos que a escola teve, Walter Gropius; bem como o construtor do curso preliminar, inovador, experimental e polêmico, Johannes Itten, formam os personagens principais investigados neste estudo. Eles encerram dois papéis que foram fundamentais para a escola, uma gestão de sucesso das diferenças, aliada ao conceito de inovação pautado na profunda percepção humanista. A pedagogia de Itten representa aqui o professor que incursiona na abordagem mais investigativa de metodologia da compreensão do ser antes do fazer. Tecendo amarras possíveis com o nosso fazer são apresentadas conexões com autores do pensamento contemporâneo, na busca de compreensão desse projeto de pensamento moderno que permanece como promessa que não se completa, como por exemplo: (a) onde fica o nosso medo de ser e a vontade de desaparecer e não se identificar que nos acompanha ao longo do processo histórico e que nos impede de avançar para processos construtivos que nos jogam para caminhos destrutivos?; (b) as utopias e distopias em conflito de ontem são muitas das mesmas que assistimos se repetirem hoje; e (c) onde podem residir as possibilidades de contato com o Ser hoje, e onde se apresentam brechas de saída para o futuro? Conceitos que se apresentaram na Bauhaus a um século e ainda podem ser atuais hoje. Vivemos hoje um mundo complexo em que precisamos abrir todas as possibilidades de investigação para os caminhos do conhecimento. O pensamento aberto e sistêmico nunca foi tão urgente. Temos urgência neste agir, como o tiveram na época da escola em foco. Como produtos desta pesquisa para além da abordagem dissertativa, desenvolvi dois trabalhos no ambiente acadêmico com aspectos do conhecimento da Bauhaus: um deles de apresentação ao universo discente da história e conceitos da escola; e outro aos docentes envolvendo práticas de aproximação e percepção de seus afetos, experienciados através de práticas afetivas e psicomotoras. Uma simplificada experiência em ação da base teórica do Vorlehre. The present study is linked to the History Graduate Program, at the University of Caxias do Sul (UCS). This bibliographic study aims to understand the pedagogical meaning adopted for the Bauhaus School Preliminary Course, or operate between 1919 and 1932, leaving marks for its strong influence, even after more than 100 years. By the way, the ease of its products is recognized, as a brand, but first of all, it is adequate to remember that it was a school, and its concepts, methods and pedagogies adopted are not recognized in the same dimension of its design products. Based on this, it is worth asking: does your general approach and pedagogy still make sense today? Is it a really story of lost pedagogies? Therefore, this dissertation investigates paths in the understanding of the conceptual structure in its initial phase, in its preliminary training course, in Vorlehre, which marks its paths of innovation. To understand the meaning of the pedagogical object that is the focus of this study, the approach to the theme makes a historical occurrence in the period of German history, which precedes the creation of the school, or critical period of the Post-First World War, in the political, economic scenario and social, culminating in the creation of the Weimar Republic in the same year the school was constituted. It goes into the history of the school with its periods, its locations, its ups and downs, and political pressures that it suffered and that culminated in its definitive closure after two closings had already happened in its course. In this way, the conceptual aspects that support its two most important manifestos are addressed, an initial pedagogy of the course, as well as its preliminary training course, the Vorlehre, which presents its program of paths that enables the aspects of the break with the classical thought and the possibility of understanding what modern man would be, entitled Total Man, according to Gropius. The first director of the Bauhaus School, the initial conceptualizer and most skilled conflict manager that the school had, Walter Gropius; as well as the builder of the preliminary, innovative, experimental and controversial course, Johannes Itten, form the main characters investigated in this study. They contain two roles that were fundamental for the school, a successful management of differences, combined with the concept of innovation based on a deep humanistic perception. Itten’s pedagogy represents here the teacher who takes a more investigative approach to the methodology of understanding the being before doing. Weaving possible bonds with our doing, connections with authors of contemporary thought are presented, in the search for understanding this modern thought project that remains as a promise that is not complete, such as: (a) where is our fear of being and willingness to disappear and not to identify oneself that accompanies us throughout the historical process and that prevents us from moving towards constructive processes that throw us into destructive paths?; (b) yesterday’s conflicting utopias and dystopias are many of the same that we have seen repeated today; and (c) where can the possibilities of contact with being reside today, and where are there any loopholes for the future? Concepts that appeared at the Bauhaus a century ago and can still be current today. Today we live in a complex world in which we need to open all possibilities of investigation to the paths of knowledge. Open, systemic thinking has never been more urgent. We have an urgency in this action, as they did at the time of the school in focus. As products of this research, in addition to the dissertation approach, I developed two works in the academic environment with aspects of the knowledge of Bauhaus: one of them of presentation to the student universe of the school’s history and concepts; and another to teachers involving practices of approximation and perception of their affections, experienced through affective and psychomotor practices. A simplified experience in action based on Vorlehre’s theoretical basis.

Netzwerktag: Digitalisierung in den Geisteswissenschaften: Digital forschen | Digitales erforschen | Lehre digital gestalten

Data graphs are common in science and everyday life, providing a foundation for scientific conclusions and decision-making. Studies on the perception of graphs can improve the quality of these aspects. Two important tasks, visual estimation of model-data fit in scatterplots and visual estimation of homophily in network graphs, have not been well studied. In Experiments 1 – 4, basic aspects of visual estimation of model-data fit were investigated. Experiment 1 addressed the influence of noise and slope on fit estimation and deployment of attention. Noise had a stronger influence than slope and most of the fixations fell to the center of the plot. Experiment 2 showed that the model-data fit pattern in the center of the plot had a stronger weight in fit estimation than the left or right end of the plot. Experiment 3 revealed that the relationship between statistical deviation of data points from the model line (noise) and subject misfit followed a negatively accelerated curve. Experiment 4 indicated that, compared to noise, peoples’ judgements are only slightly affected by a systematic deviation of the data points above or below the line. In Experiment 5, we investigated whether laypeople are able to visually assess the degree of homophily in network graphs and how time pressure affects their judgements. The results indicate that they are able to assess it and that most of the information an individual can extract is gathered within the first 5 seconds. This research on the perception of data graphs has implications for science and public life., Datengrafiken sind weit verbreitet in Wissenschaft und Alltag und bilden dabei eine Grundlage von wissenschaftlichen Schlussfolgerungen und Entscheidungen. Studien zur Wahrnehmung von Datengrafiken können die Qualität dieser Aspekte verbessern. Zwei wichtige Aufgaben, visuelle Modell-Daten-Fit-Schätzung in Streudiagrammen und visuelle Schätzung von Homophilie in Netzwerkgrafiken, sind noch nicht ausreichend erforscht. In Experiment 1 bis 4 wurden basale Aspekte der visuellen Modell-Daten-Fit-Schätzung untersucht. Experiment 1 behandelte den Einfluss von Rauschen und Steigungswinkel auf Fit-Schätzung und die Verteilung der Aufmerksamkeit. Rauschen hatte einen stärkeren Einfluss als Winkel und die meisten der Fixationen waren in der Mitte der Grafik. Experiment 2 zeigte, dass das Fit-Muster in der Mitte der Datengrafik ein stärkeres Gewicht auf die Fit-Schätzung hatte als das Muster am linken und rechten Rand. Experiment 3 deckte auf, dass der Zusammenhang zwischen der statistischen Abweichung der Datenpunkte von der Modell-Linie (Rauschen) und der visuellen Abweichung einer negativ beschleunigten Kurve entspricht. Experiment 4 zeigte, dass sich Personen in ihrer Schätzung, im Vergleich zum Einfluss von Rauschen, nur im geringen Ausmaß von der systematischen Abweichung der Datenpunkte von der Modell-Linie beeinflussen lassen. In Experiment 5 wurde untersucht, ob Laien visuelle Schätzungen von Homophilie in Netzwerkgrafiken durchführen können und wie zeitliche Einschränkungen sich auf das Urteil auswirken. Die Ergebnisse zeigen, dass Laien dazu in der Lage sind und dass der Großteil der Informationen, die eine Person extrahieren kann, innerhalb der ersten 5 Sekunden entnommen wird. Die Experimente zur Wahrnehmung von Datengrafiken haben Implikationen für Wissenschaft und Alltag.

Supplemental material, Hein_et_al._Online_Suppl._Material_Table_with_quotes_end for Identifying key elements for paediatric advance care planning with parents, healthcare providers and stakeholders: A qualitative study by Kerstin Hein, Kathrin Knochel, Vedrana Zaimovic, Daniel Reimann, Anna Monz, Nari Heitkamp, Gian Domenico Borasio and Monika Führer in Palliative Medicine

Diagnostica 66 (2020) 2, S. 123-135, Das Verständnis multipler Dokumente (Multiple Document Comprehension, MDC) wird als Fähigkeit verstanden, aus verschiedenen Informationsquellen eine integrierte Repräsentation eines inhaltlichen Gegenstandsbereichs zu konstruieren. Als solche ist sie sowohl für die erfolgreiche Bewältigung eines Studiums als auch für gesellschaftliche Partizipation eine wichtige Kompetenz. Bislang gibt es jedoch kein etabliertes Diagnostikum in diesem Bereich. Um diese Lücke zu schließen, wurde ein Test entwickelt, der vier zentrale kognitive Anforderungen von MDC abdeckt und auf Basis der Daten von 310 Studierenden sozial- und geisteswissenschaftlicher Fächer überprüft wurde. Die im MDC-Test gemessene Kompetenz erwies sich als eindimensional. Der MDC-Testwert wies theoriekonforme Zusammenhänge mit der Abiturnote, dem Studienabschnitt und der Leistung in einer Essay-Aufgabe auf. Insgesamt liefern die Ergebnisse empirische Belege dafür, dass der Testwert aus dem MDC-Test die fächerübergreifende Fähigkeit von Studierenden wiedergibt, multiple Dokumente zu verstehen. (DIPF/Orig.), Multiple document comprehension (MDC) is defined as the ability to construct an integrated representation based on different sources of information on a particular topic. It is an important competence for both the successful accomplishment of university studies and participation in societal discussions. Yet, there is no established assessment instrument for MDC. Therefore, we developed a test covering four theory-based cognitive requirements of MDC. Based on the data of 310 university students of social sciences and humanities, the MDC test proved to be a unidimensional measure. Furthermore, the test score was related to the final school exam grade, the study level (bachelor / master), and the performance in an essay task. The empirical results suggest that the score of the MDC test can be interpreted as the generic competence of university students to understand multiple documents. (DIPF/Orig.)

Der Beitrag, der an einen am 22.05.2017 an der Universidade Católica Portuguesa in Lissabon gehaltenen Vortrag anknüpft, setzt sich mit der Entstehung der Fremdsprachendidaktik und Fremdsprachenforschung in Deutschland aus der Philologie seit dem 19. Jahrhundert auseinander. In besonderem Maße wird dabei das Wechselspiel zwischen Unterrichtspraxis und Philologie einerseits sowie Philologie und Fremdsprachendidaktik/Fremdsprachenforschung andererseits fokussiert. Es wird aufgezeigt, wie im 19. Jahrhundert die Bedürfnisse einer zunehmend institutionalisierten Lehrerbildung zur Etablierung der Neuphilologie an den Universitäten führten, die freilich den Fremdsprachenunterricht nicht direkt in ihren Ausbildungsprogrammen berücksichtigte. Gleichzeitig entwickelte sich aber v.a. auf der Ebene der Schulen ein Diskurs, der als Fremdsprachendidaktik ante litteram bezeichnet werden kann. In der zweiten Hälfte des 20. Jahrhundert führt das zunehmende Interesse etwa einer Angewandten Linguistik an Fragestellungen des Fremdsprachenlernens schließlich über die aus heutiger Sicht als Etappe anzusehende Konstituierung der Sprachlehrforschung zur Ausdifferenzierung einer Fremdsprachendidaktik / Fremdsprachenforschung als eigenständiger wissenschaftlicher Teildisziplin. Dies soll am Beispiel der romanischen Sprachen aufgezeigt werden.

Nach einem historischen Überblick zur Mehrsprachigkeit gibt der Artikel Einblicke in aktuelle Forschung zu dieser Thematik, insbesondere erläutert er auch Ergebnisse verschiedener Studien an der Universität Duisburg-Essen (UDE)., The didactics of multilingualism is a key subject of discussion in today‘s foreign language teaching. In terms of politics, multilingualism is a primary goal of foreign language teaching in Europe at least since the White Paper on Education of the European Commission‘s European Commission from 1995. The European Union has repeatedly emphasized the commitment to multilingualism in terms of educational policy in numerous documents such as the ”new framework strategy for multilingualism“ published in 2005. The article outlines the development of didactics of multilingualism in general. Both historical dimensions and current developments in theory and practice of multilingual didactics are shown. For that purpose, the following discourse and action areas of a so-called ”aufgeklärte Mehrsprachigkeit“ are presented: productive skills and competencies, English, Latin, Greek and other foreign languages taught in school, German as a first language / German as a foreign and a second language, language of origin and family language, receptive variety competence, multilingual subject teaching and transcultural communicative competence. Moreover theories and models of multilanguage acquisition are introduced. Last but not least, empirical findings to promote multilingualism at schools in North Rhine-Westphalia brought to the fore. The ongoing research at the UDE focuses on the attitudes of trainee teachers and teachers of foreign languages in terms of multilingualism. Selected results from four individual studies are presented. These studies provide insight into current research projects being carried out directly by the ‘Institut für Romanische Sprachen und Literaturen’ (Professur für Fachdidaktik der romanischen Schulsprachen) or by the ‘Professur für Fachdidaktik der romanischen Schulfremdsprachen’ in partnership with the ‘Institut für Deutsch als Zweit- und Fremdsprache’., UNIKATE: Berichte aus Forschung und Lehre, no. 49Mehrsprachigkeit im Ruhrgebiet: Vielfältig und doch individuell, p. 56