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Research in Science Education - We investigated potential drivers of interest in topic–context and topic–activity combinations, as well as interactions between the different elements of... 相似文献
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The aim of this study was to observe changes in the kinematics and muscle activities when barefoot running was initially adopted by six habitually shod, recreational rearfoot striking runners. Participants ran on a treadmill shod for 5 min, completed 3 × 10-min intervals of barefoot running and then completed a final minute of shod running at a self-selected pace. Dependent variables (speed, joint angles at foot-contact, joint range of motion (ROM), mean and peak electromyography (EMG) activity) were compared across conditions using repeated measures ANOVAs. Anterior pelvic tilt and hip flexion significantly decreased during barefoot conditions at foot contact. The ROM for the trunk, pelvis, knee and ankle angles decreased during the barefoot conditions. Mean EMG activity was reduced for biceps femoris, gastrocnemius lateralis and tibialis anterior during barefoot running. The peak activity across the running cycle decreased in biceps femoris, vastus medialis, gastrocnemius medialis and tibialis anterior during barefoot running. During barefoot running, tibialis anterior activity significantly decreased during the pre-activation and initial contact phases; gastrocnemius lateralis and medialis activity significantly decreased during the push-off phase. Barefoot running caused immediate biomechanical and neuromuscular adaptations at the hip and pelvis, which persisted when the runners donned their shoes, indicating that some learning had occurred during an initial short bout of barefoot running. 相似文献
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Kathleen Stürmer Tina Seidel Katharina Müller Janina Häusler Kai S. Cortina 《Zeitschrift für Erziehungswissenschaft》2017,20(1):75-92
Professional vision research lacks behind regarding the investigation of attention processes in teaching action. In this study, eye movements of preservice teachers were assessed by mobile eye-tracking technology (MET). Eye movements of N = 7 preservice teachers while teaching in standardized instructional situations (M-Teach) and while teaching in classroom were recorded and analyzed with regard to fixation frequency and fixation duration. According to assumptions of expertise research, the results show that preservice teachers strongly differ in their focus of attention. Furthermore, they show that preservice teachers distribute their attention only over a few pupils while teaching. The findings provide important implications with regard to the question how to support attentional processes even at an early stage of professional development, for example by observing own MET videos. 相似文献
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Roloff Janina Kirstges Janine Grund Simon Klusmann Uta 《Educational Psychology Review》2022,34(3):1613-1650
Educational Psychology Review - Teachers’ burnout has severe consequences for themselves and their students. The identification of factors related to burnout can provide valuable information... 相似文献
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Simon A. Rogers Peter Hassmén Adam Hunter Alison Alcock Stewart T. Crewe Janina A. Strauts 《Measurement in physical education and exercise science》2019,23(1):69-77
This study aimed to assess the validity and reliability of jump assessments using the MyJump2 application. Eleven junior athletes (15 ± 1.4 years) performed five countermovement (CMJ) and drop jumps (DJ) measured simultaneously by a force platform and MyJump2. Additionally, intra- and inter-day reliability was assessed over two sessions, 7 days apart. Extremely high agreement between MyJump2 and the force platform (intra-class correlation coefficient, ICC ≥ 0.99) and the intra- and inter-operator agreement (ICC = 0.98–0.99) confirmed the validity and reliability of MyJump2. Mean typical errors (coefficient of variation percentage, CV%) within the first and second sessions were 4.9% and 4.5% respectively for CMJs, and 8.0% to 11.8% for DJ outcomes. CMJ height held acceptable inter-day reliability (CV < 10%; ICC > 0.8), while DJ did not. Results supported MyJump2 to be a valid and reliable tool for assessing jumps; however, with variability in DJs in this cohort, appropriate caution should be taken if including in a junior assessment battery. 相似文献
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In two experiments, we examined the effect of reversal learning on the status of initially learned associations. In Experiment
1, thirsty rats were first taught to associate one flavor with sucrose and another flavor with Polycose. These relations were
then reversed in a subsequent phase. One of the nutrients was then devalued by being paired with lithium chloride. The results
of a two-bottle flavor-choice test revealed that the most recently learned associations governed performance. In Experiment
2, we aimed to discern whether the initially learned associations in Experiment 1 were weakened or masked by reversal learning.
In order to address this question, either a 1-day (Group Immediate) or a 21-day (Group Delayed) retention interval was interpolated
between the reversal and devaluation phases. Subsequent flavor-choice tests revealed that Group Immediate avoided the flavor
most recently associated with the devalued nutrient but that Group Delayed avoided the flavor that was initially associated
with the devalued nutrient. These findings suggest that the second-learned associations do not erase, but transiently mask,
the first-learned associations, which subsequently recover over a retention interval. These results suggest a parallel in
the mechanisms of extinction and reversal learning. 相似文献
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Phillip John Moore Jill Janina Scevak 《European Journal of Psychology of Education - EJPE》1995,10(4):401-409
This research examines the effects of a reciprocal teaching intervention aimed at providing high school students. with a repertoire of strategies to integrate text and visual aid information (graphs, diagrams) while learning in science. Experimental subjects received an hour of instruction each week for 7 weeks using SLIC (Summarise, Link, Image, Check) strategies to integrate the written word with the visual aid while Controls were taught under normal class teaching methods using the same materials. Post test ANOVA’s with Treatment (Experimental, Control) and Reading Ability (Average, Below average) as the factors showed superior recall of details by average ability students in the Experimental group but no significant differences in main idea recall nor on comprehension questions. All Experimental students included a graph in their recalls and they also significantly included more linking information in their texts on the graphs. The quality of their recall graphs was superior to those of the Control group. The results of a far transfer test showed no effects of training on transfer. Implications for future research and for teaching are discussed. 相似文献
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Young people in Australia are at greatest risk of contracting sexually transmitted infections, and priority actions are necessary for this population group. This study of marginalised and at-risk young people in out-of-school environments was conducted in Western Australia with the aim of obtaining young people's perceptions about their experience of sexual health education and preferred means of gaining sexual health knowledge and skills. A participatory research methodology was implemented through a series of workshops with 88 young people recruited through community youth agencies. The results of the study support what is already known about sexual health promotion for young people and the importance of a holistic approach to promoting positive relationships and sexual health. However, the findings emphasise that this should include the need for demonstrated trust, confidence and safe environments, and the complementary role of community youth agencies and peer-based programmes which may play an important role in reaching young people who may disengage with, or not be reached by school-based sexual health education. 相似文献