Der Artikel geht anhand der Lehrveranstaltung Concepts of Molecular Modeling der Frage nach, wie die Heterogenität von Studierenden für eine Verbesserung der Lehre genutzt werden kann. Fachliche Diversität bietet die Chance, einen interdisziplinären Diskurs zu etablieren, sodass die Studierenden von der in der Gruppe vorhandenen Expertise optimal profitieren können. Insgesamt ermöglicht dies die Etablierung einer Lernatmosphäre, die sich nah am komplexen Forschungs- und Arbeitsalltag orientiert und die Studierenden auf diesen vorbereitet. Es wird deshalb vorgeschlagen, den Begriff der Heterogenität, der häufig eher negativ konnotiert ist, durch den Begriff der Vielfalt (Diversity) abzulösen. Vielfalt ist eine Chance und der Artikel zeigt in diesem Sinne auf, wie die in einer Gruppe vorhandenen Potentiale zur Entfaltung gebracht werden können.

Der Beitrag beschreibt das didaktische Konzept des Seminars „Regressionsmethoden zur Untersuchung von Arbeitslosigkeit und Binnenwanderung“. Durch eine studierendenorientierte Planung und innovative Methoden aus dem forschenden, projektbasierten und kollaborativen Lernen (peer learning) fördert das Lehr-Lern-Projekt sowohl die wissenschaftliche Befähigung als auch berufspraktische Kompetenzen in den Wirtschaftswissenschaften.

The UK government, under the Primary Capital Programme, is planning to rebuild or refurbish approximately half of all primary schools by 2022/23. The aim is to create primary schools that are equipped for 21st century teaching and learning. Around £7 billion will be invested in the scheme with £1.9 billion of the budget being spent 2008-11, £650 million for all local authorities in 2009-10 and £1.1 billion in 2010-11. However, this substantial investment will only meet the target of providing a 21st century educational environment, with opportunities for exemplary teaching and learning, if the design of new and refurbished schools is fit for this purpose. The research set out to answer the question ‘How can all user groups be involved in the evaluation of newly built primary schools?’ This question was addressed by achieving the aim of developing a post-occupancy evaluation toolkit specifically for primary schools which accounted for the views of all stakeholders. The research focussed on primary schools in the city of Coventry in the UK West Midlands and was conducted in two phases: an examination of schools built before the introduction of a model brief in 1996 and an evaluation of schools that were built using its guidance. The findings from the initial case studies indicated issues to be addressed in the design of the toolkit. Following the initial case studies in pre-1996 schools, the research focussed on five recently built primary schools that were constructed according to the guidelines contained in Coventry’s model brief. At the time of commencing the research, six primary schools had been built using this framework. However, there had been no attempt to evaluate the schools to establish whether they met the needs of all stakeholders. The post-occupancy evaluation toolkit that was developed took a multi-stakeholder perspective on primary school builds and resulted in findings which indicate the variability in responses between different stakeholder groups and schools. The research concluded that the post-occupancy toolkit can provide information on school buildings, from a multi-stakeholder perspective, which may be useful architects and designers. It also proposes an approach to primary school design which accounts for the variability in the needs of diverse stakeholder groups and the individuality of each school, including their geographical location.

The purpose of this report was to investigate how people who order a soil analysis perceive the information about that process. According to the law the customers need to have information about the soil analysis if they order it. A new informational film about soil analysis was compared to the existing data to see how the customer perceives different types of information. Two groups took part in the survey, one group watched the informational film, and the second group only had access to the existing data. The results of the investigation show that the majority of the respondents in the second group think that there is too little information about soil analysis and that it is hard to find. The first group think that after watching the movie, they got all the necessary information about the soil analysis in an accessible way. However, most survey respondents want the information in text form. Those who saw the informational movie think they have a better understanding of how and why the soil analysis is done, compared to those who only had access to the existing information. Most survey respondents want to get information from the municipality / county government, but receive the most of it from consultant agencies.

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<p>This research used diary studies and interviews with five Japanese learners of English to investigate the different affective, cognitive and social factors that affected their learning of English in Cape Town between 2004 and 2005. The findings of this study corroborate arguments put forward by Gardner that factors such as learning goals, learning strategy, attitude, motivation, anxiety, self-confidence and cultural beliefs about communication affect the acquisition of a second language and correlate with one another.</p>

The main purpose of this study was to establish how effectively mediation was applied to advance learners‟ fundamental rights in English First Additional Language classrooms. The researcher did a literature study in Chapter Two to do research on the concept mediation. The researcher briefly looked at a variety of approaches to mediation before deciding to base her study on the twelve mediation principles of Feuerstein. The advantages gained by following a mediational approach while teaching learners could not be disputed. In Chapter Three, the researcher investigated which fundamental rights learners have at South African schools. A variety of legislation was studied before determining those Acts and the legislation applicable to learners‟ fundamental rights. The researcher then proceeded with her empirical design in which she discussed the quantitative and qualitative methods of data collection which were triangulated in order to make findings. The researcher ensured that both mediation and fundamental rights were tested in the questionnaires which were answered by educators and learners. Thereafter, three focus group interviews were held with the educators who had completed the questionnaires. Lastly, the researcher conducted six observations during English First Additional Language literature periods. In order to advance learners‟ fundamental rights while applying mediation during literature periods, the researcher developed a teaching and learning programme for poetry in Grade 11 English First Additional Language educators. Through the research it was found that educators neglect the application of mediation. This, unfortunately, results in detrimental effects concerning the advancement of learners‟ fundamental rights. / Thesis (PhD (Education Law))--North-West University, Vaal Triangle Campus, 2013

This study was undertaken in an attempt to improve the vocational training in Electrical Systems and Construction done at the Sedibeng Further Education and Training Colleges. The development of vocational training in South Africa, as well as different approaches to effective teaching and learning, were investigated by doing a literature study. It was determined that a constructivist approach to teaching and learning that advocates an active, learner-centred approach to teaching and learning appears to be the most effective for vocational training. An empirical investigation was conducted to determine possible shortcomings in the current way of teaching, learning and assessment at Sedibeng Further Education and Training College. For this purpose, mixed method research with a triangulation design was employed. The quantitative part of the study utilized descriptive survey research with a questionnaire to establish Level 3 educator and learner viewpoints regarding the current nature of teaching, learning and assessment. A phenomenological strategy was used for the qualitative part of the study, which involved the use of semi-structured interviews with the management staff at the college, to obtain their perspectives regarding training at the college. The quantitative and qualitative data indicated weaknesses in the current approach to teaching, learning and assessment, and that teaching, learning and assessment practices could become more effective by incorporating constructivist teaching, learning and assessment principles that encourage active and interactive learning. Furthermore, a lack of teacher training and a lack of practical experience among educators, as well as inadequate infrastructure and ill-equipped facilities, are major contributing factors to ineffective vocational training. The practical contribution of the study is found in the teaching and learning programme for Electrical Systems and Construction based on constructivist principles that was developed to assist educators to improve the effectiveness of vocational training. / Thesis (PhD (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2013