The study investigated the influence of Process Oriented Guided Inquiry Learning Approach (POGIL) on Science Foundation students’ achievements in stoichiometry versus traditional lecture centered pedagogy. Two intact science foundation class groups at the University of Namibia were used as a case study. A quasi-experimental non-randomized pre and posttests control group design was used to investigate the achievement in stoichiometry. Data on student achievements were collected and analyzed using descriptive statistics and Analysis of Covariance (ANCOVA). The ANCOVA results showed that there was a significant statistical difference in achievements when comparing the adjusted mean score (54.5%) obtained by the control group and the adjusted mean score (60.5%) obtained by students in the POGIL group; (F (1,75) = 17.990, p < 0.05). The POGIL group also showed the highest average improvement (65%) on questions related to reaction stoichiometry and limiting reagents, whereas the control group recorded improvements of about 53% in the same section. The results from the analysis of student’s test solutions revealed that the POGIL group students were able to give concrete reasons for their answers that they had obtained through numerical calculations or multiple choices and demonstrated enhanced understanding of linking various stoichiometry concepts. / Science and Technology Education / M. Sc. (Chemistry Education)

Many students who come to universities and colleges find it difficult to acquire a well-functioning academic language, especially in writing. This is confirmed in several studies (Ahlm m.fl. 2009, Ask, 2005, 2007, Hoel 2010). One measure that is called for is concerted activities, which help to socialize students into the academy. The aim of this essay is to use the students’ experiences to elucidate and analyse the conditions for peer response in process-oriented writing in higher education, the difficulties it entails, and its consequences for teach-ing and learning. The students’ experiences of and attitudes to peer response in relation to academic literacy are studied and analysed critically in a course on the use of academic lan-guage. The empirical section presents the implementation and results of the selected methods – a questionnaire and interview with 30 and 5 students respectively on a professional educa-tion programme during their first year of study. The result shows a close correspondence be-tween the students’ experiences of peer response linked to their experiences of their develop-ment of academic writing, but also between their experiences of peer response and attitudes to and experiences of their knowledge of academic writing. The study also demonstrates the students’ experiences of success factors and pitfalls of peer response. The success factors concern metalanguage, working with a clear structure, reading and discussion of texts, and the need for an open, secure climate. The students’ experiences of the pitfalls of peer response concern, on the one hand, socio-emotional and psychological aspects in relation to the other students, for example the difficulty of balancing the response, and especially of daring to crit-icize a text sharply. On the other hand, it concerns the fear of not being good enough because of inadequate knowledge of academic language and academic text.

In dieser Dissertationsschrift wird ein Design-Science-Ansatz unternommen zur Analyse der IT-Unterstützung mobiler Gesundheitsdienstleister. Dabei wurde für das Forschungsfeld E-Health bzw. M-Health an der Schnittstelle von Gesundheits- und Wirtschaftsinformatik ein Ausbau der Prozessorientierung untersucht. Daraus resultierten basierend auf einer Analogie zum technischen Außendienst in sechs wissenschaftlichen Erst- und Koautorenschaften des Verfassers (siehe Tabelle 3 sowie Literaturverzeichnis für bibliographische Details) Artefakte und Gestaltungswissen. Mit deren Hilfe können komplexe Versorgungsabläufe als Hilfestellung für Rettungs- oder ambulante Pflegekräfte IT-gestützt auf modernen tragbaren Endgeräten, wie Smartphones mit Touchscreen, zur Verfügung gestellt werden, unter anderem zum Ausbau evidenzbasierten Handelns. Die Resultate werden weiterhin in einem Ordnungsrahmen für Gestaltungswissen lokalisiert, so dass diesbezügliche Erkenntnisse auch andernorts leicht wiederverwendet werden können. Bisherige Evaluationen des Konzepts und eines bereits vorliegenden Prototyps, insbesondere mit Anwenderzielgruppen, erbrachten positive Resultate bzw. Rückmeldungen hinsichtlich der Akzeptanz, so dass dieser für eine praktische Implementierung weiter vorbereitet werden kann.