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Pollution through anthropogenic activities is a major threat for freshwater ecosystems. Metals are a relevant group of contaminants that affect aquatic organisms, communities, and ecosystems. This thesis aims at examining the effects of metal pollution across different levels of biological organisation in the anthropogenically degraded environment of the German River Rhine system and at discussing the role of the freshwater snail Theodoxus fluviatilis as an indicator organism. A field investigation to detect the effects of metal pollution at the macroinvertebrate community level in the River Rhine system shows that the measured metals are less relevant than geogenic originated factors at the sampling sites (paper 1). Additionally, the community structure is strongly characterised by a separation of non-native taxa in the River Rhine and native taxa in its tributaries. This indicates that the occurrence of invasive species could possibly be a factor structuring the macroinvertebrate community to such a high extent that the effects of other stressors are masked. Regarding the effects of metal pollution on the population, organism, and physiological level of the Danubian form of T. fluviatilis in the River Rhine, only the metal chromium affects the snail specimens negatively (paper 2). As the Danubian T. fluviatilis seems to be able to cope with the partly high concentrations of copper and zinc at the sampling sites, its suitability as an indicator for metal pollution is questionable. However, in the practice of Rhine monitoring, a distinction between the two occurring, phylogenetically different forms of T. fluviatilis is not made, though the original, native indicator has been replaced by the presumably more tolerant non-native Danubian form. An intraspecific variability in T. fluviatilis is assumed, for what first indications are found regarding differences in the infection of the two forms with parasitic trematodes (paper 3). The investigations about a possible intraspecific variability have to be complemented by comparative laboratory analyses, for which purpose an experiment with the two forms of T. fluviatilis is developed (paper 4). The results of this thesis show that investigations about the effects of pollutants in ecosystems should encompass a variety of responses across different levels of biological organisation, as well as the co-occurrence and interaction of various abiotic and biological stressors. Further, a possible intraspecific variability in the indicator organism T. fluviatilis has to be included in the monitoring strategies and ecological assessment of the anthropogenically degraded River Rhine system.
In this paper, the formula for measuring creativity in Fermi problems is developed.
Fermi problems are open problems, treated as a type of mathematical modelling, that requires a quick estimation of an unclear quantity. The problem usually requires decomposing and transforming the initial Fermi problem into understandable subproblems. It has been suggested that such decompositions and transformations require creativity. However, there are limited studies that analyze and discuss how creativity in Fermi problems should be viewed, although Fermi problems have potential related to creativity. Therefore, the author conducted empirical studies of Fermi problems from the perspective of creativity, based on previous studies on creativity.
In previous studies, creativity is often measured by three factors: Fluency, Flexibility, and Originality. Fluency is measured by the number of ideas for solving a problem. Flexibility is measured by the number of categories of ideas for solving a problem. Originality is measured by the rarity of ideas to solve the problem. However, there are several criticisms of these measures. The first are criticisms of Flexibility. Because of the similarity between Fluency and Flexibility, some studies do not include Flexibility as a factor of creativity. Furthermore, the categorization of ideas is arbitrary, so the measurement of Flexibility could change depending on the evaluator. The second is a criticism of Originality. Most studies arbitrarily set the rarity of ideas to measure this factor. For example, some studies say that less than 5% of ideas are rare, while others say that less than 1% are rare.
The formula to measure creativity in Fermi problems, which could resolve the above criticisms, is proposed. The formula is developed by applying information theory. It does not include the concept of Flexibility, which is evaluated in terms of the number of categories of ideas. Furthermore, the formula does not set a criterion for determining idea rarity, using as it does the relative occurrence rate of ideas.
The results of the analysis using structural equation modeling, which is a statistical analysis, showed a more than moderate correlation between creativity calculated using the suggested formula and established creativity (e.g., creativity in psychology). Furthermore, the proposed formula performed better than a formula measuring creativity in a previous study.
In other words, the proposed formula could solve the issues that have been pointed out in previous studies, and the statistical analysis allowed us to examine the formula.
Amidst the current situation in Europe the discussion of education and development of refugee children is more important than ever. As a result the increasing diversity and multilingualism must be considered in this discussion. In connection with the Ersamus+ project CultureShake the aim of this research paper is to show the normality of cultural hybridisation. In terms of language didactics and language psychology the concept focuses on opposing the feeling of foreignness by supporting language reflection and language awareness. Lanuage portraits are used as a tool to make children aware of their linguistic repertoire and to recognise this as a resource. This paper adapts this existing concept to refugee children with a low level of the, for them foreign, language German.
How does one bring together different cultures? In terms of teaching, which didactical and methodological resources are required? How can one convey the opportunities and risks of digital media to an emerging adolescent generation? In what way can one achieve inclusion of all pupils? These research questions serve as examples for the goals of CultureShake, an Erasmus+ project that involves participants from four different countries in regular project meetings. Participants from secondary school education experience a new form of exchange through the many different learning activities. However, cultural learning as well as language learning is not triggered by entering into secondary schools. It originates long before, which is why it is immensely important that the content and goals of the project be applied in primary schools. For this reason, this paper specialises in applying central principles of CultureShake, examplified through geocaching, to a primary school setting, using primary school didactics as a guideline.
Cognitive Spacetime
(2019)
The raise of so-called artificial intelligence has made people believe that computers may some day be congenial with human beings. In the past computers were regarded as effective but soulless and unintelligent assistants to free humans from routine tasks. Computers were supposed to perform time-consuming but mechanical calculations. Today's computers are universal machines that can execute an almost unlimited variety of software. The increase of processing speed allows us to implement complex software which does not seem to have much in common with past computing machinery.
In the field of education this awakened the desire to build algorithms which didactically support learners or even emulate human-like tutors. However, despite the apparent complexity of today's software, algorithms are step-by-step procedures which in their core are purely mechanical. So before introducing just another approach for technology-enhanced learning let me reconsider a seemingly naive but fundamental question. Given the nature of how computers work on the machine-level, can we emulate human-like tutors with computers?
I believe that we can not because human beings are in possession of abilities which can not be implemented with algorithms due to their mechanical kernel and the formal systems on which algorithms are built. However, there exists a concept with which we can implement a mutual human-machine interaction that enables computers to at least adapt themselves to a learner. The result of this is what we call "adaptive systems". In this work, I present a method based on spatio-temporal data structures and algorithms which enable us to build technically simple but artificially intelligent self-adapting systems. Such systems can be utilized for technology enhanced learning but also for other fields related to human-machine interaction.
Plurilingual Approaches to Spatial Education – Perspectives of Primary Schools in the German Context
(2016)
‘Plurilingual Approaches to Spatial Education – Perspectives of Primary Schools in the German Context’ is a theory-based didactic study which centers on the role of migratory languages in primary geography education. Hereby, theories of space, concept development, and plurilingualism are discussed while migratory languages are recognized and actively applied in the content-based teaching of primary geography classes. A language-sensitive approach to plurilingual concept development processes is fostered in spatial education.
The paper can be divided into three parts: Firstly, established theories on space, language, and plurilingualism are constituted. Highlighting possible interlinkages, a symbiosis of the different fields is developed for the educational context. Secondly, a didactical model is derived in order to be able to apply theory guided discussions to daily educational practices. Thereby, the approach of Content and Language Integrated Learning (CLIL) is incorporated into the model. Subsequently, the newly generated didactic model is intensively discussed in all its complexity. In relationship to the model, an exemplary CLIL learning sequence is developed. Thirdly, this best-practice learning sequence is implemented in the field of primary school education in Germany. This process is accompanied by scientific research in order to gain insights into the concept development processes of eight-year-old learners. Here, development is understood as emergence rather then progression. Significant concept development processes as well as the core concept are retrieved through the application of the Grounded Theory Methodology (GTM). The paper closes with a critical discussion on the relevance of meaning-making processes in plurilingual spatial education and their prospects in the realm of geography didactics.
Key words: Space, Plurilingualism, Concept Development, CLIL, Grounded Theory Methodology, Plurilingual Spatial Education
This thesis is concerned with the current situation and future developments of environmental education in Kosovo. Ecological problems in Kosovo have accumulated over decades as a consequence of the uncontrolled use of natural resources, a growing industrial production with a high level of pollution, and a lack of appropriate policies, laws, and institutions which could treat the problems. Air, water and soil pollution, waste problems and a severe loss of biodiversity are the main environmental threats. The integration of education for sustainable development (ESD) into all levels of education is one of the key priorities in Kosovo’s environmental action plan. However, at present it is not even known how environmental education (EE) is integrated in the country’s educational system. In a first step, all official textbooks and the national curriculum of Kosovo were thus scrutinized to identify how many and which environmental topics were included, in which subjects and grades they were taught, and which teaching approaches were used. In a second step, a written questionnaire was sent to a representative sample of biology, geography, chemistry and civic education teachers (overall 244 persons) to investigate the integration of EE in high schools (optional upper secondary education) in Kosovo. In a third step, in-depth interviews with 18 of these high school teachers were carried out to extend and deepen the discussion of their responses in the questionnaire. In a fourth step, a toolkit on EE / ESD was developed and introduced to nine high school teachers during a one-day inservice workshop. In a fifth step, structured observations were used to investigate the impact of the workshop on high school teachers’ performance in the classroom. Only 15 out of 130 books, most of them for biology teaching, included environmental topics. Environmental topics were most prominent in textbooks for grade 8, 10 and 12, whereas they were almost lacking at the primary-school level. Most environmental teaching units provided pupils with mere environmental / ecological information (91%). The other units aimed to raise pupils’ awareness of environmental values, critically reflected links between the natural, social and cultural environment, and demonstrated the importance of a healthy environment for human health, quality of life and sustainable development. They were most prominent in books for civic education. However, no environmental unit promoted pupils’ action competence. High school teachers were found to focus on various kinds of pollution and hazards of pollutants. Teachers’ choice of topics was highly relevant, place-based and linked to the experiences of pupils, but excluded sustainability issues such as the loss of biodiversity. EE was approached in three ways. The first approach critically reflected links between the natural, social and cultural environment, while the second approach was characterized by knowledge submission of environmental facts. The third approach aimed at capacity-building and, in the sense of ESD, understood learning as process-oriented, participatory and action-oriented. However, this approach was rather uncommon, most likely due to insufficient teacher preparation, classes that were too large (up to 50 pupils), and lack of little time (just one hour per week for EE). These constraints also restricted outdoor activities. Nevertheless, in view of the interviewees ideal EE would mean outdoor education, field work and other place-based, capacity-building practical experiences, and the development of critical thinking skills. Teachers were rather satisfied with the one-day inservice workshop and stated that they had learned something new. Moreover, they liked the new toolkit and thought it practicable for use in school. However, one year later it was obvious that without support from head teachers and colleagues the toolkit was not used in schools. The study found that before the workshop teacher talk accounted for more than 90% of all lesson time and pupil-initiated talk constituted less than 10% within a typical 45-minute lesson. After the workshop, teacher talk significantly decreased and pupil talk significantly increased. Moreover, pupils were found to be engaged in small activities suitable for ESD. In conclusion, there is a strong need for new textbooks on EE / ESD in Kosovo. However, without providing teachers with skills suitable for ESD, they will most likely continue to lecture and pupils will continue to only memorize the material. Moreover, novel teaching and learning approaches need engagement from credible leaders within the institutions. Especially head teachers should thus be incorporated in the implementation of new teaching material and approaches, and training courses on EE and ESD for school principles, administrators, and of course teachers, should be offered.
This work aimed at investigating the effectiveness of a suggested approach, which presents geometric problems through a daily-life story using dynamic geometry software to enable undergraduate students to feel the importance of geometry in daily life, to share in the process of formulating geometric statements and conjectures, to experience the geometric proof more than validating the correctness of geometric statements, and to start with a real-life situation going through seven steps to geometric proof. The content of the suggested approach was organized so that every activity is a prerequisite for entering the next one, either in the structure of geometric concepts or in the geometric-story context.