Escape rooms as tools for climate change education: an exploration of initiatives     

Tania Ouariachi  Elving J. L. Wim 《Environmental Education Research》2020,26(8):1193-1206

Abstract

In the last years we have observed a growing interest in the use of gamification approaches for climate change education. While most practices are related to digital gaming, there is a new trend which is still academically unexplored: escape rooms. The main objective of this paper is to serve as an initial exploratory study in this field by identifying and analysing climate change-related escape rooms. For that purpose we carried out a web search and a qualitative content analysis. A total of 17 initiatives are described and compared, unravelling their main audience, country of origin, topics, scenarios and objectives covered. The paper also highlights what escape rooms can offer to climate change education: experiential and immersive learning, problem solving and critical thinking skills, and a sense of collaboration and urgency.  相似文献   

Identity Processes and Parent–Child and Sibling Relationships in Adolescence: A Five‐Wave Multi‐Informant Longitudinal Study          下载免费PDF全文

Elisabetta Crocetti  Susan Branje  Monica Rubini  Hans M. Koot  Wim Meeus 《Child development》2017,88(1):210-228

The purpose of this study was to examine reciprocal associations between identity processes (commitment, in‐depth exploration, and reconsideration of commitment) and dimensions (support, negative interaction, and power) of maternal, paternal, and sibling relationships. A total of 497 Dutch families including 14‐years‐old adolescents (56.9% males), their fathers, mothers, and siblings, for a total of 1,988 respondents, participated in a five‐wave longitudinal study. Cross‐lagged analyses indicated that commitment and in‐depth exploration predicted improvements in family relationships (unidirectional effects), whereas reconsideration of commitment was predicted by low levels of maternal support and worsened the quality of the paternal relationship (reciprocal effects). These results were not moderated by adolescents' gender and sibling characteristics. Theoretical and practical implications are discussed.  相似文献   

Simultaneous Assembly of Multiple Test Forms     

Wim J. van der  Linden Jos J. Adema 《Journal of Educational Measurement》1998,35(3):185-198

An algorithm for the assembly of multiple test forms is proposed in which the multiple-form problem is reduced to a series of computationally less intensive two-form problems. At each step, one form is assembled to its true specifications; the other form is a dummy assembled only to maintain a balance between the quality of the current form and the remaining forms. It is shown how the method can be implemented using the technique of O-1 linear programming. Two empirical examples using a former item pool from the LSAT are given—one in which a set of parallel forms is assembled and another in which the targets for the information functions of the forms are shifted systematically.  相似文献   

Early stages of proportional reasoning: a cross-sectional study with 5- to 9-year-olds     

Vanluydt  Elien  Degrande  Tine  Verschaffel  Lieven  Van Dooren  Wim 《European Journal of Psychology of Education - EJPE》2020,35(3):529-547

European Journal of Psychology of Education - The present study cross-sectionally investigated proportional reasoning abilities in 5- to 9-year-old children (n = 185) before they...  相似文献   

The timing of openness in a radical innovation project,a temporal and loose coupling perspective     

Hanna Bahemia  John Sillince  Wim Vanhaverbeke 《Research Policy》2018,47(10):2066-2076

We extend the Profit from Innovation (PFI) framework (Teece, 1986) by combining it with open innovation insights: we explore when and how managers make the transition between closed and open innovation, and how they use appropriation (formal and informal defense mechanisms) and project strategies to capture the value generated from the innovation at the project level. Based on a radical innovation project at Jaguar (UK), we contribute to a process and temporal perspective of open innovation by shedding light on two core project processes and their enabling mechanisms which influenced the ability of Jaguar to maximize profits from the innovation. The first core project process was the choice of timing of the shift from a closed to an open model of innovation: it was enabled by a pro-active change in the formal defense strategy (i.e. submission of a patent), and by an internal loose coupling project strategy that involved autonomy of the project champion and internal engineers’ weak membership in the project. The second core process was an external loose coupling project strategy that was enabled by the deployment of two complementary informal appropriation mechanisms namely, the reduction of the scope of tasks allocated to external partners combined with the development of guarded relationships with them.  相似文献   

Mutual point-winning probabilities (MPW): a new performance measure for table tennis     

Christophe Ley  Yves Dominicy  Wim Bruneel 《Journal of sports sciences》2018,36(23):2684-2690

ABSTRACT

We propose a new performance measure for table tennis players: the mutual point-winning probabilities (MPW) as server and receiver. The MPWs quantify a player’s chances to win a point against a given opponent, and hence nicely complement the classical match statistics history between two players. These new quantities are based on a Bradley-Terry-type statistical model taking into account the importance of individual points, since a rally at 8–2 in the first set is less crucial than a rally at the score of 9–9 in the final set. The MPWs hence reveal a player’s strength on his/her service against a given opponent as well as his/her capacity of scoring crucial points. We estimate the MPWs by means of maximum likelihood estimation and show via a Monte Carlo simulation study that our estimation procedure works well. In order to illustrate the MPWs’ versatile use, we have organized two round-robin tournaments of ten respectively eleven table tennis players from the Belgian table tennis federation. We compare the classical final ranking to the ranking based on MPWs, and we highlight how the MPWs shed new light on strengths and weaknesses of the players.  相似文献   

Development of a test rig and a testing procedure for bicycle frame stiffness measurements     

Joachim Vanwalleghem  Ives De Baere  Mia Loccufier  Wim Van Paepegem 《Sports Engineering》2018,21(2):75-84

The stiffness measuring method for bicycle frames is not standardized, leading to a wide variety of test setups; they differ in many aspects such as applied load, support constraints and frame deflection measurement. The aim of this paper is to draw attention to this problem and to quantify the perturbing, unwanted side effects that influence the stiffness measurement of the bicycle frame. This is illustrated by developing a multi-purpose rating test method for bicycle frame stiffness. The proposed test rig design considers different aspects which should be taken into account when measuring the bicycle frame stiffness. In the experimental setup, it is observed that the contribution of the test bench compliance led to 21% difference in the frame stiffness results; the influence due to the head, the tube-bearing type the corresponding preload resulted in up to 19% difference in the stiffness results between the lowest and highest stiffness values measured; hysteresis effects caused by pulleys are estimated to introduce errors up to 11%; and the influence due to the operator variability and sensor accuracy is estimated to be less than 3%.  相似文献   

Energy expenditure and dietary intake in professional football players in the Dutch Premier League: Implications for nutritional counselling     

Naomi Y.J. Brinkmans  Nick Iedema  Guy Plasqui  Loek Wouters  Wim H.M. Saris  Luc J.C. van Loon 《Journal of sports sciences》2013,31(24):2759-2767

ABSTRACT

Selecting effective dietary strategies for professional football players requires comprehensive information on their energy expenditure (EE) and dietary intake. This observational study aimed to assess EE and dietary intake over a 14-day period in a representative group (n = 41) of professional football players playing in the Dutch Premier League (Eredivisie). Daily EE, as assessed by doubly labelled water, was 13.8 ± 1.5 MJ/day, representing a physical activity level (PAL) of 1.75 ± 0.13. Weighted mean energy intake (EI), as assessed by three face-to-face 24-h recalls, was 11.1 ± 2.9 MJ/day, indicating 18 ± 15% underreporting of EI. Daily EI was higher on match days (13.1 ± 4.1 MJ) compared with training (11.1 ± 3.4 MJ; P < 0.01) and rest days (10.5 ± 3.1 MJ; P < 0.001). Daily carbohydrate intake was significantly higher during match days (5.1 ± 1.7 g/kg body mass (BM)) compared with training (3.9 ± 1.5 g/kg BM; P < 0.001) and rest days (3.7 ± 1.4 g/kg BM; P < 0.001). Weighted mean protein intake was 1.7 ± 0.5 g/kg BM. Daytime distribution of protein intake was skewed, with lowest intakes at breakfast and highest at dinner. In conclusion, daily EE and PAL of professional football players are modest. Daily carbohydrate intake should be increased to maximize performance and recovery. Daily protein intake seems more than adequate, but could be distributed more evenly throughout the day.  相似文献   

Promoting historical contextualisation in classrooms: an observational study     

Tim Huijgen  Paul Holthuis  Carla van Boxtel  Wim van de Grift 《Educational studies》2019,45(4):456-479

The aim of this observational study is to explore how history teachers promote historical contextualisation in their lessons. Historical contextualisation is the ability to situate phenomena and individuals’ actions in the context of time, historical location, long-term developments, or specific events to give meaning to these phenomena and actions. Using the Framework for Analysing the Teaching of Historical Contextualisation (FAT-HC), five trained raters observed eight history teachers twice. To further analyse the observation scores, the FAT-HC items were divided into eight categories while distinguishing between items that demonstrate historical contextualisation and items focusing on engaging students in historical contextualisation processes. The results indicate that the teachers in the sample did not explicitly promote historical contextualisation in their lessons. No teacher obtained a mean FAT-HC score >2.00 on a four-point scale. The teachers mainly demonstrated historical contextualisation, while engaging students in historical contextualisation processes was observed far less often. The findings can be used to help teachers formulate domain-specific instruction to promote students’ ability to perform historical contextualisation.  相似文献   

Promoting historical contextualization: the development and testing of a pedagogy     

Tim Huijgen  Wim van de Grift  Carla van Boxtel  Paul Holthuis 《课程研究杂志》2018,50(3):410-434

The aim of this explorative study was to develop and test a pedagogy aimed at promoting students’ ability to perform historical contextualization. Teaching historical contextualization was conceptualized in terms of four pedagogical design principles: (1) making students aware of the consequences of a present-oriented perspective when examining the past, (2) enhancing the reconstruction of a historical context, (3) enhancing the use of the historical context to explain historical phenomena and (4) enhancing historical empathy. The effectiveness of these principles was explored in a lesson unit focusing on the seventeenth and eighteenth centuries. In a quasi-experimental pre-test–post-test design with experimental and control conditions, the effects of the pedagogy on 15- and 16-year-old students’ ability to perform historical contextualization were examined (n = 131). The results indicated that students in the experimental condition significantly improved their ability to perform historical contextualization compared to students in the control condition. These findings could be used to help teachers and other educational professionals design and implement historical contextualization tasks and instructions.  相似文献