Does (Non‐)Meaningful Sensori‐Motor Engagement Promote Learning With Animated Physical Systems?     

Wim T. J. L. Pouw  Charly Eielts  Tamara van Gog  Rolf A. Zwaan  Fred Paas 《Mind, Brain, and Education》2016,10(2):91-104

Previous research indicates that sensori‐motor experience with physical systems can have a positive effect on learning. However, it is not clear whether this effect is caused by mere bodily engagement or the intrinsically meaningful information that such interaction affords in performing the learning task. We investigated (N = 74), through the use of a Wii Balance Board, whether different forms of physical engagement that was either meaningfully, non‐meaningfully, or minimally related to the learning content would be beneficial (or detrimental) to learning about the workings of seesaws from instructional animations. The results were inconclusive, indicating that motoric competency on lever problem solving did not significantly differ between conditions, nor were response speed and transfer performance affected. These findings suggest that adult's implicit and explicit knowledge about physical systems is stable and not easily affected by (contradictory) sensori‐motor experiences. Implications for embodied learning are discussed.  相似文献   

Ten years in engineering education research: looking back ahead     

Erik de Graaff 《European Journal of Engineering Education》2017,42(6):587-590

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Towards a Semantic Documentation of Heritage Objects through Visual and Iconographical Representations     

Nicola Carboni  Livio de Luca 《International Information and Library Review》2017,49(3):207-217

The recording of cultural heritage objects' data and information is constructed throughout the registration of different media items, which function as an anchor of the original object in digital space. The article investigates the application of a theoretical framework for the organization of information related to the visual works, on the base of the identity of their single constituent elements. The framework is, then, used for the formalization of an ontology which is constructed as an extension of CIDOC-CRM. The result is tested with information gathered over the Asinou Church in Cyprus, expressed throughout an ontology for recording propositions over the iconographical attributes and the characteristic of images.  相似文献   

Institutional context matters: the professional development of academics as teachers in South African higher education     

Brenda Leibowitz  Vivienne Bozalek  Susan van Schalkwyk  Christine Winberg 《Higher Education》2015,69(2):315-330

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Improving primary teachers’ attitudes toward science by attitude‐focused professional development          下载免费PDF全文

Sandra I. van Aalderen‐Smeets  Juliette H. Walma van der Molen 《科学教学研究杂志》2015,52(5):710-734

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International Approaches to Whole-of-School Physical Activity Promotion     

Jaimie McMullen  Déirdre Ní Chróinín  Tuija Tammelin  Małgorzata Pogorzelska  Hans van der Mars 《Quest (Human Kinetics)》2015,67(4):384-399

Increasing physical activity opportunities in schools has emerged as a global priority among school-aged youth. As a result, many countries have designed and implemented whole-of-school physical activity initiatives that seek to increase physical activity opportunities that are available to school-aged children before, during, and after school. Considering the comprehensive school physical activity program conceptual framework, this article includes a discussion of the initiatives from four countries: Finland (Finnish Schools on the Move), Ireland (Active School Flag), Poland (PE with Class), and the United States (Let’s Move Active Schools). Background information, implementation strategies, best practices, development opportunities, and relevant research from each country will be presented. Exploring different perspectives sheds some light on the international landscape relative to whole-of-school physical activity promotion and provides direction for future and continued research and practice.  相似文献   

Analysis of the professional choice self-efficacy scale using the Rasch-Andrich rating scale model     

Rodolfo A. M. Ambiel  Ana Paula Porto Noronha  Lucas de Francisco Carvalho 《International Journal for Educational and Vocational Guidance》2015,15(3):205-219

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Considering student retention as a complex system: a possible way forward for enhancing student retention     

Jonas Forsman  Maartje van den Bogaard  Cedric Linder  Duncan Fraser 《European Journal of Engineering Education》2015,40(3):235-255

This study uses multilayer minimum spanning tree analysis to develop a model for student retention from a complex system perspective, using data obtained from first-year engineering students at a large well-regarded institution in the European Union. The results show that the elements of the system of student retention are related to one another through a network of links and that some of these links were found to be strongly persistent across different scales (group sizes). The links were also seen to group together in different clusters of strongly related elements. Links between elements across a wide range of these clusters would have system-wide influence. It was found that there were no elements that are both persistent and have system-wide effects. This complex system view of student retention explains why actions to enhance student retention aimed at single elements in the system have had such limited impact. This study therefore points to the need for a more system-wide approach to enhancing student retention.  相似文献   

Adaptive research supervision: exploring expert thesis supervisors' practical knowledge     

Renske A.M. de Kleijn  Paulien C. Meijer  Mieke Brekelmans  Albert Pilot 《高等教育研究与发展》2015,34(1):117-130

Several researchers have suggested the importance of being responsive to students' needs in research supervision. Adapting support strategies to students' needs in light of the goals of a task is referred to as adaptivity. In the present study, the practice of adaptivity is explored by interviewing expert thesis supervisors about diagnosing student characteristics in order to determine students' needs and concurrent adaptive support strategies. The findings suggest that next to competence, supervisors also diagnose elements of students' determination and context. With respect to support strategies, it is suggested that supervisors adapt to student needs in terms of explicating standards, quality or consequences, division of responsibilities, providing more/less critical feedback and sympathising. The complexity of the relationship between diagnosing student characteristics and adapting support strategies is illustrated and needs further study.  相似文献   

Experiencias Pedagógicas Interculturales: Sobre los Desafíos a la Educación en la Frontera Noroeste de Argentina     

Ana de Anquín  María Dolores Bazán 《Journal of Latinos & Education》2015,14(2):106-115

En este artículo reflexionamos sobre algunas experiencias pedagógicas interculturales que han significado transformaciones profundas en nuestras prácticas como investigadoras, docentes y extensionistas de la Universidad Nacional de Salta, transitando contextos rurales y aislados en el norte de Argentina, por más de veinte años. Prestamos especial atención a dos experiencias desarrolladas, una en la región andina y otra en el llamado Umbral al Chaco, con comunidades guaraníes. Problematizamos las concepciones sobre interculturalidad y ponemos en cuestión ciertos significados y metodologías dominantes en el campo de la investigación educativa y la formación docente para la educación intercultural.  相似文献