Nobel prize 2001     

A. Martín Duce  F. López Hernández 《Resonance》2001,6(11):90-90

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Teaching competences necessary for developing key competences of primary education students in Spain: teacher assessments     

Ángel De-Juanas Oliva  Rosa Martín del Pozo  Encarnación Pesquero Franco 《Teacher Development》2016,20(1):123-145

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Prediction of self-reported knowledge with over-claiming, fluid and crystallized intelligence and typical intellectual engagement     

Gizem Hülür  Oliver Wilhelm  Stefan Schipolowski 《Learning and individual differences》2011,21(6):742-746

We investigated the usefulness of the Over-Claiming Questionnaire (OCQ) as a measure of cognitive abilities. In OCQs respondents are asked to rate their familiarity with items of academic or everyday knowledge (Paulhus, Harms, Bruce, & Lysy, 2003). Some items exist in reality (reals), and others do not (foils). We developed four OCQs, each consisting of 40 reals and 8 foils from the domains of Science, Humanities and Civics. The OCQs were administered in a longitudinal rotation design to 112 participants who attended the 9th school grade at the beginning of the study. In latent variable regression analyses 53% of variation in the reals could be explained by fluid and crystallized intelligence and over-claiming as indicated by responses to foils. Further variation in responses to reals and foils was explained by intellectual engagement. Our results show that self-reported knowledge, although positively related to measures of ability, to a large extent reflects over-claiming.  相似文献   

Educational knowledge generation from administrative data     

Miguel Arevalillo-Herráez  Paloma Moreno-Clari  Vicente Cerverón-Lleó 《Educational technology research and development : ETR & D》2011,59(4):511-527

Most universities use Information Systems (IS) to perform their daily administrative activities (student enrollment, data files, accountancy, etc.), and an integrated Learning Management System (LMS) to support teaching and learning. However, although a lot of effort has been put into deploying these computerized systems, the data that they provide are not fully exploited from an educational perspective. In this paper we describe a case in which these data have been used to identify relevant relations between the general use of the LMS, the existence of teaching innovation programs and the quality of education. The method used can be easily generalized and employed in other different contexts, to derive meaningful information on the impact that some variables may have over others.  相似文献   

Identifying key issues for university practitioners of garden-based learning in Spain     

Marcia Eugenio-Gozalbo  Raquel Pérez-López  Juan-Carlos Tójar-Hurtado 《The Journal of environmental education》2020,51(3):246-255

ABSTRACT

The presence of learning gardens in Spain is growing, and the current scenario is highly diverse in relation to issues such as participatory models or purposes, among others. In the context of the 1^st National Meeting on organic learning gardens, we convened eight expert practitioners in a focus group. Their discourse was analyzed through content analysis, after which four categories were selected for co-occurrence analyses. The most important questions for university garden-based practitioners in the country are presented, related to actors involved, functions that gardens fulfill, strengths of these educational resources, and requirements for their consolidation.  相似文献   

Compatibility and Complementarity of Classroom Ecology and Didactique Research Perspectives in Physical Education     

Jérôme Leriche  Jean-François Desbiens  Chantal Amade-Escot  Richard Tinning 《Quest (Human Kinetics)》2016,68(4):497-520

ABSTRACT

A large diversity of theoretical frameworks exists in the physical education literature. This article focuses on two of those frameworks to examine their compatibility and their complementarity. The classroom ecology paradigm concentrates on the balance between three task systems, two vectors, and programs of actions proposed by the physical education teacher and negotiated by students. The didactique research program studies the teaching and learning processes using the concepts of didactic contract and didactic milieu that focus on how the knowledge content emerges within teacher and students’ joint action. The article underlines the complementarity and the compatibility of the two frameworks when analyzing teaching and learning in physical education. It argues that the gray areas left by the classroom ecology paradigm could be filled with the insights of the didactique research program. A concise example of how the two frameworks have already been utilized is presented.  相似文献   

The effects of combining simulations and laboratory experiments on Zimbabwean students’ conceptual understanding of electric circuits     

Kevin Manunure  Alice Delserieys  Jérémy Castéra 《Research in Science & Technological Education》2020,38(3):289-307

ABSTRACT