Search

Unterrichtswissenschaft 23 (1995) 3, S. 251-263, Ziel des Vorhabens ist die Erforschung des Lehrens und Lernens begrifflichen Wissens mittels Concept Maps. Dies soll durch ein Computerprogramm realisiert werden, das als Instrument für Lehren und (selbstgesteuertes) Lernen sowie als Diagnose- bzw. Prüfinstrument von Lernwegen und Lernergebnissen und darüber hinaus auch als Instrument zur Erforschung von Begriffsvermittlung unter streng kontrollierten Bedingungen genutzt werden kann. In einer ersten, deskriptiv analytischen Studie wird der Frage nachgegangen, inwieweit kongnitive Stile als internale Bedingung schon beim Erstellen einer Concept Map eine Rolle spielen bzw. aufgrund der Art des Aufbaues einer Concept Map eine Typisierung in "eher induktive" vs. "eher deduktive" Lerner erfolgen kann. Eine zweite, experimentelle Studie soll klären, inwieweit Empfehlungen zum Perspektivenwechsel (in Abhängigkeit der beobachteten kognitiven Vorgehensweisen der Vpn) beim Durcharbeiten von Wissensinhalten in unterschiedlichen Präsentationsversionen (Concept Map vs. Text) einen Einfluß auf die Behaltensleistung haben. (DIPF/Orig.), The aim of the project is the exploration of teaching and learning of conceptual knowledge by means of concept maps. This will be realized by a computer program which can be used as an instrument for teaching and self controlled learning as well as an instrument for diagnosing and testing ways of learning and learning results. Over this, the program will be used to explore conceptual teaching under strictly controlled conditions. In a first descriptive, analytical study, our question is how do cognitive styles as an internal condition influence the construction of a concept map and whether it could be concluded from the kind of construction of a concept map to several types of learners cognitive style: „likely inductive" or „likely deductive". In a second experimental study we'll try to find out, whether the suggestion to change the perspective (dependent on the observed cognitive procedures of the pbn) during the elaboration of knowledge contents in different version of presentation (concept maps vs. text) has an influence on retention achievements. (DIPF/Orig.)

A meson exchange model is presented for the N-$\overline{N}$ interaction. The elasticpart is taken to be the G-parity transform of the recent Bonn N-N potential, whichbeyond traditional one-boson-exchange diagrams also ta.kes into account explicit2$\pi$- and $\pi \rho$-exchange processes as well as virtual $\Delta$-exitations. It is defined interms of meson exchange over the whole ra.nge, i. e. no ad hoc parametrization ofthe inner part has to introduced.In a first step, a phenomenological, complex optical potential V$_{opt}$ has beenadded in order to globally a.ccount for N-$\overline{N}$ annihilntion. This simple N-$\overline{N}$ modelleads already to a good reproduction of the low- and medium-energy N-$\overline{N}$ data.In the next step, a theoretical annihilation model has been derived from nucleon,delta and hyperon ($\Lambda, \Sigma, \varUpsilon$*) exchange diagrams with 2-meson final states involving$\pi, \rho, \delta, \omega$, K and K* mesons. The corresponding meson-baryon couplingsare chosen consistently with former studies of the N-N and hyperon-nucleon system.Based on this microscopic annihilation model, agam using the G-parity transformof the Bonn potential as elastic part, the $\overline{p}$-p elastic as well as total crosssection data can be reproduced quantitatively, together with a shoulder in thep-parameter at low energies, suggested by experiment. In rontrast to the phenomenologicalannihilation model, the theoretkal model predicts several boundstates with relatively narrow widths ($\Gamma \le$ 30 Mev).