Effects of ‘Environmental Chemistry’ Elective Course Via Technology-Embedded Scientific Inquiry Model on Some Variables     

Muammer Çalik  Tuncay Özsevgeç  Jazlin Ebenezer  Hüseyin Artun  Zeynel Küçük 《Journal of Science Education and Technology》2014,23(3):412-430

The purpose of this study is to examine the effects of ‘environmental chemistry’ elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers’ (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge (TPACK) levels. Within one group pre-test–post-test design, the study was conducted with 117 SSSTs (68 females and 49 males—aged 21–23 years) enrolled in an ‘environmental chemistry’ elective course in the spring semester of 2011–2012 academic-years. Instruments for data collection comprised of Environmental Chemistry Conceptual Understanding Questionnaire, TPACK survey, and Chemistry Attitudes and Experiences Questionnaire. Significant increases in the SSSTs’ conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and TPACK levels are attributed to the SSSTs learning how to use the innovative technologies in the contexts of the ‘environmental chemistry’ elective course and teaching practicum. The study implies that the TESI model may serve a useful purpose in experimental science courses that use the innovative technologies. However, to generalize feasibility of the TESI model, it should be evaluated with SSSTs in diverse learning contexts.  相似文献   

On the need to repoliticise environmental and sustainability education: rethinking the postpolitical consensus     

Louise Sund  Johan Öhman 《Environmental Education Research》2014,20(5):639-659

This article draws attention to the possibilities of the ongoing philosophical discussion about cosmopolitan universal values in relation to the normative challenges in environmental and sustainability education (ESE). The purpose of this paper is to clarify the philosophical problems of addressing universally sustainable responsibilities and values in ESE. Our arguments draw inspiration from the work of three poststructuralist scholars: we explore how Butler develops her claim that universal assertion requires a cultural translation, how Mouffe exposes the political in universal claim and how Todd argues that education needs to introduce students to a political language that enables them to critically reflect on their own and other groups’ values and actions. In the concluding part, we suggest the following guidelines for rethinking ESE: unmasking the political dimension, re-politicising education, seeing beyond the relativist and objectivist divide and using passion as a moving force.  相似文献   

Do achievement goals mediate stereotype threat?: an investigation on females' soccer performance     

Chalabaev A  Sarrazinr P  Stone J  Cury F 《运动与训练心理学杂志》2008,30(2):143-158

This research investigated stereotype threat effects on women's performance in sports and examined the mediation of this effect by achievement goals. The influence of two stereotypes-relative to the poor athletic ability and the poor technical soccer ability of women-were studied. Fifty-one female soccer players were randomly assigned to one of three conditions, introducing the task as diagnostic of athletic ability, technical soccer ability, or sports psychology. Next, they filled out a questionnaire measuring achievement goals and performed a soccer dribbling task. Results showed that compared with the control condition, females' performance significantly decreased in the athletic ability condition and tended to decrease in the technical soccer ability condition. Moreover, participants endorsed a performance-avoidance (relative to performance-approach) goal when the stereotypes were activated. However, this goal endorsement was not related to performance. The implications of these results for understanding the role of stereotypes in gender inequalities in sports are discussed.  相似文献   

Assessment by project work in snow engineering     

ANGELA LUNDBERG  LARS VIKSTRÖM  MARIA VIKLANDER 《European Journal of Engineering Education》2003,28(1):7-16

Assessment in the form of a large project and field- and laboratory work was shown to be successful when applied to a course in snow engineering for university students with various backgrounds. The course was interdisciplinary, with teachers representing three different engineering disciplines. The project work was assessed by a report, a short oral presentation and an optional presentation such as a home page, a poster or a physical model. The students experienced that they had learned more with this assessment strategy than from courses with a final written exam. Peer evaluation of the relative contributions to the project work was applied and was appreciated by the students. The experiences of practical engineering tasks during the project work were also appreciated.  相似文献   

Training educational administrators in Central America     

Jean-François Bernède 《Prospects》1977,7(1):113-117

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Editorial Simulation in Engineering Education     

HANS BJÖRNSSON 《European Journal of Engineering Education》1994,19(1):3-5

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Economic crisis and educational crisis: Looking ahead     

François Orivel 《Prospects》1986,16(2):197-204

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Sport and study sections in France     

Jean-François Brisson 《Prospects》1979,9(4):463-469

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A comparison of time-motion performance between age groups in judo matches     

Miarka B  Panissa VL  Julio UF  Del Vecchio FB  Calmet M  Franchini E 《Journal of sports sciences》2012,30(9):899-905

The aim of this study was to compare time-motion indicators during judo matches performed by athletes from different age groups. The following age groups were analysed: Pre-Juvenile (13-14 years, n = 522), Juvenile (15-16 years, n = 353); Junior (19 years, n = 349) and Senior (>20 years, n = 587). The time-motion indicators included: Total Combat Time, Standing Combat Time, Displacement Without Contact, Gripping Time, Groundwork Combat Time and Pause Time. Analysis of variance (ANOVA) one-way and the Tukey test, as well as the Kruskal-Wallis test and Mann-Whitney (for non-parametric data), were conducted, using P < 0.05 as significance level. The results showed that all analysed groups obtained a median of 7 (first quantile - 3, third quantile - 12) sequences of combat/pause cycles. In total time of combat, the result was: for Total Combat Time, Standing Combat Time and Gripping Time: Pre-Juvenile and Senior were significantly longer than Juvenile and Junior. Considering Displacement Without Contact, Junior was significantly longer than all other age groups. For Groundwork Combat Time, Senior was significantly longer than all other age groups and Pre-Juvenile was longer than Junior. These results can be used to improve the physiological performance in intermittent practices, as well as technical-tactical training during judo sessions.  相似文献   

Ground level ozone exposure and distribution over the historical Peninsula of Istanbul     

Ferhat Karaca  Zeynep Öztürk 《Journal of Cultural Heritage》2012,13(1):69-76

In this study, passive samplers were used to measure ozone exposure distribution maps over the historical peninsula of Istanbul, Turkey. The study area is partially important due to the presence of cultural and historical buildings and structures distributed all over the peninsula. Unesco's World Heritage list covers four zones located in this historical peninsula in Istanbul. It is necessary to evaluate the pollution distribution in high resolution to construct effective risk management strategies. For this purpose, 50 sampling stations were installed within the study area. Three sampling campaigns within different seasons (summer, winter and fall) showing different ozone distribution characteristics were carried out. Seasonal measurements of ozone exposure values were used to obtain a yearly exposure level, which is an important part of risk characterization. Seasonal ozone exposure maps over the historical peninsula were obtained using Geographical Information Systems (GIS) based interpolation models with high resolution. Risk maps including five regions, based on ozone exposure levels were created. Structures and historical regions located within these risk zones were identified. Based on the defined exposure regions, we found that the Archaeological Park, one of the items on UNESCO's list, is located within the most risky region.  相似文献