Wissenschaft und Gesellschaft : Beiträge zur Geschichte der Technischen Universität Berlin, 1879-1979
TL;DR: A review of spatial abilities in teaching and learning mathematics education can be found in this article, with a focus on the Papua New Guinea experience and cultural and social aspects of mathematics education.
Abstract: Developing a Festschrift with a Difference.- In Conversation with Alan Bishop.- Teacher Decision Making.- Decision-Making, the Intervening Variable.- Teachers' Decision Making: from Alan J. Bishop to Today.- Spatial Abilities, Visualization, and Geometry.- Spatial Abilities and Mathematics Education - A Review.- Spatial Abilities Research as a Foundation for Visualization in Teaching and Learning Mathematics.- Spatial Abilities, Mathematics, Culture, and the Papua New Guinea Experience.- Cultural and Social Aspects.- Visualising and Mathematics in a Pre-Technological Culture.- Cultural and Social Aspects of Mathematics Education: Responding to Bishop's Challenge.- Chinese Culture, Islamic Culture, and Mathematics Education.- Social and Political Aspects.- Mathematical Power to the People.- Mathematical Power as Political Power - The Politics of Mathematics Education.- Teachers and Research.- Research, Effectiveness, and the Practitioners' World.- Practicing Research and Researching Practice.- Reflexivity, Effectiveness, and the Interaction of Researcher and Practitioner Worlds.- Values.- Mathematics Teaching and Values Education - An Intersection in Need of Research.- Valuing Values in Mathematics Education.
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TL;DR: The rise of large-scale laboratory research in nineteenth-century Germany has often been portrayed as a continuous success story, but developments in biology, physics, and the technical fields are then depicted either as imitations of or as the results of knowledge or personnel transfer from the leading disciplines.
Abstract: The rise of large-scale laboratory research in nineteenth-century Germany has often been portrayed as a continuous success story. Taken as indicative are the two sciences on the leading edge of the trend, chemistry and physiology; developments in biology, physics, and the technical fields are then depicted either as imitations of or as the results of knowledge or personnel transfer from the leading disciplines. At first glance, the founding in 1879 of the world's first continuously operating psychological laboratory in Leipzig by Wilhelm Wundt, a physiologist turned philosopher, seems to fit this model very well. In one study, Joseph Ben-David and Randall Collins assert that this instance of “role hybridization,” as they call it, marked experimental psychology's “take-off into sustained growth” as a scientific discipline.
47 citations
TL;DR: In this article, a short sketch of higher technical schools in Europe at the half-nineteenth century is presented, with the aim of making some comparisons and presenting the organisation of the Polytechnic in Karlsruhe in detail as an examplary case.
Abstract: We present a short sketch of higher technical schools in Europe at the half of nineteenth century With the aim of making some comparisons, we have consulted original documents and present the organisation of the Polytechnic in Karlsruhe in detail as an examplary case
8 citations
Dissertation•
25 May 2009
TL;DR: In this article, the authors examine the political influence on physics at the University of Gottingen in the 1930s and 40s, and reconstructs the physicists' collegial network whose structure could explain the to some extent strange changes in personnel.
Abstract: The dissertation examines the political influence on physics at the University of Gottingen in the 1930s and 40s. The examination of all physics institutes is divided into the realms of scientific personnel, students, research, and teaching. The chapter on the personnel shows how in the case of staffing the scientific community considered the scientific quality, the political attitude, and the character traits of the respective candidates. In addition to their individual characteristics the scientists collegial ties were of great importance. Thus the chapter reconstructs the physicists" collegial network whose structure could explain the to some extent strange changes in personnel. This is shown by the analysis of the unsuccessful rehabilitation case of Kurt Hohenemser. Also the quantity and composition of the student body was politically influenced. For instance at the end of the Third Reich the number of female physics students reached its maximum; during denazification the female students were pushed away radically. In the postwar period research control caused a transformation of armament research which had been conducted in all physic institutes before. Some of the military relevant research was continued by semantically putting it into a peaceful context partly even under allied control. Also the curricula were adjusted to the respective political circumstances. Lectures on quantum mechanics and relativity theory were seldom during the Third Reich. In the postwar period lectures on the history and philosophy of physics complemented the studium generale program. In single cases they also dealt with the Nazi past.
5 citations
TL;DR: In this paper, the focus is on substitute materials, particularly the research on substitute metals, and the two periods of autarky in Germany were of primary influence on this field.
Abstract: The focus of this essay is on substitute materials, particularly the research on substitute metals. The two periods of autarky in Germany were of primary influence on this field. Engineers and construction engineers proved most important in this context despite inter-institutional cooperation between the disciplines of metals research, materials testing, and technical mechanics. Engineers had to solve construction problems respecting the materials used and to analyse components in terms of economic efficiency. However, the research on substitute metals not only meant the substitution of one substance for another. It also implied economizing and recycling scarce materials. These activities required tacit knowledge. Engineers succeeded to some degree but the German war economy paid a high price for it. Each technical system demanded a case-specific approach. Typically a loss of effectiveness, reliability and durability of the products containing substitutes had to be taken into account.
1 citations
TL;DR: In this paper, a case study of the first generation of women students and engineering graduates at Technical University, Munich in a German educational historical context is presented, which follows their professionalization strategies from 1899 up to the 1940s.
Abstract: This paper is based on a case study of the first generation of women students and engineering graduates at Technical University, Munich in a German educational historical context. It follows their professionalization strategies from 1899 up to the 1940s. In a structural as well as personal‐experience oriented approach the author evaluates written biographical and oral history sources to draw a socio‐biographic group‐portrait and to look at ways in which female students and future engineers acquired professional ‘habitus’.
1 citations