Teaching and learning about human nutrition: a constructivist approach     

Enrique Banet  Francisco Núñez 《International Journal of Science Education》2013,35(10):1169-1194

The results of a constructivism‐based teaching programme on human nutrition for students in the second year of secondary education (13‐ and 14‐year‐olds) are analysed in light of the ideas held by the students before and after implementation of the programme. The results show how most of the students who participated in this programme reorganized their ideas concerning the nutritional process and achieved a fuller understanding of how nutrition comprises a series of related and integrated processes. Other students, who followed a more conventional method based on the teacher explanation and textbooks, tended to have erroneous or incomplete ideas concerning the nutritional process.  相似文献   

Modificación de los hábitos de estudio a través de técnicas de autorregulación: estudio de un caso     

V. Luis Pantoja  S. Enrique Arce  O. Dolores García  O. Ana García  G. Iosune Elorduy 《Infancia y Aprendizaje》2013,36(42):97-109

Resumen

El propósito de este estudio fue diseñar un modelo válido para la adquisición de unos adecuados hábitos de estudio, basado en una combinación de estrategias de autorregulación y técnicas de estudio. Se procedió mediante un diseño exploratorio de línea de base múltiple, con un único sujeto que incluía: a) fase de pretest, b) primera fase de intervención, en la que se introdujeron las estrategias de autorregulación, c) segunda fase de intervención o de introducción de las técnicas de estudio, y d) fase de postest. El resultado fue un cambio experimental y terapéuticamente significativo en los hábitos de estudio y en las conductas exponentes de: tiempo de estudio, desatención, y velocidad y comprensión lectoras, las calificaciones experimentaron un ascenso progresivo. Estos cambios se mantuvieron y consolidaron en el seguimiento, las estrategias de autorregulación se han mostrado útiles para aumentar la probabilidad de ocurrencia de la conducta deseada y disminuir la de la no deseada.  相似文献   

Investigation of behavior and perception of digital library users: A cognitive style perspective   总被引：1，自引：0，他引：1  

Enrique  Sherry Y.  Xiaohui 《International Journal of Information Management》2008,28(5):355-365

Cognitive style is an influential factor in users’ information seeking. The study presented in this paper examines how users’ cognitive styles affect their behavior and perception in digital libraries. Fifty participants took part in this study. Two dimensions of cognitive styles were considered: (a) Field Dependence/Independence; (2) Verbalizer/Imager. The results showed that Intermediate users and Verbalizers have not only more positive perception, but they also complete the tasks in effective ways. Implications for the design of personalized digital libraries are also discussed.  相似文献   

Images and the Open Educational Resources (OER) Movement     

Jorge Enrique Perez 《The Reference Librarian》2017,58(4):229-237

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Long-term effects of a mediated reading programme on the development of emotional competencies / Efectos a largo plazo de un programa de lectura mediada para el desarrollo de competencias emocionales     

Enrique Riquelme-Mella  Ignacio Montero García-Celay 《Cultura y Educación》2016,28(3):435-467

Emotional competencies are considered protective factors against behaviour problems and have been associated with adequate social and academic development. Early intervention means a greater chance of stability and development of these skills; however, few programmes address these aspects and evaluate their effectiveness in the short, middle or long term. Our research goal was to implement an early intervention programme for the development of emotional competencies based on the mediated reading of children’s literature and to evaluate its long-term effectiveness. Participants were 115 children between the ages of five and eight who were divided into two groups. To assess the impact of the programme, a factorial design was implemented with four independent variables. The ‘Mediated reading’ and ‘Traditional reading’ groups were compared on measures of facial emotion recognition, empathy and emotional regulation. Results indicate that the mediated reading group showed the best performance on all the dimensions evaluated, with significant differences from the traditional reading group. The study concludes by analysing the outcomes and limitations of the programme implemented.  相似文献   

Interpreting Menchu's account: Sociocultural and linguistic contexts     

Enrique T. Trueba 《International journal of qualitative studies in education》2013,26(2):115-129

This article provides a broader theoretical and sociohistoricalcontext in which to explore possible interpretations of Rigoberta Menchu's account regarding the atrocities committed against the Mayan people of the Altiplano in Guatemala. By focusing on the larger context, I attempt to bring attention to the need for a better understanding of ethnographic research based not on secondary sources but on first-hand data systematically collected in field-based settings. Such fieldwork requires that we take into consideration the language and culture of the people under study in order to arrive at credible interpretations of their statements.  相似文献   

Critical ethnography and a Vygotskian pedagogy of hope: The empowerment of Mexican immigrant children     

Enrique T. Ttueba 《International journal of qualitative studies in education》2013,26(6):591-614

This article, via the use of ethnographic research methods, suggests that critical theory and critical pedagogy can fruitfully redirect the attention from the predominant rhetoric on oppression to the developmental, cognitive, and academic needs of immigrant, low-income, and culturally different children. The Vygotskian approach is advocated to stress the need for the creation of linguistically and culturally appropriate learning environments that link the social and cognitive processes which constitute the basis for genuine empowerment in schoolchildren. The use of concrete examples will illustrate the major points of the article.  相似文献   

Integrating Reform‐Oriented Math Instruction in Special Education Settings     

Brian A. Bottge  Enrique Rueda  Perry T. LaRoque  Ronald C. Serlin  Jungmin Kwon 《Learning disabilities research & practice》2007,22(2):96-109

This mixed‐methods study assessed the effects of Enhanced Anchored Instruction (EAI) on the math performance of adolescents with learning disabilities in math (MLD). A quasi‐experimental pretest–posttest control group design with switching replications was used to measure students' computation and problem‐solving skills on EAI compared to control conditions. Scores on the curriculum‐aligned and standardized measures showed improved problem‐solving skills but results were mixed for computation. To augment the numerical data, a qualitative inquiry captured day‐to‐day classroom activities. The findings showed that problem‐based curricula such as EAI have the potential for helping students with MLD develop deeper understandings of math concepts but that considerable effort is required to structure and teach these concepts in ways students with MLD understand.  相似文献   

The moderating capacity of racial identity between perceived discrimination and psychological well-being over time among African American youth     

Seaton EK  Neblett EW  Upton RD  Hammond WP  Sellers RM 《Child development》2011,82(6):1850-1867

This study examined the influence of racial identity in the longitudinal relation between perceptions of racial discrimination and psychological well-being for approximately 560 African American youth. Latent curve modeling (LCM) and parallel process multiple-indicator LCMs with latent moderators were used to assess whether perceptions of racial discrimination predicted the intercept (initial levels) and the slope (rate of change) of psychological well-being over time, and whether racial identity moderates these relations. The results indicated that African American adolescents who reported higher psychological responses to discrimination frequency levels at the first time point had lower initial levels of well-being. Regressing the slope factor for psychological well-being on the frequency of discrimination also revealed a nonsignificant result for subsequent well-being levels.  相似文献   

Factors (not) affecting what students do with computers and internet at home     

J. Enrique Hinostroza  Carolina Matamala  Christian Labbé  Magdalena Claro  Tania Cabello 《Learning, Media and Technology》2015,40(1):43-63

This paper presents the results of an analysis of secondary students’ computer use, aimed at understanding how different factors influence the profile of activities carried out by students with computers. The analysis is based on the data from a national study aimed at measuring students’ Information and Communication Technology (ICT) skills for learning. A factor analysis was carried out to categorize students’ activities with computers and several indexes were constructed to define the comparison groups. Finally, a multiple linear regression analysis was performed to explain the frequency of the activities. Results show that students with access to computers at home mainly perform activities categorized as Socializing, Academic, Gaming and Production and that although the absolute frequency of these activities differs across groups, the profiles of computer use are surprisingly similar for groups based on students’ socio-economic group, experience with ICT, and self-confidence in the use of ICT. The only variable that discriminates user profiles is gender. Based on these findings, it can be claimed that Chilean secondary students with access to computers at home tend to show a rather homogenous computer-use profile, once access is equated.  相似文献