Location-based smartphone games in the context of environmental education and education for sustainable development: fostering connectedness to nature with Geogames     

Joachim Schneider  Steffen Schaal 《Environmental Education Research》2018,24(11):1597-1610

Abstract

Geogames are complex location-based games for smartphones and they are part of a critical discussion within the community of environmental education. The aim of the study is to asses if smartphone games are suitable to foster connectedness to nature and if there are differences between a complex Geogame and a less-demanding treasure hunt. For this purpose, two established scales are used in a pre-post-test-design: the inclusion of nature in self (INS) and the disposition to connect to nature (DCN). Furthermore, the game-related enjoyment was controlled. The results reveal a significant increase of the INS for both game formats, with the strongest effect for the former more nature distant subjects. The DCN-scale shows a similar tendency but not a significant gain. Between the game formats, no significant difference is detectable. So, the main effect seems to be the location-based activity in nature guided by smartphones, not the complexity of a Geogame.  相似文献   

The Development of Metacognitive Knowledge in Children and Adolescents: Major Trends and Implications for Education   总被引：1，自引：0，他引：1  

Wolfgang Schneider 《Mind, Brain, and Education》2008,2(3):114-121

ABSTRACT— This article gives an overview of developmental trends in research on metacognition in children and adolescents. Whereas a first wave of studies focused on the assessment of declarative and procedural metacognitive knowledge in schoolchildren and adolescents, a second wave focused on very young children's "theory of mind" (ToM). Findings from a recent longitudinal study are presented that demonstrate developmental links between early ToM and subsequent declarative metacognitive knowledge, mainly mediated by language competencies. The relevant literature further indicates that developmental trends in declarative and procedural metacognitive knowledge clearly differ. Whereas the findings for declarative metacognitive knowledge show steady improvement through childhood and adolescence, mainly due to increases in knowledge about strategies, the results are not similarly clear-cut for procedural metacognition. Age trends observed for this component of metacognition are significant for self-control activities but not pronounced for monitoring abilities. These findings have important implications for education, emphasizing the role of strategy training procedures in different instructional domains and illustrating teachers' potential impact on the improvement of monitoring and control processes.  相似文献   

Das MeDoc-System – ein elektronischer Publikations- und Nachweisdienst für die Informatik     

Dietrich Boles  Markus Dreger  Kai Gro?johann  Cornelia Haber  Andreas Kusserow  Stefan Lohrum  Dirk Menke  Jochen Meyer  Gerhard M?ller und Ricarda Weber 《Informatik - Forschung und Entwicklung》1998,13(3):110-121

Zusammenfassung.   Ziele des MeDoc-Projektes waren die Konzeption, prototypische Entwicklung und Erprobung volltextbasierter Informations- und Publikationsdienste für die Informatik, um den Informationsaustausch und die Literaturversorgung in der Wissenschaft effektiver gestalten zu k?nnen. Dazu wurde im Rahmen des Projektes ein internet-basiertes System entwickelt, in dem Informatik & Fachinformation im Volltext gespeichert, recherchiert, abgerufen und gelesen werden kann und das die Suche nach Informatik-Literatur in heterogenen, verteilten Informationsquellen im Internet unterstützt. Das Informationsangebot ist dabei teilweise kostenpflichtig. In diesem Artikel werden Ziele, Funktionalit?t und Architektur des MeDoc-Systems beschrieben. Eingegangen am 19. Januar 1998 / Angenommen am 27. April 1998  相似文献   

Chronotype, cognitive abilities, and academic achievement: A meta-analytic investigation     

Franzis Preckel  Anastasiya A. Lipnevich  Sandra Schneider  Richard D. Roberts 《Learning and individual differences》2011,21(5):483-492

Four meta-analyses examined relationships between morningness and cognitive ability (total N = 2177), eveningness and cognitive ability (total N = 1519), morningness and academic achievement (total N = 3220), and eveningness and academic achievement (total N = 700). The analyses focused on the population effect size (to reveal the effect across studies) and the homogeneity (to determine if the results of the several experiments are sufficiently similar to warrant their combination into an overall result). In all four cases, the aggregated correlations between chronotype and cognitive ability, as well as chronotype and academic achievement were found to be significant. Eveningness was found to be positively related to individuals' cognitive ability (r = .08), yet negatively related to indicators of academic achievement (r = −.14). Conversely, morningness had a negative relationship with cognitive ability (r = −.04) and a positive correlation with academic indicators (r = .16). Practical implications, including those pertaining to educational policy, are discussed.  相似文献   

Enacting reform‐based science materials: The range of teacher enactments in reform classrooms     

Rebecca M. Schneider  Joseph Krajcik  Phyllis Blumenfeld 《科学教学研究杂志》2005,42(3):283-312

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Order Matters: Sequencing Scale-Realistic Versus Simplified Models to Improve Science Learning     

Chen Chen  Matthew H. Schneps  Gerhard Sonnert 《Journal of Science Education and Technology》2016,25(5):806-823

Teachers choosing between different models to facilitate students’ understanding of an abstract system must decide whether to adopt a model that is simplified and striking or one that is realistic and complex. Only recently have instructional technologies enabled teachers and learners to change presentations swiftly and to provide for learning based on multiple models, thus giving rise to questions about the order of presentation. Using disjoint individual growth modeling to examine the learning of astronomical concepts using a simulation of the solar system on tablets for 152 high school students (age 15), the authors detect both a model effect and an order effect in the use of the Orrery, a simplified model that exaggerates the scale relationships, and the True-to-scale, a proportional model that more accurately represents the realistic scale relationships. Specifically, earlier exposure to the simplified model resulted in diminution of the conceptual gain from the subsequent realistic model, but the realistic model did not impede learning from the following simplified model.  相似文献   

Predicting Language Development in Children At Risk: The Effects of Quality and Frequency of Caregiver Reading     

Kathryn L. Fletcher  Jennifer R. Cross  Angela L. Tanney  Mercedes Schneider  William H. Finch 《Early education and development》2008,19(1):89-111

Reading to children has been advocated as a way to enhance language and literacy skills (A. G. Bus, M. H. van IJzendoorn, & A. D. Pellegrini, 1995). However, little is known about reading with children under age 3 (K. L. Fletcher & E. Reese, 2005), particularly in at-risk samples (A. van Kleeck, 2003). In the current study of 87 primary caregivers and their 24-month-old children enrolled in an early intervention program, we tested a theoretical model of the relations among 24-month-old children's language, caregivers' reported frequency of reading with children, and caregivers' reading strategies on children's language and attention using path models. Path models indicated that caregivers' use of expansions and questions with their 24-month-old children during reading was related to children's expressive language at 30 months. Caregivers' use of labeling, expansions, and questions was related to 24-month-old children's attention during reading. Although children's language skills at 24 months were associated with the reported frequency of caregiver reading in the home, only caregivers' use of questions had a relationship with frequency of reading. Reading practices that promote language development and engagement during reading observed in this at- risk sample have implications for reading intervention efforts with young children.  相似文献   

Local knowledge, environmental politics, and the founding of ecology in the United States. Stephen Forbes and "The Lake as a Microcosm" (1887)     

Schneider DW 《Isis; an international review devoted to the history of science and its cultural influences》2000,91(4):681-705

Stephen Forbes's "The Lake as a Microcosm" is one of the founding documents of the science of ecology in the United States. By tracing the connections between scientists and local fishermen underlying the research on floodplain lakes presented in "The Lake as a Microcosm," this essay shows how the birth of ecology was tied to local knowledge and the local politics of environmental transformation. Forbes and the other scientists of the Illinois Natural History Survey relied on fishermen for manual labor, expertise in catching fish, and knowledge of the natural history of the fishes. As Forbes and his colleagues worked in close contact with fishermen, they also adopted many of their political concerns over the privatization of the floodplain and became politically active in supporting their interests. The close connection between scientists and local knowledge forced the ecologists to reframe the boundaries of ecology as objective or political, pure or applied, local or scientific.  相似文献   

Parallel assessment of nutrition and activity in athletes: validation against doubly labelled water, 24-h urea excretion, and indirect calorimetry     

Koehler K  Braun H  De Marees M  Fusch G  Fusch C  Mester J  Schaenzer W 《Journal of sports sciences》2010,28(13):1435-1449

The assessment of nutrition and activity in athletes requires accurate and precise methods. The aim of this study was to validate a protocol for parallel assessment of diet and exercise against doubly labelled water, 24-h urea excretion, and respiratory gas exchange. The participants were 14 male triathletes under normal training conditions. Energy intake and doubly labelled water were weakly associated with each other (r = 0.69, standard error of estimate [SEE] = 304 kcal x day(-1)). Protein intake was strongly correlated with 24-h urea (r = 0.89) but showed considerable individual variation (SEE = 0.34 g kg(-1) x day(-1)). Total energy expenditure based on recorded activities was highly correlated with doubly labelled water (r = 0.95, SEE = 195 kcal x day(-1)) but was proportionally biased. During running and cycling, estimated exercise energy expenditure was highly correlated with gas exchange (running: r = 0.89, SEE = 1.6 kcal x min(-1); cycling: r = 0.95, SEE = 1.4 kcal x min(-1)). High exercise energy expenditure was slightly underestimated during running. For nutrition data, variations appear too large for precise measurements in individual athletes, which is a common problem of dietary assessment methods. Despite the high correlations of total energy expenditure and exercise energy expenditure with reference methods, a correction for systematic errors is necessary for the valid estimation of energetic requirements in individual athletes.  相似文献   

Fruits,Apples, and Category Mistakes: On Sport,Games, and Play     

Angela J. Schneider 《体育哲学杂志》2013,40(2):151-159

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