المؤلفون: Nase, Annemarie, Grootel, Geert van, Schmiede, Rudi, Stoll, Julia, Körnig, Stephan

URL الوصول: https://www.europeana.eu/item/2048425/item_G3FEYMG5EIZI4KRHRQA2VAEFY5JBK63L?utm_source=api&utm_medium=api&utm_campaign=YuvuWBeCa

المؤلفون: Schmiede, Rudi, Stoll, Julia, Sonkajärvi, Hanna, Körnig, Stephan

URL الوصول: https://www.europeana.eu/item/2048425/item_ITKCQSFSLJ57YWV5OO6PDM5YHBMHLHRB?utm_source=api&utm_medium=api&utm_campaign=YuvuWBeCa

المؤلفون: Rickli, Christina, Stoll, Julia, Westermair, Anna Lisa^{Aff1, Aff2}, Trachsel, Manuel^{Aff2, Aff3, IDs12888024057106_cor4}

المصدر: BMC Psychiatry. 24(1)

المؤلفون: Stoll, Julia, Westermair, Anna Lisa^{Aff1, Aff2, Aff3}, Kübler, Ulrike, Reisch, Thomas, Cattapan, Katja^{Aff4, Aff6}, Bridler, René, Maier, Robert, Trachsel, Manuel^{Aff1, Aff2, IDs12888022040249_cor8}

المصدر: BMC Psychiatry. 22(1)

المؤلفون: Prietz, Christian^Aff1, Rost, Martin, Stoll, Julia

المصدر: Datenschutz und Datensicherheit - DuD. 44(10):654-658

المؤلفون: Hausmann, Daniel, Stoll, Julia

المصدر: Diagnostica; 20240101, Issue: Preprints p1-12, 12p

مستخلص: Zusammenfassung.Viele Menschen treffen ihre Entscheidungen, wenn sie sich subjektiv sicher genug sind. Der Kurze Entscheidungs-Test Online (KETO) wurde als attraktives, komplexes und für die Teilnehmenden nicht einfach zu durchschauendes Verhaltensspiel im Sinne eines objektiven Persönlichkeitstests entwickelt, um die individuelle Höhe der angestrebten Urteilssicherheit (HAUS) prozentgenau zu erfassen. In 22 vergleichbaren Durchgängen soll eine von vier zur Auswahl stehenden Optionen gewählt werden. Dabei können auf einem Information Board 0 bis maximal 5 probabilistische Cue-Informationen aufgedeckt werden. Die individuelle HAUS wird aufgrund der probabilistischen Erstinformation und dem weiteren Suchverhalten experimentell eingegrenzt und anhand des vollständigen Informationssuchmusters post-hoc nachberechnet. Mehrere Validierungschritte wurden mit 1 008 Versuchspersonen durchgeführt und umfassten die konvergente und divergente Validität, eine Extremgruppen- und Kriteriumsvalidierung, sowie Retest-Reliabilität und Stabilität. Die HAUS korrelierte positiv mit der Risikoeinstellung und negativ mit dem Risikoverhalten (kleine Effektstärke). Die HAUS ist unter anderem unabhängig von der Teilnahmemotivation, von der Maximierungstendenz und den 5 Faktoren des NEO-FFI.

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المؤلفون: Stoll, Julia, Hamilton, Ashley, Oxley, Emilie

المصدر: Young Children. Mar 2012 67(2):20-26.

Peer Reviewed: Y

Page Count: 7

Descriptors: Teacher Role, Physics, Problem Solving, Motion, Cognitive Development, Thinking Skills, Science Activities, Fundamental Concepts, Scientific Concepts, Inquiry, Educational Practices, Teaching Methods, Classroom Techniques, Instructional Design, Instructional Innovation, Preschool Education, Early Experience

مستخلص: Physics is the study of forces and motion--the science of matter and energy and the interaction between the two. The big idea the children explore, as well as the question they ask as they engage in physical knowledge activities related to physics, is "How does it move?" Many teachers translate naturally as they come to know the children they teach. They use the language and concepts children understand to help them grasp the big ideas. Later, these concepts become more powerful and precise because of these prior experiences. When planning physical knowledge activities, specifically those that focus on physics concepts, DeVries and colleagues (2002) suggest four criteria: (1) Children must be able to produce the movement by their own action; (2) Children must be able to vary their actions; (3) The reaction of the objects must be observable; and (4) The reaction of the objects must be immediate. The goal of these activities is to encourage children's exploration of their own questions and problems that arise during experimentation. What may not always be clear to teachers is the best time or best way to support children's cognitive development during their play. In this article, the authors share examples of teachers' roles in supporting children's inquiry by focusing on the process of problem solving and the content of physics.

Abstractor: ERIC

URL الوصول: http://www.naeyc.org/yc/pastissues/2012/march

المؤلفون: Galizio, Carolyn, Stoll, Julia, Hutchins, Pamela

المصدر: Young Children. Jul 2009 64(4):42-48.

Peer Reviewed: Y

Page Count: 7

Descriptors: Outdoor Education, Teaching Methods, Natural Resources, Play, Child Development, Young Children, Laboratory Schools, Student Motivation, Student Interests, Cooperative Learning, Cooperative Planning, Problem Solving

مستخلص: This article describes the story of the bridge. The story illustrates the essence of outdoor experiences for children from the perspective of the classroom teacher. The children's ideas, images, and words are extremely meaningful, demonstrating that children are very capable at even young ages when supported by adults. Teachers support the theory that experiences in unstructured, natural settings are integral to children's learning and development. This context offers something new to children, an unknown for them to explore and a chance to investigate their interests.

Abstractor: ERIC

URL الوصول: http://www.naeyc.org/yc/pastissues/2009/july

المؤلفون: Stoll, Julia, Westermair, Anna Lisa, Kübler, Ulrike, Reisch, Thomas, Cattapan, Katja, Bridler, René, Maier, Robert, Trachsel, Manuel

مصطلحات موضوعية: Data_FILES

الوصف: Additional file 1.

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a3e856abf9ba801c16394c56df38cd28