Scaffolding learning by modelling: The effects of partially worked‐out models     

Yvonne G. Mulder  Lars Bollen  Ton de Jong  Ard W. Lazonder 《科学教学研究杂志》2016,53(3):502-523

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First steps toward gender equity in the chemistry Olympiad: Understanding the role of implicit gender‐science stereotypes     

Anneke Steegh  Tim Hffler  Lars Hft  Ilka Parchmann 《科学教学研究杂志》2021,58(1):40-68

Girls are underrepresented in mathematical and science Olympiads, global informal learning activities which often serve as stepping stones for admission to top universities and future STEM careers. The present article aims to investigate the role of implicit gender‐science stereotypes on representation and achievement among participants of the German Chemistry Olympiad using a cross‐sectional online study (N = 445, mean age 16.5 years, 51% female) entailing the Implicit Association Test and two motivational scales. This study was the first of its kind to use moderated mediation analysis to examine the effects of gender‐science stereotypes on participation and achievement, mediated by the expectancy and value beliefs self‐concept and topic interest. We found that in the female group, gender‐science stereotypes negatively predicted the participants' willingness to continue in the competition. This relationship was mediated through topic interest. In addition, we found self‐concept predictive for further participation among female participants, as well as for competition score among both gender groups. Furthermore, topic interest positively predicted male participants' willingness to continue with the competition. The results underline the negative association of implicit gender stereotypes with female participation in the German Chemistry Olympiad. Organizations such as the German Chemistry Olympiad should therefore critically reflect on existing gender biases within their own structure. In doing so they can create an environment that has the potential to heighten self‐concept and interest for all participants equally. Our findings add to existing expectancy‐value research in the context of gender differences in mathematics and science, supporting potential strategies toward gender equity.  相似文献   

Emotional Feeding and Emotional Eating: Reciprocal Processes and the Influence of Negative Affectivity          下载免费PDF全文

Silje Steinsbekk  Edward D. Barker  Clare Llewellyn  Alison Fildes  Lars Wichstrøm 《Child development》2018,89(4):1234-1246

Emotional eating, that is, eating more in response to negative mood, is often seen in children. But the origins of emotional eating remain unclear. In a representative community sample of Norwegian 4‐year‐olds followed up at ages 6, 8, and 10 years (analysis sample: n = 801), one potential developmental pathway was examined: a reciprocal relation between parental emotional feeding and child emotional eating. The results revealed that higher levels of emotional feeding predicted higher levels of emotional eating and vice versa, adjusting for body mass index and initial levels of feeding and eating. Higher levels of temperamental negative affectivity (at age 4) increased the risk for future emotional eating and feeding.  相似文献   

How aggression-related mindsets explain SES-differences in bullying behavior     

Lars Dietrich  David Zimmermann 《Emotional and Behavioural Difficulties》2019,24(2):181-195

Previous research suggests that lower socioeconomic status (SES) adolescents bully more than their higher-SES peers. This paper tests whether aggression-related mindsets, defined as mindsets that theoretically influence aggressive behavior, explain the relationship between SES and bullying engagement among adolescents. Using a large and diverse dataset of survey responses from secondary students in the U.S. (N = 146,044 students, 30% White, 70% students of color from 5^th-12^th grade), this study applies structural regression modeling with complex survey data analysis. Results suggest that differences in aggression-related mindsets, including feelings of academic efficacy, feelings of purpose, global self-esteem, academic-status insecurity, school-related anger, and school-related happiness account for almost half of the relationship between SES and bullying. Students’ school-related anger is the strongest direct predictor of bullying (0.88 standard deviation), which suggests that strategies to reduce adolescent bullying are more effective if they teach anger-reducing skills or eliminate the root causes of students’ school-related anger.  相似文献   

A seamless blend of research and professional practice: dual coupling in engineering education     

Marie Magnell  Lars Geschwind 《高等教育研究与发展》2019,38(4):807-818

ABSTRACT

The purpose of this article is to challenge the idea of incompatibility between links to research and links to professional practice in engineering education. The concept of ‘academic drift’ is introduced, both related to drift towards theory and towards research links in the curriculum. Empirical data were collected through a case study conducted at a department in a research-intensive technical university, including semi-structured interviews with academic staff and an analysis of course syllabuses. The results show that the respondents perceive no incompatibility between including links to research and including links to professional practice in engineering education. Indeed, they state that the two aspects are mutually reinforcing and overlapping. Their rationales for incorporating such coupled links to research and professional practice include increased motivation among students and preparing them for employment. In conclusion, including research in the curriculum does not necessarily lead to academic drift; conversely, the curriculum in engineering education can consist of a seamless blend of research and professional practice.  相似文献   

Mechanical behaviour of cross-country ski racing poles during double poling     

Thomas Stöggl  Lars Karlöf 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):365-380

The purpose of this study was to evaluate the behaviour of cross-country ski poles during double poling on a treadmill using three-dimensional kinematics. The results were compared with standard laboratory tests of the pole manufacturers. A total of 18 skiers were analysed at two speeds (85% and 95% of the maximal speed) at grades of 1.5% and 7%. Variables describing cycle characteristics, bending stiffness, bending behaviour, and trajectories of the pole markers were analysed. Triangular-shaped poles demonstrated the greatest stiffness and lowest variability in maximal bending. Softer poles demonstrated greater variability in bending behaviour and lost ground contact at high skiing speeds, which for some skiers resulted in failure to complete high-speed tests. Considerable variations in pole behaviour for similar poles between skiers were observed, which might be attributed to differences in technique, indicating that mechanical properties of the poles did not exclusively determine pole behaviour in the dynamic situation. The greatest magnitude of pole bending was in the middle part of the pole, which differed from the standard static pole analysis of the manufacturer. Increases in grade demonstrated the greatest effect on pole bending. Distinct differences from the pole manufacturers' laboratory measures were apparent, suggesting that basic pole testing might be adapted.  相似文献   

Aesthetic Learning About,In, With and Through the Arts: A Curriculum Study     

Lars Lindström 《The International Journal of Art & Design Education》2012,31(2):166-179

Aesthetic learning is a major issue in arts education. The ‘method of art’ is often expected to facilitate in‐depth learning not only in the arts but across the curriculum. This article defines aesthetic learning in terms of a conceptual framework based on two dimensions, one representing the goal and the other the means of aesthetic learning. The goal is described as convergent or divergent. Convergent learning is goal‐directed, focused and rational, while divergent learning is explorative, open‐ended and intuitive. The means are described as medium‐specific or medium‐neutral. Medium‐specific learning emphasises the forms of representation, for example words, pictures, algebra, dance. Medium‐neutral learning emphasises instrumental aspects of learning, such as academic achievement or personal development. Combining these dimensions two‐by‐two, the author arrives at a suggested definition of what is meant by learning about, learning in, learning with and learning through the arts. The rest of the article investigates the potential utility of this framework in various contexts and for different purposes. First, the author presents two temporary ‘Culture‐in‐School’ projects. Secondly, the framework is used to study aesthetic learning processes in sloyd (art & craft), based on student teachers’ portfolios in metalwork. Thirdly, the four modes of learning are compared to equivalent modes of teaching: the instructor, the facilitator, the advisor and the educator. Fourthly, there is a discussion on the role of aesthetics in a ‘balanced’ curriculum. Finally, there is an argument on the need for a variety of assessment tools based on the four modes of learning and teaching, such as copying, portfolios, projects and the repertory grid technique.  相似文献   

Presenting the iterative curriculum discourse analysis (ICDA) approach     

Lars Laird Iversen 《British Journal of Religious Education》2014,36(1):53-71

The article presents a method for analysing recurring curriculum documents using discourse theory inspired by Ernesto Laclau and Chantal Mouffe. The article includes a presentation of the method in seven practical steps, and is illustrated and discussed throughout using the author’s recent case study on religion, identity and values in Norwegian curriculum. The author discusses the theoretical underpinnings of the approach, outlines its strengths and points to areas of further development.  相似文献   

More students of better quality? Effects of a mathematics and physics aptitude test on student performance     

Johan Söderlind  Lars Geschwind 《European Journal of Engineering Education》2017,42(4):445-457

This paper examines whether subject-specific admission tests may allow Swedish higher education institutions to admit better-performing students. The performance of students admitted via a mathematics and physics aptitude test was reviewed with a focus on activity, retention, and credits earned, and the results were compared with students admitted in traditional ways, such as secondary school grade point averages (GPA). The results show that the students admitted in the test quota show a higher activity rate as well as a higher retention rate than most other students, but that they are not as successful as the GPA quota students in acquiring their intended credits. It is concluded that subject-specific admission tests seem to entail higher student motivation and that they therefore may be a valuable instrument to supplement traditional admission instruments. The observed differences in the study have generated a number of hypotheses that would need further study to fully understand the merits of different admission instruments.  相似文献   

Fragments of an economic habitus. Conceptions of economic phenomena in freshmen and seniors     

Lars Owe Dahlgren 《European Journal of Psychology of Education - EJPE》1989,4(4):547-558

The article reports on parts of an empirical longitudinal study. Students of engineering, business administration, medicine and psychology have been interviewed at the beginning and at the end of their education. The focus in the present article is on the students of business administration. Two of the questions in the interview asked for the student’s conceptions about the most prominent contemporary economic problem and the cause of famine in the underdeveloped countries. The results show that the students of business administration to a large extent seem to change form an initially held political, distributionoriented perspective on the two questions to a more depoliticized efficiency perspective. This change means, in the case of the more general question about the most prominent economic problem that the initial emphasis on the uneven distribution of economic resources either in an international or in a national perspective in many cases was replaced by a stress on a more efficient utilization of resources or the necessity of more incentives for individual or collective initiatives. This tendency is not found among the students of medicine. In the second question the initially fragmented reasons for famine in terms of the relationship between developed and underdeveloped countries decreased in frequency leading to a stress on unfavorable conditions for food production or the new Maltusian notion of the different rates of population growth and increase in food production.  相似文献