Not so altruistic? Some keys elements about the knowledge,perception and participation of university students in NGOs / ¿No tan altruistas? Algunas claves sobre el conocimiento,la percepción y la participación del estudiantado universitario en ONG     

Vicente Díaz-Gandasegui  Begoña Elizalde-San-Miguel  Constanza Tobío-Soler 《Cultura y Educación》2018,30(2):276-307

This article analyses the knowledge, perception and participation of university students in NGOs. The social group analysed has a very positive perception towards volunteering as well as a life situation and preparation that, in theory, facilitates their participation in such activities. However, their effective participation is much lower than the levels shown by potential volunteers who would like to participate. We have identified two elements that stand between the possibility and reality: the lack of information and the time available. In this sense, universities appear as institutions capable of connecting the needs and demands of NGOs and students.  相似文献   

A school-based motivational intervention to promote physical activity from a self-determination theory perspective     

David González-Cutre  Ana C. Sierra  Vicente J. Beltrán-Carrillo  Manuel Peláez-Pérez  Eduardo Cervelló 《The Journal of educational research》2018,111(3):320-330

The authors analyzed the effects of a multidimensional intervention to promote physical activity (PA) in school, based on self-determination theory. The study involved 88 students, between 14 and 17 years old, who were divided into a control group (n = 59) and an experimental group (n = 29). In the experimental group, a 6-month intervention was conducted, applying a teaching unit of fitness and health in physical education (PE) classes, an extracurricular program of healthy PA, and meetings with families. Questionnaires were administered to measure different motivational variables and PA levels at four time points. Significant differences were found in favor of the experimental group in parental and peer autonomy support; integrated regulation in PE; autonomy, intrinsic, and identified regulation in leisure-time PA; moderate, hard, and very hard PA; and physical self-worth. Motivational effects were maintained over time but the effects on PA levels disappeared at 6 months.  相似文献   

Aragonese Tiles in a Flemish Castle: A Chivalric Gift-Exchange Network in Fifteenth-Century Europe     

Wim De Clercq  Jonas Braekevelt  Jaume Coll Conesa  Hilmi Kaçar  Josep Vicente Lerma  Jan Dumolyn 《Al-Masaq: Islam & the Medieval Mediterranean》2015,27(2):153-171

Excavation of the mid-fifteenth-century castle of Pieter Bladelin, a high-ranking Burgundian official, in the village of Middelburg-in-Flanders, near Bruges (Belgium), has unearthed a remarkable series of blue and white painted and glazed floor tiles. Post-excavation archival and heraldic inquiries into the tiles has led to a deeper understanding of the role that gift exchange of luxury objects played within the diplomatic network of Alfonso V “the Magnanimous”, King of Aragon, and Philip “the Good”, Duke of Burgundy, in shaping a shared chivalric and crusading culture between Burgundy and Aragon. The study demonstrates the added value of the integration of archaeological and historical data in studying economic, political and cultural processes for the later medieval or early modern period.  相似文献   

Can Graduated Compressive Stockings Reduce Muscle Activity During Running?     

Ángel Gabriel Lucas-Cuevas  José Ignacio Priego Quesada  José Vicente Giménez  Inmaculada Aparicio  Juan Manuel Cortell-Tormo  Pedro Pérez-Soriano 《Research quarterly for exercise and sport》2017,88(2):223-229

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Conceptual profile of chemistry: a framework for enriching thinking and action in chemistry education     

Melquesedeque Freire  Vicente Talanquer  Edenia Amaral 《International Journal of Science Education》2019,41(5):674-692

Understanding the nature of chemical thinking and action, as well as their application and impact on our world should be central goals of chemistry education at all educational levels. However, traditional school chemistry is still mostly focused on having students learn the body of declarative knowledge built over the years in the discipline. Achieving changes in curriculum and teaching practices in this context remains a challenging task. Studies in the history and philosophy of the discipline suggest that chemistry has unique characteristics that need to be recognised and considered in chemistry education. Many of these studies point to a pluralism in the discipline, and in the understanding of and about chemistry, that should be characterised and incorporated into our educational models. In this essay, we have attempted to build such a characterisation using conceptual profiles theory to propose a framework that can be used to enrich and support the thinking and action of chemistry teachers at all educational levels.  相似文献   

Soccer,nationalism and the media in contemporary Spanish society: La Roja,Real Madrid & FC Barcelona     

Vicente Rodríguez Ortega 《Soccer & Society》2016,17(4):628-643

This essay examines the relationship between nationalism and soccer in contemporary Spain. Firstly, it pays close attention to the roles of the national team and the rivalry between Real Madrid and FC Barcelona in articulating conflictual social agendas. Secondly, it compares how Spanish and Catalan media utilize the Spanish soccer team success to articulate clashing forms of nationalism. It scrutinizes a wide range of journalistic interventions as well as the TV coverage of the national soccer team in the Spanish and Catalan media to determine how they constantly re-articulate the role of soccer in defining the distinguishing characteristics of the nation. Lastly, it studies a series of soccer-related cultural and social practices such as street rallies, gatherings and celebrations in order to determine their role within contemporary nationalism in Spain.  相似文献   

Classification of Chemical Substances using Particulate Representations of Matter: An analysis of student thinking     

Marilyne Stains  Vicente Talanquer 《International Journal of Science Education》2013,35(7):935-938

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On Cognitive Constraints and Learning Progressions: The case of “structure of matter”     

Vicente Talanquer 《International Journal of Science Education》2013,35(15):2123-2136

Based on the analysis of available research on students’ alternative conceptions about the particulate nature of matter, we identified basic implicit assumptions that seem to constrain students’ ideas and reasoning on this topic at various learning stages. Although many of these assumptions are interrelated, some of them seem to change or lose/gain strength independently from one another. Overlapping or competing presuppositions about the structure, properties, and dynamics of matter may be able to coexist at any given level, particularly at intermediate stages of expertise. Our results allowed us to suggest common paths in the transition from naïve through novice to expert along relevant dimensions related to the structure and properties of chemical substances. The identification of these cognitive constraints provides a useful framework that educators can use to better understand and even predict many of their students’ learning difficulties. It can also assist in the design and organisation of learning experiences and assessment tools that recognise and take advantage of the most likely trajectories towards expertise (learning progressions) followed by many students.  相似文献   

Chemical rationales: another triplet for chemical thinking     

Vicente Talanquer 《International Journal of Science Education》2013,35(15):1874-1890

ABSTRACT

One of the central goals of modern science and chemistry education is to develop students’ abilities to understand complex phenomena, and productively engage in explanation, justification, and argumentation. To accomplish this goal, we should better characterise the types of reasoning that we expect students to master in the different scientific disciplines. This analysis is needed to support the design of instructional tasks, teaching strategies, and assessments that foster those ways of thinking. This essay contributes in this direction by characterising the major types of rationales built and applied by experts when analysing chemical systems and processes. The term ‘chemical rationale’ is used to refer to any product of reasoning that uses chemical knowledge to build explanations, justifications or arguments. Three main types of rationales are identified and discussed: Phenomenological, Mechanical, and Structural. Difficulties associated with learning how to build each type of rationale are highlighted, and implications for research and practice of this other chemistry ‘triplet’ are discussed.  相似文献   

TENSIONS IN THE THIRD SPACE: LOCATING RELEVANCY IN PRESERVICE SCIENCE TEACHER PREPARATION     

Vicente C. Handa  Deborah J. Tippins 《International Journal of Science and Mathematics Education》2013,11(1):237-265

In this paper, we build on growing conversations centered around indigenous knowledge and its parity with various ways of knowing nature including traditional ecological knowledge, indigenous ways of living in nature, a Japanese way of knowing seigo-shizen, and Eurocentric sciences. We situate our discussion in Philippine postcolonial realities, where categorical boundaries are blurred, and any attempt to create culturally relevant preservice science teacher preparation will create confusions and tensions between/among/within abovementioned discourses. The Philippines is a highly colonized country—physically, for more than 300 hundred years, and mentally, after our colonizers have long gone. The marks of colonization are still present in our consciousness, in our current local knowledge, and in our ways of living with nature. In the attempt to create a “third space” for culturally relevant science teacher preparation, tensions are highlighted and categorical boundaries are troubled. Where is science? Which one is indigenous or neo-indigenous? Which one is Filipino? Which one is foreign? Which one is ours? Which one is borrowed? These tensions and insights are highlighted through analysis of narratives drawn from interviews with and written outputs of prospective science teachers, as they attempted to make sense of the local knowledge of residents of a rural coastal village in the Philippines during Community Immersion, a community-centered, early field experience in science teacher preparation.  相似文献