Pupils’ conceptions of force in inanimates and animates     

Olga Megalakaki 《European Journal of Psychology of Education - EJPE》2008,23(3):339-353

The objective of this work was to highlight the conceptions of force held by students aged 10–17 years old, in situations where animate and inanimate objects interact. In the proposed experimental situations, we varied parameters such as the motion and position of an object and the agent’s effort. We asked questions about both inanimate and animate objects. Results show that pupils are able to use a small number of conceptions coherently, but that these are influenced by the context. For inanimate objects, conceptions develop gradually. Initially, force is regarded as a property of objects related to their weight and/or motion/position. With age, however, pupils begin to regard it as a process of interaction. For animates, conceptions evolve much more slowly, insofar as all pupils consider force to be a human property related to the result that is obtained and/or the agent’s effort.  相似文献   

Spielen Studienschwerpunkte wirklich eine Rolle?     

Franziska Schulze-Stocker  Doris Holzberger  Olga Kunina-Habenicht  Ewald Terhart  Mareike Kunter 《Zeitschrift für Erziehungswissenschaft》2016,19(3):599-623

Due to a comparatively weak curricular structure in education faculties, student teachers may determine their study experiences and learning processes largely by themselves, by selecting their own priorities within educational foundation studies. This paper focused on the relationship between individually-chosen educational specializations, self-perceived competence in these chosen fields, and the measured educational knowledge. The study among teacher education graduates in the German state North Rhine-Westphalia showed that the individually chosen priorities within educational courses varied greatly; however, a focus on topics like classroom teaching, learning and development, and creating school environments was discernable. Results revealed that graduates with certain courses of specializations showed a significant higher level of knowledge in self-report in according areas. However, there were only small significant correlations between the self-reported competencies and the educational knowledge measured by the test. The results of the standardized test of educational knowledge indicated that the graduates in fact achieved better test results in their prioritized fields of studies. This suggests that individual course selection in educational foundations does have an effect on subsequent educational knowledge.  相似文献   

Characterization of a modelling activity for a first qualitative approach to the concept of energy     

Andrée Tiberghien  Olga Megalakaki 《European Journal of Psychology of Education - EJPE》1995,10(4):369-383

How students acquire physics concepts is still an open research question, since the knowledge is complex and requires a long time to be acquired. Within this perspective, this paper presents an analysis of student’s cognitive processes and their evolution during the resolution of a succession of teaching tasks specifically designed to put into play a modelling activity in physics. We particularly focused on cognitive processes which establish relations between the world of objects and events (experimental field) and that of the theory/model. We observe the evolution from simple cognitive processes to more complex ones throughout the successive tasks. This evolution is only possible because the students can simultaneously process elements of the theory/model and the experimental field.  相似文献   

Transposition in pigeons: reassessing spence (1937) with multiple discrimination training     

Lazareva OF  Wasserman EA  Young ME 《Learning & behavior》2005,33(1):22-46

We studied transposition in pigeons, using multiple-pair discrimination training. Four birds discriminated two pairs of circles: 1+ 2− and 5+ 6− or 1− 2+ and 5− 6+ (digits denote circle diameters and plus and minus signs denote reward and nonreward, respectively). Four other birds discriminated four pairs of circles: 1+2−, 1+3−, 4+6−, and 5+6−or 1−2+, 1−3+, 4−6+, and 5−6+. Finally, 4 birds discriminated only one pair of circles: 1+ 2−, 1+ 2−, 5+ 6−, or 5− 6+. Testing included five new pairs—1/5, 2/3, 2/6, 3/4, and 4/5—that distinguished absolute from relational accounts of transposition. The pigeons’ relational responding rose from one- to two- to four-pair training. The similarity of the testing stimuli to one another also affected relational responding: Transposition increased with highly dissimilar stimuli. Neither Spence’s (1937) theory nor existing relational accounts could predict the obtained pattern of relational responding.  相似文献   

L'orientation des adultes en Pologne: Les traditions polonaises dans le domaine de l'orientation     

Olga Czerniaska 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1977,23(4):439-442

Conclusion Si l'on s'appuie sur les domaines sus-mentionnés de l'éducation des adultes en Pologne, l'orientation peut être définie de la manière suivante: elle est considérée comme étant une méthode influençant et dirigeant l'éducation, qui s'efforce d'aider un individu, un groupe ou une institution.Elle est pratiquée dans les institutions spécialement créées dans ce but, ainsi que dans d'autres où elle joue le rôle d'une méthode auxiliaire.  相似文献   

Online Faculty Development and Assessment System (OFDAS): A Study of Academic Learning     

Luis Miguel Villar Angulo  Olga María Alegre de la Rosa 《Educational Assessment, Evaluation and Accountability》2007,20(1-2):21-41

The rapid growth of online learning has led to the development of faculty inservice evaluation models that are geared towards the demands of quality improvement of degree programs. Based on the best practices of student online assessment, the Online Faculty Development and Assessment System (OFDAS) created at the Canary Islands was designed to serve the dual purpose of faculty development and classroom learning environment assessment. Results of analyses showed that OFDAS maximized the potential of online faculty development to encourage staff to reflect on Curriculum and Teaching Capacities (CTC). Implications were discussed in terms of emphasizing the process of online CTC learning and incorporating perspectives to capture a comprehensive view of faculty teaching attitudes and their association with student classroom learning perceptions.  相似文献   

Understanding students’ learning practices: challenges for design and integration of mobile technology into distance education     

Olga Viberg  Åke Grönlund 《Learning, Media and Technology》2017,42(3):357-377

This study explores the design requirements for mobile applications for second language learning in online/distance higher education settings. We investigate how students use technology and how they perceive that these technologies-in-practice facilitate their language learning. Structuration Theory is used for the analysis. Results show that design needs to consider that (i) students use their private mobile technologies frequently when conducting self-initiated learning tasks, (ii) students’ mobile technologies-in-practice are important, and course designers should design materials and tools for such use practices, and (iii) students prefer to work on their own due to the limited time they want to devote to their learning. Consequently, in regard to the pervasive nature of mobile technology integration in society and into students’ habitual use, they need various software tools on such devices to support individual learning.  相似文献   

Humanisation in Russian Education: a transition between state determinism and individualism     

Harry Daniels  Norman Lucas  Michael Totterdell  Olga Fomina 《Educational studies》1995,21(1):29-39

This article is concerned with the development of humanisation in contemporary Russian education where it is regarded as a key factor influencing social change in the country. The authors draw on the proceedings of a seminar held in Moscow in 1994 concerned with the future of Russian education. Through an analysis of past Russian educational development and related psychological theory an argument is developed which suggests that present trends owe more than may be expected to the past. The concept of mediation is a central concern of the authors. They argue that the present discussion in Russia is overly individualistic and takes no account of processes of mediation in pedagogic formulations which render them incomplete and vulnerable to exploitation.  相似文献   

Editorial     

Olga Zlatkin-Troitschanskaia  Hans Anand Pant  Bettina Hannover 《Zeitschrift für Erziehungswissenschaft》2016,19(2):267-273

  相似文献   

Use of synchronous online tools in private English language teaching in Russia     

Olga Kozar 《Distance Education》2012,33(3):415-420

  相似文献