What Can Be Learned from Computer Modeling? Comparing Expository and Modeling Approaches to Teaching Dynamic Systems Behavior     

Sylvia P. van Borkulo  Wouter R. van Joolingen  Elwin R. Savelsbergh  Ton de Jong 《Journal of Science Education and Technology》2012,21(2):267-275

Computer modeling has been widely promoted as a means to attain higher order learning outcomes. Substantiating these benefits, however, has been problematic due to a lack of proper assessment tools. In this study, we compared computer modeling with expository instruction, using a tailored assessment designed to reveal the benefits of either mode of instruction. The assessment addresses proficiency in declarative knowledge, application, construction, and evaluation. The subscales differentiate between simple and complex structure. The learning task concerns the dynamics of global warming. We found that, for complex tasks, the modeling group outperformed the expository group on declarative knowledge and on evaluating complex models and data. No differences were found with regard to the application of knowledge or the creation of models. These results confirmed that modeling and direct instruction lead to qualitatively different learning outcomes, and that these two modes of instruction cannot be compared on a single “effectiveness measure”.  相似文献   

Creativity in Artistic Education: Introducing Artists into Primary Schools     

Free De Backer  Koen Lombaerts  Tom De Mette  Tine Buffel  Willem Elias 《The International Journal of Art & Design Education》2012,31(1):53-66

Despite a more prominent role of arts education in the school curriculum, artistic creativity does not occur to a great extent in primary school practice. More opportunities for teachers to strengthen their know‐how in the field of artistic creativity can therefore be considered important. Arts education projects focus on pupils' development of creativity by means of introducing artists with their divergent working methods into primary schools. Beside fostering pupils' creative openness and skills, arts education organisations aim to transfer artistic enthusiasm to teachers in each project. Collaboration with artists can encourage teachers' artistic creative work. New working methods, techniques or ways of experimenting are more likely to be adopted in daily teaching practice when the project duration consists of several years. However, most projects are short‐lived and the means for a long‐term project policy are limited. Consequently, results in the area of sustainable outcomes concerning artistic creative work with teachers are limited. To create a long‐term view, the availability of financial resources is an important condition in order to realise a mentality change towards artistic creativity in education. Finally, continuing debate with several participants about making artistic creative work sustainable remains necessary.  相似文献   

加强应急管理是维护高校稳定的根本所在     

王德 《河西学院学报》2012,(3):117-120

突发事件是影响高校稳定的突出问题。提高思想认识、理顺工作体制、强化应急管理,有效预防和积极应对突发事件,是当前高校迫在眉睫的管理大计,也是维护校园稳定、构建和谐校园的根本所在。  相似文献   

基于思想政治教育生活化的大学生主体意识培育     

德国明 《绥化学院学报》2012,(2):40-42

思想政治教育生活化是实现高校思想政治教育目标的一种重要理念和重要方式,大学生主体意识培育是思想政治教育生活化的必然要求。高校应积极利用思想政治教育生活化的方法手段,探索大学生主体意识的培育途径,增强思想政治教育的实效性。  相似文献   

Teachers' expectations of teacher–student interaction: Complementary and distinctive expectancy patterns     

R.J. de Jong  J. van Tartwijk  N. Verloop  I. Veldman  T. Wubbels 《Teaching and Teacher Education》2012

In this study it is investigated what student responses teachers expect in particular teacher behaviour vignettes, and whether experience and gender produce differences in expectations. Teacher behaviour vignettes were presented to teachers (N = 46), who described the student responses they anticipated. Anticipated student responses were then rated on their level of control and affiliation. Results indicated teachers' expectations were indeed complementary except for hostile vignettes, where teachers expected more submissive responses than other populations. There were no significant differences as a result of experience, however, female teachers expected friendlier responses than male teachers in friendly as well as in hostile vignettes.  相似文献   

Preschooler's physical activity levels and associations with lesson context,teacher's behavior,and environment during preschool physical education     

Van Cauwenberghe Eveline  Labarque Valery  Gubbels Jessica  De Bourdeaudhuij Ilse  Cardon Greet 《Early childhood research quarterly》2012

Preschools offer two main opportunities, recess and physical education (PE), for preschool children to participate in physical activity (PA) and are considered a suitable institution for PA promotion given the large number of children enrolled. Although PE can have a meaningful effect on preschoolers’ PA levels, preschool PE characteristics associated with increased PA have, to the best of our knowledge, not been identified. Therefore, the purpose of the present study was to examine preschooler's PA levels and the associations with lesson context, teacher behavior, and environment during preschool physical education. A random sample of 573 preschoolers (288 boys; M_age = 5.4 years, SD = 0.4) from 35 preschools was examined during one PE class. Findings indicated that preschoolers accumulated 12 min (33%) of moderate-to-vigorous PA (MVPA), 5 min (13%) of light PA, and 20 min (54%) of sedentary behavior during PE. Forty-seven percent of the variance in pupils’ MVPA may be attributed to differences between PE classes. Less knowledge content, less promotion, less management, less preschoolers per 100 m², using obstruction material, and not using throwing equipment were significantly associated with higher MVPA levels. These predictors explained 56% of the variance in MVPA at the PE class-level. To conclude, PE in its current format contributes only a small amount to the PA requirements of preschoolers. Preschoolers’ MVPA levels were related to modifiable PE characteristics indicating that preschool PE can be restructured to increase MVPA.  相似文献   

Children’s use of subtraction by addition on large single-digit subtractions     

Greet Peters  Bert De Smedt  Joke Torbeyns  Pol Ghesquière  Lieven Verschaffel 《Educational Studies in Mathematics》2012,79(3):335-349

Subtractions of the type M − S = ? can be solved by various strategies, including subtraction by addition. In this study, we investigated children’s use of subtraction by addition by means of reaction time analyses. We presented 106 third to sixth graders with 32 large non-tie single-digit problems in both subtraction (12 − 9 = .) and addition format (9 + . = 12). We examined the fit of three regression models, which represented the consistent use of direct subtraction, of subtraction by addition and of flexibly switching between both strategies based on the relative size of the subtrahend. Findings revealed that children did not switch flexibly between the two strategies, as adults do, but that they rely on direct subtraction for problems presented in subtraction format and on subtraction by addition for problems in addition format. We end with the major theoretical, methodological and educational implications of these results.  相似文献   

《孙子十家注》源流轨迹     

谢德  谢祥皓 《滨州学院学报》2012,28(5):106-114,118

《宋史·艺文志》著录吉天保《十家孙子会注》为《孙子十家注》的原始著录,其源则为各家注本的出现,其中依次包括曹操、孟氏、李筌、贾林、杜佑、杜牧、陈皋、何延锡、王晳、梅尧臣、张预十一家注。吉氏成书后重要的刊本则有:明正统《道藏》刊《孙子注解》;明谈恺、李棣、黄邦彦等刊《孙子集注》;清孙星衍刊《孙子十家注》;及1961年中华书局上海编辑所影刊的《宋本十一家注孙子》。  相似文献   

Biomechanical analysis of the penalty-corner drag-flick of elite male and female hockey players     

Cristina López De Subijana  Daniel Juárez  Javier Mallo  Enrique Navarro 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):72-78

The aim of this study was to analyse the kinematic sequencing in the penalty-corner drag-flicks of elite male and female field hockey players of international calibre. Thirteen participants (one skilled male drag-flicker and six male and six female elite players) participated in the study. An optoelectronic motion analysis system was used to capture the drag-flicks with six cameras, sampling at 250 Hz. Select ground reaction force parameters were obtained from a force platform which registered the last support of the front foot. Twenty trials were captured from each subject. Both player groups showed significantly (p < 0.05) smaller ball velocity at release, peak angular velocity of the pelvis, and negative and positive peak angular velocities of the stick than the skilled subject. Normalised ground reaction forces of the gender groups were also smaller than that of the skilled drag-flicker. By comparing these players we established that the cues of the skill level are a wide stance, a whipping action (rapid back lift) of the stick followed by an explosive sequential movement of the pelvis, upper trunk and stick.  相似文献   

Introduction to the Special Section on “Numerical and Mathematical Processing”     

Daniel Ansari  Bert De Smedt  Roland H. Grabner 《Mind, Brain, and Education》2012,6(3):117-118

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