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31.
This article examines the learning of different types of graphic information by subjects with different levels of education and knowledge of the content represented. Three levels of graphic information learning were distinguished (explicit, implicit, and conceptual information processing) and two experiments were conducted, looking at graph and geographical map learning. The graph study (Experiment 1) examined the influence of the variables' numerical relationship structure on adolescent students with different levels of education and knowledge of social sciences and also assessed their proportional reasoning skills. The map study (Experiment 2) looked at the learning of a geographical map studied spontaneously by secondary school and university students with different geographical knowledge (experts and novices) and also assessed their spatial skills. The results of both studies show that graph and map learning performance improves with the subjects' educational level. The groups' differential performance varied according to the type of information involved (explicit, implicit, or conceptual). The subjects' knowledge of the domain in question determined the level at which they processed the information. Verbal and superficial processing of graphic information were also found to predominate. This has important educational implications, suggesting the need for differential treatment in teaching different types of information. The results of the study also raise interesting issues regarding the type of expertise involved in learning graphic information: expertise related to the content represented, to knowledge of the syntax (graphicacy), and/or the system of knowledge graphically represented – spatial in the case of maps, numerical in the case of graphs. 相似文献
32.
Encarnación Soto Gómez María José Serván Núñez Noemí Peña Trapero Ángel Ignacio Pérez Gómez 《Educational Action Research》2019,27(4):527-542
ABSTRACTThis article aims to set out our discussions, reflections and research at Málaga University (Spain) in relation to Lesson Study (LS), as a cooperative action research process. The paper aims to summarise the main findings of ten years of research, addressing the concepts and dilemmas found both in forming teachers’ practical thinking and in the complex processes of reconstruction through LS. The results of our research provide evidence that it is a useful way to deal with the reconstruction of teachers’ practical knowledge in teacher training. Teachers’ practical knowledge should be more broadly seen as an active combination of theoretical knowledge, procedural knowledge and skills, attitudes, emotions, believes, and values: i.e. teachers’ practical thinking. Most of these personal and professional resources are unconscious, or rather sub-conscious. Changes in teachers’ practical thinking require more practical experience and reflexion: a dialectical process based around two key components: theorisation of practice and experimentation of reconstructed theory. The results of our research show that these dialectical process could be developed with LS as a particular way of developing AR, adding a complex, systematic, flexible and cooperative way of dealing with specific and contextual curricular innovation projects. We therefore conclude that LS could be a very useful path to follow in reconstructing teachers’ practical thinking from within, strengthening the professional teaching community. 相似文献
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Máñez Ignacio Vidal-Abarca Eduardo Kendeou Panayiota Martínez Tomás 《Metacognition and Learning》2019,14(1):65-87
Metacognition and Learning - The goal of this study was to examine how students process formative feedback that included corrective and elaborative information in online question-answering tasks.... 相似文献
35.
Francisco Miguel Martinez- Verdu Maria Jose Rodriguez Jaume Herminia Provencio Garrigos Jasone Mondragon-Lasagabaster Juan Ramon Rico-Juan Juan Ignacio Ferreiro Prieto Mar Iglesias Natalia Albaladejo-Blazquez Maria Dolores de Fez Saiz Valentin Viqueira Perez Jose Tomas Garcia Garcia M Dolores Fernandez-P ascual EnarRuiz-Conde Begona Lucia Fuster Garcia Josefa Parreno-Selva Diana Jareno Ruiz Esther Perales Romero Elisabet Chorro Calderon 《美中教育评论》2010,(12):54-69
This work describes the genesis, articulation and consolidation from 2007 of a social network of b-learning (blended learning) in the UA (University of Alicante) (Spain), with the institutional backing of the Office of the Vice President for Education Technology and Innovation, and the momentum and advice of professor Angel Fidalgo (UNESCO (United Nations Educational, Scientific and Cultural Organization) chair for University of Management and Policy). The social network currently has more than 25 teachers, working on different work linkages with the university, implementing or intending to apply the teaching methodologyb-learning during the course 2007-2008 in a variety of courses and degrees. To do so, several resource centers (blogs, wikis, Wimba Create (before CourseGenie), etc.), and digital platforms (Virtual Campus of the UA, Moodle, etc.) are used. 相似文献
36.
In a series of related experiments, we studied associative phenomena in snails (Helix aspersa), using the conditioning procedure of tentacle lowering. Experiments 1A and 1B demonstrated a basic conditioning effect in
which the pairing of an odor (apple) as the conditioned stimulus (CS) with the opportunity to feed on carrot as the unconditioned
stimulus (US) made snails exhibit increased levels of tentacle lowering in the presence of the CS. Experiments 2 and 3 showed
that the magnitude of the conditioning was reduced when snails were exposed to the CS prior to the conditioning trial (a latent
inhibition effect). Experiment 4 examined the effects produced by pairing a compound CS (apple—pear) with food presentations
and demonstrated the existence of an overshadowing effect between the two odors. Experiment 5 revealed that pairing one CS
with another previously conditioned stimulus increased tentacle lowering to the new CS (a second-order conditioning effect).
Finally, Experiment 6 showed that pairing two odors prior to conditioning of one of them promoted an increase in tentacle
lowering in response to the other (a sensory preconditioning effect). The results are discussed in terms of an associative
analysis of conditioning and its implications for the study of cognition in invertebrates. 相似文献
37.
Jose Ignacio Priego Quesada Zachary Y. Kerr William Michael Bertucci Felipe P. Carpes 《European Journal of Sport Science》2019,19(6):842-849
Although bike fitting is recommended to help reduce injury risk, little empirical evidence exists to indicate an association between bike fitting and injury incidence. The aim of the study was to determine the effect of bike fitting on self-reported injury, comfort, and pain while cycling from a worldwide survey of cyclists. A total of 849 cyclists completed an online questionnaire between February and October 2016. Questionnaire collected data on respondent demographics, cycling profile, bike fitting, comfort and pain while cycling, and injury history. The main predictor variable was bike fitting (yes, by the respondent, i.e. user bike fitting; yes, by a professional service; or no). Covariates included demographic and cycling profile characteristics. Logistic regression models estimated the odds of injury within the last 12 months, reporting a comfortable body posture while cycling, and not reporting pain while cycling. Odds ratios (OR) with 95% confidence intervals (CI) were reported. User bike fitting was associated with increased odds of reporting a comfortable posture (OR?=?2.28, 95%CI: 1.06, 4.68). User (OR?=?2.35; 95%CI: 1.48, 3.84) and professional bike fitting (OR?=?2.35; 95%CI: 1.42, 3.98) were both associated with increased odds of not reporting pain while cycling. No associations were found between bike fitting and injury within the last 12 months. In conclusion, we found an association between bike fitting and reported comfort and pain while cycling. We recommend integrating bike fitting into cycling maintenance. However, further studies with longer follow-up are necessary to determine the presence of an association between bike fitting and injury. 相似文献
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39.
Ignacio González López 《Higher Education in Europe》2005,30(3-4):321-334
The primary objective of this paper has been to define a quality university from the user's perspective, based on what students expressed regarding different aspects of the institution. Two methodologically different formats of collecting information have assisted in testing the coherence of their opinions. A qualitative and quantitative approach helped to evaluate the results. 相似文献
40.
Camus and the Art of Teaching 总被引:1,自引:0,他引:1
Ignacio L. Gtz 《Educational theory》1987,37(3):265-276