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AbstractThe basis of the Sokol movement in Europe in the nineteenth century was as a result of a number of social, political, and institutional phenomena, as well as changes in the fields of education, culture and customs. Development of medical and pedagogical knowledge was an important factor for progress in physical education in the nineteenth century, but also in the forming of the Sokol Gymnastics Society. The inspiration for Sokol within Polish territory was the then gymnastic systems, and the earlier formed Czech Gymnastics Society. However, a significant factor certainly was the political and social situation within former Poland. 相似文献
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Magdalena Cantabella Belén López Alberto Caballero 《Interactive Learning Environments》2018,26(7):911-923
Learning Management Systems (LMS) have become the principal resource for the distribution of educational material and collaboration among lecturers and students in Higher Education. The potential of these platforms does not limit to a simple manager of contents, but they also offer a wide range of tools that support the development of different methodologies according to the learning modality, namely on-campus, blended or online. This work analyzes the use of LMS and the interactions with their different tools from the lecturers’ point of view, in order to detect possible incidents, check the tools’ utility and evaluate their complexity. All these metrics represent valuable information to the Degree Coordinators, if they are presented in a suitable manner, to detect and resolve deficiencies in the methodology. For the analysis of the teaching activity two methods are employed: (1) surveys, to measure the subjective perception of lecturers when using LMS tools; and (2) visual analysis of the real lecturer’s activity through OnlineData, a graphical analytic tool developed as part of our work to monitor LMS tools metrics. The results of both methods show differences among the perceived self-usage and actual usage, especially for the e-learning methodologies 相似文献
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Wicked sustainability problems (WSPs) are an important and particularly challenging type of problem. Science and engineering education can play an important role in preparing students to deal with such problems, but current educational practice may not adequately prepare students to do so. We address this gap by providing insights related to students’ abilities to address WSPs. Specifically, we aim to (I) describe key constituents of engineering students’ approaches to a WSP, (II) evaluate these approaches in relation to the normative context of education for sustainable development (ESD), and (III) identify relevant aspects of learning related to WSPs. Aim I is addressed through a phenomenographic study, while aims II and III are addressed by relating the results to research literature about human problem solving, sustainable development, and ESD. We describe four qualitatively different ways of approaching a specific WSP, as the outcome of the phenomenographic study: A. Simplify and avoid, B. Divide and control, C. Isolate and succumb, and D. Integrate and balance. We identify approach D as the most appropriate approach in the context of ESD, while A and C are not. On this basis, we identify three learning objectives related to students’ abilities to address WSPs: learn to use a fully integrative approach, distinguish WSPs from tame and well-structured problems, and understand and consider the normative context of SD. Finally, we provide recommendations for how these learning objectives can be used to guide the design of science and engineering educational activities. 相似文献
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It has been noted by staff at the Faculty of Health Sciences, Stellenbosch University that medical students neglect the study of surface anatomy during dissection. This study reports on the novel use of Lodox® Statscan® images in anatomical education, particularly the teaching of surface anatomy. Full body digital X‐ray images (Lodox Statscan) of each cadaver (n = 40) were provided to second year medical students. During dissection students were asked to visualize landmarks, organs, and structures on the digital X‐ray and their cadaver, as well as palpate these landmarks and structures on themselves, their colleagues, and the cadaver. To stimulate student engagement with surface anatomy, dissection groups were required to draw both the normal and actual position of organs on a laminated image provided. The accuracy of the drawings was subsequently assessed and students were further assessed by means of practical identification tests. In addition, students were asked to complete an anonymous questionnaire. A response rate of 79% was obtained for the student questionnaire. From the questionnaire it was gathered that students found the digital X‐ray images beneficial for viewing most systems' organs, except for the pelvic organs. Although it appears that students still struggle with the study of surface anatomy, most students believed that the digital X‐rays were beneficial to their studies and supported their continued use in the future. Anat Sci Educ. © 2012 American Association of Anatomists. 相似文献
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Magdalena Olszanowski 《Visual Communication Quarterly》2014,21(2):83-95
Instagram is an IB-MSN with strict and contradictory rules about its uploaded content. Despite its censorship mechanisms, users are finding creative tactics to maintain their imaging practices to circumvent this sensorship—censoring of the senses. This article focuses on the tactics employed by three women engaging in self-imaging practices. These tactics include, but are not limited to, privatizing accounts, abstracting and/or obscuring the body, and timed removals of photos. These tactics are analyzed in order to make sense of how they typify new forms of mobile image production, distribution, and circulation. These women's reactions to the censorship policies with which they must negotiate provide a new conceptual framework—sentio-aesthetics—challenging the normative values and ideologies surrounding sensorship. 相似文献
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The big-fish–little-pond effect (BFLPE) posits that students with the same ability will have higher academic self-concepts when they are in low-ability classes than in high-ability classes. Our research puts the BFLPE under scrutiny by examining goal orientations as the moderators that may affect the size of the BFLPE. We collected data on mathematics self-concept, mathematics ability and goal orientation from 7334 Hong Kong junior secondary school students in 201 classes. We hypothesised that the BFLPE would be exacerbated for students who endorsed high extrinsic goals while the BFLPE would be attenuated for students who endorsed high intrinsic goals. However, the results did not fully support the hypothesis. We found that students who were highly motivated in general (both intrinsic and extrinsic) experienced stronger BFLPE. The implications of the findings are discussed. 相似文献
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Maria Magdalena Isac Ralf Maslowski Greetje van der Werf 《School Effectiveness & School Improvement》2013,24(3):313-333
In this study, a comprehensive educational effectiveness model is tested in relation to student's civic knowledge. Multilevel analysis was applied on the dataset of the IEA Civic Education Study (CIVED; Torney-Purta, Lehmann, Oswald, & Schulz, 2001), which was conducted among junior secondary-school students (age 14), their schools, and their teachers. In total, 28 countries, 4,136 classrooms, and 93,565 students were included in the analysis. The results indicated that the influences on students' civic knowledge are multilevel. Students' civic knowledge and skills were partially explained by individual characteristics, by factors related to quality and opportunities for civic learning offered by classrooms and class composition, and by factors at the national context level. We conclude that most effectiveness factors are relevant for the field of civic and citizenship education and that schooling and educational policy matter for students' success in this field. 相似文献
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In Transition: Experiences of Parents of Children with Special Needs at School Entry 总被引：1，自引：0，他引：1
Magdalena Janus Lauren Kopechanski Ruth Cameron Debra Hughes 《Early Childhood Education Journal》2008,35(5):479-485
Pre-school children with special needs face a complex transition to school, requiring additional administrative, social and
educational support. In this study, parents of 40 children with special needs reported on the transition to school experience
of their 4–6-year-old child. They completed a measure of impact of the child’s disability on their family and an assessment
of the quality of services experienced. Individual, semi-structured interviews contextualized these evaluations. Twenty children
(pre-transition) were in preschool; 20 had already started school (post). Post-transition parents reported less average disability
impact on family, generally lower perception of quality of care than pre-transition ones, and long waiting periods for school-based
support. Most parents, however, reported satisfactory linkages between prior-to-school services and school. In conclusion,
this study demonstrates that, despite the current climate of support for early child development, barriers for satisfactory
transition to school still exist, and are largely due to low effectiveness of existing policies. 相似文献