Agricultural education from a knowledge systems perspective: from teaching to facilitating joint inquiry and learning     

Paul G.H. Engel  Wout van den Bor 《The Journal of Agricultural Education and Extension》2013,19(4):1-23

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Sexual behaviour profiles of HIV-positive youth in the Netherlands     

Linda van der Knaap 《Sex education》2013,13(4):406-420

Young people living with HIV are challenged when it comes to exploring their sexuality. Their sex education is hampered by the fact that their preferences and attitudes towards sexual behaviour are little known about. In this study from the Netherlands, Q-methodology was used to identify sizeable and meaningful sub-groups sharing common attitudes and viewpoints. Thirty of 48 eligible HIV-positive young people aged 12–21 years treated in one of the four Dutch HIV centres rank-ordered 45 statements on the topic. Thereafter, they explained their ranking. By-person factor analysis identified five distinct sexual behaviour profiles (SBPs): (a) safer sex & disclosure to steady partner; (b) motivated by faith and culture; (c) disclosure to good friends, values peer support; (d) conscientious, worries about disclosure and future; (e) self-confident, faith and family are important. Profiles differ in terms of the roles of culture and religion, the influence of family and friends, personal views about disclosure of HIV status, knowing the transmission mode, and viral load. Study results indicate that different approaches to sexual health education are required based on these different orientations. Q-sorts and SBPs may be helpful in discussing sexual behaviour with HIV-positive young people and in developing tailored strategies to meet their interests and needs.  相似文献   

Europe and the United States: the implementation of geographic information systems in secondary education in two contexts   总被引：2，自引：0，他引：2  

Sarah Witham Bednarz  Joop van der Schee 《Technology, Pedagogy and Education》2013,22(2):191-205

Since its inception in the early 1990s, geographic information science and its related technology, geographic information systems (GIS), have diffused slowly into select groups of K‐12 classrooms worldwide. The technology has not been adopted at a rate commensurate with expectations. The purpose of this article is to explore GIS implementation by comparing the variable status of GIS education in pre‐collegiate education in the United States and Europe and factors that appear to play a role in diffusion. The authors use a model of internal and external factors that influence adoption of education innovation as a heuristic to compare and draw conclusions.  相似文献   

‘Blue Route’ for combating climate change     

Gang Liu  Jiuhui Qu  Mark van Loosdrecht 《国家科学评论(英文版)》2021,8(8)

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Applying Visitor Preference Criteria to Choose Pro‐wildlife Behaviors to Ask of Zoo Visitors     

Liam Smith  Betty Weiler  Amy Smith  Pieter van Dijk 《Curator: The Museum Journal》2012,55(4):453-466

Abstract Many zoos now emphasize that their role in conservation includes influencing the behavior of their visitors for the benefit of wild animals. However, there is limited evidence of behavioral change to support this emphasis; one reason may be that requested behaviors are not viewed favorably by zoo visitors. The purpose of the present study was to involve zoo staff in a process of identifying and prioritizing pro‐wildlife behaviors using a set of criteria that noted what zoo visitors prefer. This was achieved by replicating Smith’s (2009a) study but including visitor‐preferred attributes identified in Smith, Curtis, and van Dijk (2010) . Across several zoos in Australia, 152 staff members participated in seven Nominal Group Technique workshops. Initially over 500 behaviors were identified and prioritized, first by filtering behavior lists, then by participants voting on behaviors. When voting, participants tended to choose behaviors promoting wildlife‐friendly consumerism and donations.  相似文献   

Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement     

Tamara van Gog  Fred Paas  John Sweller 《Educational Psychology Review》2010,22(4):375-378

The contributions to this special issue document some recent advances of cognitive load theory, and are based on contributions to the Third International Cognitive Load Theory Conference (2009), Heerlen, The Netherlands. The contributions focus on developments in example-based learning, amongst others on the effects of integrating worked examples in cognitive tutoring systems; specify the effects of transience on cognitive load and why segmentation may help counteract these effects in terms of the role of time in working memory load; and discuss the possibilities offered by electroencephalography (EEG) to provide a continuous and objective measure of cognitive load. This article provides a short introduction to the contributions in this issue.  相似文献   

Development of metacognitive skillfulness: A longitudinal study     

Manita van der Stel  Marcel V.J. Veenman 《Learning and individual differences》2010,20(3):220-224

This study shows the results of a two-year longitudinal study where the same participants were followed for two consecutive years as they enter secondary school (aged 12–14 years). The main issue was to investigate the development of both the quantity and the quality of metacognitive skills. Another issue was to establish whether the development of metacognitive skillfulness is intelligence-related or relatively intelligence-independent. Finally, the generality vs. domain-specificity of developing metacognitive skillfulness was investigated. Thirty-two secondary school students participated in this study. While thinking aloud they performed two different tasks representing two different domains: A text-studying task for history and a problem-solving task for math. Participants' intellectual ability, metacognitive skillfulness and learning performance were assessed. Results show a quantitative as well as a qualitative growth in metacognitive skillfulness. Furthermore, results of both years show that metacognitive skillfulness contributed to learning performance (partly) independent of intellectual ability. A parallel development of metacognitive and intellectual ability was found. Finally, metacognitive skills predominantly appear to be general. Domain-specific metacognitive skills, however, played a substantial, but minor role as well in both years. Instructional implications are being discussed.  相似文献   

On the elusive nature of high Chinese achievement     

Fons J.R. van de Vijver 《Learning and individual differences》2010,20(6):574-576

It is argued that Stankov's proposal to view unforgivingness as underlying the combination of high educational achievement, anxiety, and self-doubt is an original way of summarizing Confucian score patterns. However, it is argued that the proposal cannot explain why reading scores in Confucian countries are not higher than in other countries and that an empirical study to test the proposal is difficult to conduct as it would require the involvement of many different countries.  相似文献   

Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains     

Tamara van Gog  Dominique M. A. Sluijsmans  Desirée Joosten-ten Brinke  Frans J. Prins 《Educational technology research and development : ETR & D》2010,58(3):311-324

This article describes a blueprint for an online learning environment that is based on prominent instructional design and assessment theories for supporting learning in complex domains. The core of this environment consists of formative assessment tasks (i.e., assessment for learning) that center on professional situations. For each professional situation, three levels of situational complexity are defined, and within each of these three levels, tasks are offered that differ in the degree of support offered to the learner. This environment can support (beginning) professionals in complex domains in gaining insight into the available repertoire of behavior in professional situations, as well as into the quality and effectiveness of that behavior (assessment criteria), while simultaneously helping them to develop insight into the standards that their own behavior should (eventually) match.  相似文献   

The role of competence and value beliefs in students' daily emotional experiences: A multilevel test of a transactional model     

Wondimu Ahmed  Alexander Minnaert  Greetje van der Werf  Hans Kuyper 《Learning and individual differences》2010,20(5):507-511

This study examined the mutual influence of relatively stable personal competence and value beliefs and lesson specific appraisals of competence and value on daily emotional experiences of students in the classroom context. Personal competence and value beliefs were measured by means of questionnaire whereas appraisals and daily emotions were assessed by means of diary forms completed over a two-week period. Multilevel analyses of data from 120 grade seven students revealed that both personal competence-value beliefs and appraisals played an important role in determining daily emotional experiences in the classroom. More importantly, the results showed that the effects of stable personal variables on daily emotional experiences were mediated by lesson specific appraisals. In general, the results support cognitive mediational models of emotion that capitalize on the importance of both personal and situational characteristics in emotion elicitation.  相似文献