Refine
Year of publication
- 2014 (2) (remove)
Document Type
- Article (1)
- Master's Thesis (1)
Keywords
- science (2) (remove)
Institute
Treating creationism as a controversial topic within the science and religion issue in the science classroom has been widely discussed in the recent literature. Some researchers have proposed that this topic is best addressed by focusing on sociocognitive conflict. To prepare new learning opportunities for this approach, it is necessary to know the concrete arguments that students use in their discussions on this issue. Therefore, this study aimed to provide a systematic description of these arguments. For this purpose, upper secondary students (N=43) argued for either the acceptance of evolutionary theory or faith in Genesis in a written speech. The study was conducted during their regular biology and religious education classes. Generated arguments were analysed by qualitative content analysis. Three dimensions of the arguments were described: the content (science or religion), the valuation of the argument (positive or negative), and whether the argument consisted of a descriptive or normative argumentation. The results indicate that students found it easier to generate arguments about the scientific side of the issue; however, these arguments were negatively constructed. The results are discussed with regard to implications for educational approaches for teaching controversial issues at the high-school level.
Diese Arbeit beschäftigt sich mit der Motivation von Mitarbeitern an öffentlichen wissenschaftlichen Einrichtungen. Anhand einer Mitarbeiterumfrage am Leibniz-Institut für Agrartechnik Potsdam-Bornim e. V. werden mehrere Hypothesen untersucht, die auf der Self-Determination-Theory basieren. Die Analyse zeigt, dass viele Befragte eine hohe autonome Motivation aufweisen. Insbesondere das Gefühl, Wahlmöglichkeiten und Gestaltungsspielräume bei der Arbeit zu besitzen, beeinflusst die Motivation positiv. Während Führungskräfte dieses Gefühl der Autonomie stärken können, haben Charaktereigenschaften keinen Einfluss hierauf. Darüber hinaus zeigt sich, dass in der Wissenschaft ein Gefühl der sozialen Eingebundenheit im Arbeitskontext keine bedeutende Rolle zu spielen scheint.