A multidimensional adapted process model of teaching     

Metsäpelto  Riitta-Leena  Poikkeus  Anna-Maija  Heikkilä  Mirva  Husu  Jukka  Laine  Anu  Lappalainen  Kristiina  Lähteenmäki  Marko  Mikkilä-Erdmann  Mirjamaija  Warinowski  Anu  Iiskala  Tuike  Hangelin  Sanna  Harmoinen  Sari  Holmström  Anni  Kyrö-Ämmälä  Outi  Lehesvuori  Sami  Mankki  Ville  Suvilehto  Pirjo 《Educational Assessment, Evaluation and Accountability》2022,34(2):143-172

Educational Assessment, Evaluation and Accountability - In the present study, we aimed to specify the key competence domains perceived to be critical for the teaching profession and depict them as...  相似文献   

Relationship between split-step timing and leg stiffness in world-class tennis players when returning fast serves     

Sami Mecheri  Guillaume Laffaye  Céline Triolet  David Leroy  Matt Dicks  Mohamed A. Choukou 《Journal of sports sciences》2013,31(17):1962-1971

ABSTRACT

This study investigated split-step timing when returning serves and whether this timing is related to neuromechanical capabilities in world-class tennis players. In Experiment 1, the split-step timing of four groups of world-class players (male and female ATP/WTA seniors, and ITF juniors) was measured on court when returning serves of the same level players. The four groups initiated the split-step at a similar time, starting around the time ball-racket contact in the serve stroke and landed when early ball-flight information was available. In Experiment 2, the neuromechanical capabilities (leg stiffness and vertical jump performance) of a group of world-class players and three groups of less-skilled tennis players were examined. The results showed an increase in leg stiffness with an increase in the level of expertise. A cross-experiment analysis in world-class male players (ATP/ITF, n = 10) revealed that the timing of initial foot movement was significantly correlated with the leg stiffness (r² = 0.54), with later lateral step after the serve in the players who had higher stiffness. The findings support the hypothesis that world-class tennis players adapt perceptual-motor control on the basis of their neuromechanical capabilities and maximise the time before initiating their interceptive action to rely on more reliable information.  相似文献   

A Conceptual Analysis of Perspective Taking in Support of Socioscientific Reasoning     

Kahn  Sami  Zeidler  Dana L. 《Science & Education》2019,28(6-7):605-638

Science & Education - Perspective taking is a critical yet tangled construct that is used to describe a range of psychological processes and that is applied interchangeably with related...  相似文献   

Oxygen and nitrogen plasma hydrophilization and hydrophobic recovery of polymers     

Jokinen V  Suvanto P  Franssila S 《Biomicrofluidics》2012,6(1):16501-1650110

PLASMA HYDROPHILIZATION AND SUBSEQUENT HYDROPHOBIC RECOVERY ARE STUDIED FOR TEN DIFFERENT POLYMERS OF MICROFABRICATION INTEREST: polydimethylsiloxane (PDMS), polymethylmethacrylate, polycarbonate, polyethylene, polypropylene, polystyrene, epoxy polymer SU-8, hybrid polymer ORMOCOMP, polycaprolactone, and polycaprolactone/D,L-lactide (P(CL/DLLA)). All polymers are treated identically with oxygen and nitrogen plasmas, in order to make comparisons between polymers as easy as possible. The primary measured parameter is the contact angle, which was measured on all polymers for more than 100 days in order to determine the kinetics of the hydrophobic recovery for both dry stored and rewashed samples. Clear differences and trends are observed both between different polymers and between different plasma parameters.  相似文献   

A comparison of students' conceptual understanding of electric circuits in simulation only and simulation‐laboratory contexts     

Tomi Jaakkola  Sami Nurmi  Koen Veermans 《科学教学研究杂志》2011,48(1):71-93

The aim of this experimental study was to compare learning outcomes of students using a simulation alone (simulation environment) with outcomes of those using a simulation in parallel with real circuits (combination environment) in the domain of electricity, and to explore how learning outcomes in these environments are mediated by implicit (only procedural guidance) and explicit (more structure and guidance for the discovery process) instruction. Matched‐quartets were created based on the pre‐test results of 50 elementary school students and divided randomly into a simulation implicit (SI), simulation explicit (SE), combination implicit (CI) and combination explicit (CE) conditions. The results demonstrated that the instructional support had an expected effect on students' understanding of electric circuits when they used the simulation alone; pure procedural guidance (SI) was insufficient to promote conceptual understanding, but when the students were given more guidance for the discovery process (SE) they were able to gain significant amount of subject knowledge. A surprising finding was that when the students used the simulation and the real circuits in parallel, the explicit instruction (CE) did not seem to elicit much additional gain for their understanding of electric circuits compared to the implicit instruction (CI). Instead, the explicit instruction slowed down the inquiry process substantially in the combination environment (CE). Although the explicit instruction was able to improve students' conceptual understanding of electrical circuits considerably in the simulation environment, their understanding did not reach the level of the students in the combination environment. These results suggest that when teaching students about electricity, the students can gain better understanding when they have an opportunity to use the simulation and the real circuits in parallel than if they have only a computer simulation available, even when the use of the simulation is supported with the explicit instruction. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 71–93, 2011  相似文献   

The Connection Between Forms of Guidance for Inquiry-Based Learning and the Communicative Approaches Applied—a Case Study in the Context of Pre-service Teachers     

Lehtinen  Antti  Lehesvuori  Sami  Viiri  Jouni 《Research in Science Education》2019,49(6):1547-1567

Research in Science Education - Recent research has argued that inquiry-based science learning should be guided by providing the learners with support. The research on guidance for inquiry-based...  相似文献   

Introducing Dialogic Teaching to Science Student Teachers     

Sami?LehesvuoriEmail author  Jouni?Viiri  Helena?Rasku-Puttonen 《Journal of Science Teacher Education》2011,22(8):705-727

It is commonly believed that science teachers rely on language that allows only minor flexibility when it comes to taking into account contrasting views and pupil thoughts. Too frequently science teachers either pose questions that target predefined answers or simply lecture through lessons, a major concern from a sociocultural perspective. This study reports the experiences of science student teachers when introduced to the Communicative Approach to science education drawing on dialogic teacher-talk in addition to authoritative teacher-talk. This approach was introduced to the students in an interventional teaching program running parallel to the student teachers’ field practice. The practical implications of this approach during initial teacher education are the central focus of this study. The data consisting of videos of lessons and interviews indicate that the student teacher awareness of teacher-talk and alternative communicative options did increase. Student teachers reported greater awareness of the different functions of teacher-talk as well as the challenges when trying to implement dialogic teaching.  相似文献   

On Nature and Environmental Education: black parents speak from the inner city     

Peter H. H. Kahn Jr  Batya Friedman 《Environmental Education Research》1998,4(1):25-39

Twenty four black parents from Houston, Texas were interviewed on their perspectives about nature and environmental education. Residts showed that animals, plants and parks played an important part in the lives of these parents and their families. Parents were also aware of the negative effects of environmental problems, such as air pollution, water pollution and garbage. Parents talked about such problems with their children, acted to help the environment and believed it was important to live in harmony with nature. Parents supported environmental education for their children and believed it was as important as drug education. Anthropocentric and biocentric considerations characterized parents' environmental reasoning and often their conceptions of what it means to live in harmony with nature. Taken as a whole, parents spoke of their commitment to environmental issues and enjoyment of nature while remaining vividly aware of the difficulties which arise from urban poverty.  相似文献   

A brief behavior rating scale for children in a school setting     

Paul Kahn  Sol Ribner 《Psychology in the schools》1982,19(1):113-116

A brief behavior rating scale consisting of 28 items divided into 7 categories was developed for use in a school setting. Reliability coefficients for each of the categories ranged from.79 to.91; total reliability was.92. Test validity was based upon the successful discrimination between neurologically impaired, socially maladjusted, emotionally handicapped, and normal children.  相似文献   

Scatter on the WISC as an indicator of intellectual potential     

Sol Ribner  Paul Kahn 《Psychology in the schools》1981,18(1):39-42

The study was undertaken to investigate the relationship between subtest scatter on the WISC and higher intellectual potential. All subjects at one time obtained Full Scale IQ scores within the retarded range. Group I consisted of those children who upon reexamination with the WISC obtained Full Scale IQ scores of 75 or below, while Group 2 consisted of those children whose Full Scale IQ scores were now found to be nonretarded upon reexamination. The results indicated that the scatter on the initial examinations failed to predict the future group membership. Irrespective of group membership, scatter was found not to be related to change in Full Scale IQ scores. It was concluded that subtest scatter is a poor indicator of the presence of higher intellectual potential. It was also suggested that these findings are relevant to the WISC-R.  相似文献