Learning through Teaching: Challenges and Opportunities in Facilitating Student Learning in Food Science and Nutrition by Using the Interteaching Approach     

Keiko Goto  Julie Schneider 《Journal of Food Science Education》2010,9(1):31-35

ABSTRACT: Interteaching is a new pedagogical strategy for classroom instruction that demonstrates great effective student learning outcomes in the field of psychology. It is a 20 to 30 min student‐to‐student discussion addressing the main points in a specified body of reading materials. Interteaching includes elements such as reciprocal peer tutoring, cooperative learning, and problem‐based learning. These elements have been well theorized and their effectiveness has been empirically documented. To date, little is known about the effects of interteaching on students' perceived learning outcomes in food science and nutrition. This case study describes how the interteach method was employed in an undergraduate nutrition and food science course with specific examples of the tools used, such as interteach preparation guides, the interteach record form, and the peer assessment form. Based on the continuous feedback provided by the students during the course work, several specific modifications were made from the conventional interteaching methods, including 4‐person interteaching instead of one‐on‐one interteaching, as well as the use of in‐class thought‐provoking “synthesis” questions. At the end of the course, we assessed the students' perceptions of interteaching, as well as the students' perceived learning outcomes. The method generally fostered critical thinking and enhanced their motivation, which led to their perceived learning. On the other hand, some of the students expressed challenges in learning from peers due to their peers' varied preparation levels, as well as tackling complex scientific concepts prior to lectures. Further investigation is needed to develop possible strategies for accommodating the challenges among students with different learning styles.  相似文献   

eSport: Vom Präfix zum Thema für den organisierten Sport!?     

T. Wendeborn  H. J. Schulke  A. Schneider 《Sportwissenschaft》2018,48(3):451-455

In an increasingly differentiated culture of movement, play and sport as well as a more and more digitized society, the topic of eSports has been intensively discussed in recent time. The objective-categorical basics of the discussion seem to be clear only at first sight. A closer look points to the need of a differentiated cross-disciplinary discussion of the topic. It becomes clear that above all the underlying understanding of sport, the content-related demarcation as well as the social positioning contribute decisively to the perception of eSport (approval/rejection). The present article takes up the discussion with reference to the heterogeneity, heteronomy and complexity of sports and provides an alternative interpretive idea on the topic.  相似文献   

Gender,Sexuality, and Sport in America     

Angela Schneider 《体育哲学杂志》2013,40(1):143-149

Sex, Violence & Power in Sports: Rethinking Masculinity by Michael A, Messner and Donald F. Sabo (Freedom, CA: The Crossing Press, 1994)

Coming on Strong: Gender and Sexuality in Twentieth-Century Women's Sport by Susan Cahn (New York: The Free Press, 1994)  相似文献   

Training consulting teachers to assist elementary teachers in the management and education of handicapped children     

H S McKenzie  A N Egner  M F Knight  P F Perelman  B M Schneider  J S Garvin 《Exceptional children》1970,37(2):137-143

  相似文献   

Editor's Letter     

Schneider  Rebecca  Templin  Mark 《Journal of Science Teacher Education》2004,15(4):255-256

Journal of Science Teacher Education -  相似文献   

Precursors of metamemory in young children: the role of theory of mind and metacognitive vocabulary   总被引：1，自引：0，他引：1  

Kathrin Lockl  Wolfgang Schneider 《Metacognition and Learning》2006,1(1):15-31

This paper describes findings of a longitudinal study that was carried out to examine relationships among different aspects of young children's cognitive development, namely, theory of mind, metacognitive vocabulary, and metamemory, which seem theoretically connected but so far have not been studied simultaneously. In total, 174 children were included in the present analyses who were about 4;6 years of age at the first measurement point. Children were tested at four time points, separated by a testing interval of approximately half a year. At the first time of testing, children completed a set of theory of mind tasks. At each of the following measurement points, measures of metacognitive vocabulary and general vocabulary as well as metamemory were given. Overall, the findings show that theory of mind performance assessed at the age of 4;6 predicts metacognitive knowledge assessed about one and a half years later. Furthermore, they point to a reciprocal relationship between metacognitive vocabulary and metamemory in that comprehension of metacognitive vocabulary predicted later metamemory and, conversely, metamemory significantly predicted later comprehension of metacognitive verbs. This research was supported by a grant from the German Research Foundation (SCHN 315 /20–7) to the German Research Group on Cognitive Development.  相似文献   

Peer Feedback Improves Students’ Academic Self-Concept in Higher Education     

Simonsmeier  Bianca A.  Peiffer  Henrike  Flaig  Maja  Schneider  Michael 《Research in higher education》2020,61(6):706-724

Research in Higher Education - Peer feedback has been shown to be an effective strategy to improve academic achievement. However, little evidence is available about the effects of peer feedback on...  相似文献   

The Transition to Reaching: Mapping Intention and Intrinsic Dynamics   总被引：9，自引：0，他引：9  

Esther Thelen  Daniela Corbetta  Kathi Kamm  John P. Spencer  Klaus Schneider  Ronald F. Zernicke 《Child development》1993,64(4):1058-1098

The onset of directed reaching demarks the emergence of a qualitatively new skill. In this study we asked how intentional reaching arises from infants' ongoing, intrinsic movement dynamics, and how first reaches become successively adapted to the task. We observed 4 infants weekly in a standard reaching task and identified the week of first arm-extended reach, and the 2 weeks before and after onset. The infants first reached at ages ranging from 12 to 22 weeks, and they used different strategies to get the toy. 2 infants, whose spontaneous movements were large and vigorous, damped down their fast, forceful movements. The 2 quieter infants generated faster and more energetic movements to lift their arms. The infants modulated reaches in task-appropriate ways in the weeks following onset. Reaching emerges when infants can intentionally adjust the force and compliance of the arm, often using muscle coactivation. These results suggest that the infant central nervous system does not contain programs that detail hand trajectory, joint coordination, and muscle activation patterns. Rather, these patterns are the consequences of the natural dynamics of the system and the active exploration of the match between those dynamics and the task.  相似文献   

Symptoms of attention-deficit hyperactivity disorder (ADHD) and home learning environment (HLE): findings from a longitudinal study     

Sandra Schmiedeler  Frank Niklas  Wolfgang Schneider 《European Journal of Psychology of Education - EJPE》2014,29(3):467-482

The concept of “Home Learning Environment” (HLE) covers activities in a family providing intellectual stimulation for a child, such as reading to him or her or visiting libraries. Numerous studies have shown an association between HLE and children's cognitive development. In this longitudinal study, we focus on HLE as a predictor for children's behavioral development, namely, for later symptoms of attention-deficit hyperactivity disorder (ADHD), controlling for relevant aspects like socioeconomic status (SES), or television viewing behavior. We analyzed the development of ADHD symptoms from kindergarten to the end of grade 2 and possible associations with HLE, SES, and television exposure, using a German community sample (N?=?924). Results indicated that ADHD symptoms were negatively and significantly correlated to HLE for all five measurement points as well as to SES (except T4) and to television exposure for T1 to T4. Observing later development, only early HLE but not SES or television exposure served as a significant predictor for ADHD symptoms at school, when age, sex, and ADHD symptoms in kindergarten were controlled for. A structural equation model showed that HLE acted as a mediator between SES and later ADHD symptoms. Our results highlight the importance of the concept of home learning environment also for children's behavioral development. As a consequence, parents should be supported in offering their children a more favorable learning environment.  相似文献   

Casting the die before the die is cast: the importance of the home numeracy environment for preschool children     

Frank Niklas  Wolfgang Schneider 《European Journal of Psychology of Education - EJPE》2014,29(3):327-345

Mathematical competencies are important not only for academic achievement at school but also for professional success later in life. Although we know a lot about the impact of “Home Literacy Environment” on the development of early linguistic competencies, research on “Home Numeracy Environment” (HNE) and the assessment of its influence on the development of mathematical abilities is in its infancy. We still lack studies analysing this relationship and simultaneously controlling for other variables concerning the individual and the environment. Thus, in this article, we focussed on the development of mathematical competencies in a sample of 609 German children from the end of kindergarten until the end of Grade 1. In particular, we were interested in the role HNE plays in regard to this development while controlling for age, sex, intelligence, rapid naming, number span, linguistic competencies, kindergarten attendance and socioeconomic status. Moreover, HNE was compared between families with or without a history of mathematical disability. HNE was not only an important predictor of mathematical abilities at the end of kindergarten, but it also influenced the further development of mathematical competencies above and beyond its initial impact. Families with a history of dyscalculia provided a more unfavourable HNE than families with no such problems. Results are shown in a structural equation model, which highlights the importance of HNE. The findings indicate that those involved in policy and intervention should focus more on the learning environments in families to improve children's achievement.  相似文献