International approaches to the definition,philosophical tenets,and core elements of physical literacy: A scoping review     

Martins  João  Onofre  Marcos  Mota  João  Murphy  Chris  Repond  Rose-Marie  Vost  Helen  Cremosini  Bruno  Svrdlim  Andjelko  Markovic  Mojca  Dudley  Dean 《Prospects》2021,50(1-2):13-30

PROSPECTS - This paper addresses the inadequate understanding of the concept of physical literacy (PL), often originating from complex terminology and philosophical language used in the current...  相似文献   

Does teacher homework feedback matter to 6th graders’ school engagement?: a mixed methods study     

Cunha  Jennifer  Rosário  Pedro  Núñez  José Carlos  Vallejo  Guilherme  Martins  Juliana  Högemann  Julia 《Metacognition and Learning》2019,14(2):89-129

Metacognition and Learning - The effectiveness of homework on improving student academic achievement depends on several factors; for example, feedback provided by the teacher (i.e. grading) and...  相似文献   

An instrument for analysing students’ argumentative reasoning when participating in debates     

Marina Martins 《International Journal of Science Education》2019,41(6):713-738

The aims of this paper are twofold. First, we present, justify, and characterise an instrument for analysing students’ argumentative reasoning developed from Walton’s ideas. Then, from the analysis of students’ argumentative discussion about a socio-scientific controversy, we identify the advantages and disadvantages of using the instrument. The results show that the analysis of students’ argumentative reasoning require nine stages, which have logical and pragmatic criteria that should be used in order to decrease the subjectivity of the analysis. The analysis sheds light on the characterisation of students’ argumentative reasoning by supporting the understanding of the move of students’ argumentative clusters, since it enables us to understand that: the argumentative quality depends on the relations between arguments and other statements; and an argumentative cluster can be developed according to the frequency of refutations or attacks by means of questions involving its constituents. This is because when arguments, questions, and/or claims are evaluated, the individuals have the possibility of bringing other reasons and/or arguments that support them in the discussion. Therefore, the main contribution of this study is the development of an instrument, based on dialectical principles, that contributes to analyse students’ argumentative discuss and to support discussions of their argumentative quality.  相似文献   

Invented spelling activities in small groups and early spelling and reading     

Margarida Alves Martins  Liliana Salvador  Ana Albuquerque  Cristina Silva 《教育心理学》2016,36(4):738-752

Our aim was to assess the impact of an invented spelling programme conducted in small groups on children’s written language acquisition in Portuguese. We expected the experimental group to have better post-test results than the control group in spelling and reading. Participants were 160 preschool-age children who were randomly divided into an experimental and a control group. Their age, cognitive ability, knowledge of letters and phonological abilities were controlled. Children’s spelling and reading were evaluated in a pre- and a post-test. In-between, experimental group participated in an invented spelling programme in small groups and the control group in story readings. The experimental group showed better results in spelling and reading in the post-test than the control one. Different dynamics occurred in the small groups which had different impacts on children’s acquisitions. These results provide empirical support for the proposal that invented spelling should be incorporated into early literacy instruction.  相似文献   

Reinforcement of schedule-induced drinking in rats by lick-contingent shortening of food delivery     

Beatriz Álvarez  Javier Íbias  Ricardo Pellón 《Learning & behavior》2016,44(4):329-339

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Some Internet Applications for Language Teaching: a Web-Assisted Course of English for Construction     

José MarÍa Perez Fernandez 《Educational Media International》2013,50(2-3):119-125

The web expands the possibilities of language teaching, particularly in the field of specific areas, like engineering, architecture or the construction industry. It facilitates easy, instantaneous access to sources of information, specialized texts and data that were either unavailable in the past or took a considerable amount of time to access. In addition to providing these specific texts that can be used as teaching and practise material, and serving as an electronic board with information on classes, deadlines, contents, syllabus, etc., the web should also affect the way languages are taught, as well as the learning styles of the students. As many of us start using the web as a teaching resource, we should move from a phase of simply using the new media with the old content, on to developing not only new contents but also new teaching procedures and strategies based on these new media. By showing some of the web pages (http://www.ugr.es/~jmperez/Aparejadores1.html) developed for an English for Construction course at the English Department at the University of Granada, I will comment and reflect on how the Internet is beginning to affect our ways of teaching and learning. Quelques applications d’Internet À l’enseignement des langues. Un cours Web d’anglais pour la

construction. Le Web offre de nouvelles possibilités pour l'enseignement des langues, en particulier dans les domaines particuliers tels que l'ingénierie, l'architecture, ou l'industrie du bÂtiment. Il rend l'accès aux sources d'information facile et instantané notamment pour les données jadis difficilement accessibles voire totalement inaccessibles. Le Web met À disposition des matériaux de cours mais aussi des informations relatives À la gestion de ceux-ci (horaire, programmes, contenus, etc.). Il devrait de plus affecter les faÇons d'apprendre les langues autant que les styles d'apprentissage des étudiants. Comme notre propre pratique d'enseignant nous le montre, nous avons tendance À " faire du vieux avec du neuf ". Nous devrions progressivement arriver À développer de nouveaux contenus mais aussi de nouvelles procédures et stratégies d'apprentissage adaptées aux caractéristiques de ces nouveaux médias. Sur la base de l'analyse de certaines des pages d'un cours d'anglais pour la construction développé au Département d'anglais de l'Université de Grenade, (http://www.ugr.es/~jmperez/Aparejadores1.html), nous tenterons de montrer comment Internet progressivement modifie nos faÇons d'enseigner et d'apprendre. Quelques applications d’Internet à l’enseignement des langues. Un cours Web d’anglais pour la

construction. Einige Internet-Applikationen für den Sprachunterricht. Ein Web-unterstützter Englischkurs für den

Konstruktionsbau. Das Web erweitert die Möglichkeiten des Sprachunterrichtes, insbesondere in spezifischen Bereichen wie denen der Ingenieurwissenschaften, Architektur, oder Konstruktionsbau. Es ermöglicht den einfachen und schnellen Zugang zu Informationsquellen, speziellen Texten und Daten. Diese waren vorher nicht verfügbar, oder ihr Zugang war nur mit grossem Zeitaufwand verbunden. Das Web stellt nicht nur Kursmaterial zur Verfügung, sondern auch Informationen bezüglich deren Verwaltung (Stundenplan, Programme, Inhalt, etc.). Das Web kann auch die Art beeinflussen, wie Sprachen gelehrt werden, und hat somit auch Einfluss auf den Lernstil der Studenten. Wie die eigene Praxis uns zeigt, tendieren wir zum Einsatz der neuen Medien, allerdings mit altem Inhalt. Wir sollten daher nicht nur progressiv neuen Inhalt entwickeln, sondern auch neue Unterrichtsformen und-strategien, die auf den neuen Medien bauen. Anhand von einigen Web-Seiten (http://www.ugr.es/ ~jmperez/Aparejadores1.html), die für einen Englischkurs im Konstruktionsbau vom English Department der Universität von Grenada entwickelt wurde, werde ich kommentieren bzw. reflektieren wie das Internet die Art und Weise wie wir lehren und lernen, uns bereits beeinflusst.  相似文献   

Cognitive reality of multidimensional information processing in knowledge assessment by experts     

Jean -Paul Caverni  Jean -Luc Péris 《European Journal of Psychology of Education - EJPE》1992,7(2):109-122

Two experiments were designed in order to examine the knowledge assessment task accomplished by French teachers assessing essays written by French native secondary school students. The focus of the study bears on the potentially multidimensional nature of the processing of evaluation cues. In the experimental conditions conventionally designed to test multidimensional evaluation models or techniques, information about each object to be evaluated (and hence, the dimensions along which objects are compared with each other) are explicitly provided to the subject from some external source. The experiments presented here were aimed at studying information processing by experts performing an evaluation task in which the experts themselves are required to: (i) define the relevant dimensions to be used in the evaluation and (ii) elaborate the necessary information about each of those dimensions for each object (in this case, native language essays). The question is to find out whether or not the information processing carried out by such subjects is multidimensional. If evaluators do in fact perform multidimensional processing of information, this implies not only that evaluation cues belong to differentiated classes (Experiment 1), but also that cues belonging to the same class are processed with respect to each other before being processed with respect to cues of another class (Experiment 2). The results obtained here support that conclusion. Both experiments used the self-paced display paradigm. Subjects were presented with segments of text on a computer screen, and the display time for each segment was recorded. Random coloration of errors belonging to three evaluator-defined classes was found to increase display time on the corresponding segments.  相似文献   

Mozambique: Some considerations on educational research, policy formulation and decision making     

Zeferino Martins 《Prospects》1997,27(4):619-626

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Predicting Student Persistence and Performance in the First Year of a Tertiary Nursing Programme: A Pilot Study     

Michel Burgum  Audrey C. Martins  Kristine Northey 《高等教育研究与发展》1993,12(2):157-169

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Dialectical dividends: fostering hybridity of new pedagogical practices and partnerships in science education and outreach     

Diogo Martins Gomes  Veronica McCauley 《International Journal of Science Education》2016,38(14):2259-2283

Science literacy has become socially and economically very important. European countries stress that science graduates are fundamental for economic growth. Nevertheless, there is a declining student participation in science. In response, there has been a call to change the way science is taught in schools, which focuses on inquiry methods rooted in constructivism. Universities and other organisations have responded by developing outreach programmes to improve student engagement in science. Given this context, there is a necessity for research to ascertain if this new relationship between outreach and education is worthwhile. This study examines and compares primary teachers and outreach practitioners understanding and perceptions of constructivist science pedagogy, in an effort to understand the potential of a teacher-outreach partnership. For this, qualitative and quantitative methods were employed, taking a dialectic pragmatic stance. Contradicting the recurrent view, teachers and outreach providers revealed favourable views in relation to constructivism, despite recognising barriers to its implementation. These results support a partnership between teachers and outreach practitioners and the realisation of the hybrid role of each participant. The results also reveal an important dynamic in outreach access to schools. Specifically, the outreach connected teachers acted as gatekeepers by negotiating access into their colleagues classrooms.  相似文献