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31.
Olia E. Tsivitanidou Costas P. Constantinou Peter Labudde Silke Rönnebeck Mathias Ropohl 《European Journal of Psychology of Education - EJPE》2018,33(1):51-73
The aim of this study was to investigate how reciprocal peer assessment in modeling-based learning can serve as a learning tool for secondary school learners in a physics course. The participants were 22 upper secondary school students from a gymnasium in Switzerland. They were asked to model additive and subtractive color mixing in groups of two, after having completed hands-on experiments in the laboratory. Then, they submitted their models and anonymously assessed the model of another peer group. The students were given a four-point rating scale with pre-specified assessment criteria, while enacting the peer-assessor role. After implementation of the peer assessment, students, as peer assessees, were allowed to revise their models. They were also asked to complete a short questionnaire, reflecting on their revisions. Data were collected by (i) peer-feedback reports, (ii) students’ initial and revised models, (iii) post-instructional interviews with students, and (iv) students’ responses to open-ended questions. The data were analyzed qualitatively and then quantitatively. The results revealed that, after enactment of the peer assessment, students’ revisions of their models reflected a higher level of attainment toward their model-construction practices and a better conceptual understanding of additive and subtractive color mixing. The findings of this study suggest that reciprocal peer assessment, in which students experience both the role of assessor and assessee, facilitates students’ learning in science. Based on our findings, further research directions are suggested with respect to novel approaches to peer assessment for developing students’ modeling competence in science learning. 相似文献
32.
Chryssanthopoulos C Williams C Nowitz A Bogdanis G 《Journal of sports sciences》2004,22(11-12):1065-1071
The purpose of this study was to examine the influence of a carbohydrate-rich meal on post-prandial metabolic responses and skeletal muscle glycogen concentration. After an overnight fast, eight male recreational/club endurance runners ingested a carbohydrate (CHO) meal (2.5 g CHO x kg(-1) body mass) and biopsies were obtained from the vastus lateralis muscle before and 3 h after the meal. Ingestion of the meal resulted in a 10.6 +/- 2.5% (P < 0.05) increase in muscle glycogen concentration (pre-meal vs post-meal: 314.0 +/- 33.9 vs 347.3 +/- 31.3 mmol x kg(-1) dry weight). Three hours after ingestion, mean serum insulin concentrations had not returned to pre-feeding values (0 min vs 180 min: 45 +/- 4 vs 143 +/- 21 pmol x l(-1)). On a separate occasion, six similar individuals ingested the meal or fasted for a further 3 h during which time expired air samples were collected to estimate the amount of carbohydrate oxidized over the 3 h post-prandial period. It was estimated that about 20% of the carbohydrate consumed was converted into muscle glycogen, and about 12 % was oxidized. We conclude that a meal providing 2.5 g CHO x kg(-1) body mass can increase muscle glycogen stores 3 h after ingestion. However, an estimated 67% of the carbohydrate ingested was unaccounted for and this may have been stored as liver glycogen and/or still be in the gastrointestinal tract. 相似文献
33.
Georgia Liarakou Costas Gavrilakis Eleni Flouri 《Journal of Science Education and Technology》2009,18(2):120-129
Investigating knowledge, perceptions as well as attitudes of public that concern various aspects of environmental issues is
of high importance for Environmental Education. An integrated understanding of these parameters can properly support the planning
of Environmental Education curriculum and relevant educational materials. In this survey we investigated knowledge and attitudes
of secondary school teachers in Greece towards renewable energy sources, particularly wind and solar energy systems. A questionnaire
with both open and close questions was used as the main methodological instrument. Findings revealed that although teachers
were informed about renewable energy sources and well disposed towards these sources, they hardly expressed clear positions
regarding several issues about wind and solar energy technologies and farms. Moreover such themes are limited integrated in
teaching either as extra curricular educational programs or through the curriculum. These findings cannot confirm that teachers
could influence students’ opinion towards renewable energy systems. Thus, authorities should invest more in Environmental
Education and relevant Teachers' Education. 相似文献
34.
Music in the exercise domain: a review and synthesis (Part I) 总被引：1，自引：0，他引：1
Since a 1997 review by Karageorghis and Terry, which highlighted the state of knowledge and methodological weaknesses, the number of studies investigating musical reactivity in relation to exercise has swelled considerably. In this two-part review paper, the development of conceptual approaches and mechanisms underlying the effects of music are explicated (Part I), followed by a critical review and synthesis of empirical work (spread over Parts I and II). Pre-task music has been shown to optimise arousal, facilitate task-relevant imagery and improve performance in simple motoric tasks. During repetitive, endurance-type activities, self-selected, motivational and stimulative music has been shown to enhance affect, reduce ratings of perceived exertion, improve energy efficiency and lead to increased work output. There is evidence to suggest that carefully selected music can promote ergogenic and psychological benefits during high-intensity exercise, although it appears to be ineffective in reducing perceptions of exertion beyond the anaerobic threshold. The effects of music appear to be at their most potent when it is used to accompany self-paced exercise or in externally valid conditions. When selected according to its motivational qualities, the positive impact of music on both psychological state and performance is magnified. Guidelines are provided for future research and exercise practitioners. 相似文献
35.
The use of music during exercise has become ubiquitous over the past two decades and is now supported by a burgeoning body of research detailing its effects and the contingencies surrounding its use. The purpose of this statement is to present a synopsis of the body of knowledge, with selected references, and to provide practical recommendations for exercise practitioners regarding music selection. Following the identification of methodological shortcomings in early studies, researchers have been guided by new conceptual frameworks, and have produced more consistent findings as a consequence. The use of music has been found to yield ergogenic effects in the exercise domain while also promoting psychological (e.g. enhanced affect) and psychophysical (reduced ratings of perceived exertion) benefits. There is a paucity of research examining the longitudinal effects of music on key outcome variables such as exercise adherence. 相似文献
36.
37.
Costas N. Tsouloupas Russell L. Carson Russell A. Matthews 《Psychology in the schools》2014,51(2):164-180
One approach for understanding teachers’ behavioral responses to classroom student misbehavior is through the perceptions of efficacy in handling this stressor. The present study investigated the relationship and predictive ability of personal and school cultural factors as they relate to perceptions of teachers’ efficacy in handling student misbehavior (TEHSM). Participants were 344 primary (n = 189) and secondary (n = 155), full‐time, public school teachers from a southeastern state in the USA. Teachers completed online self‐report measures of TEHSM and all personal and school cultural factors. Student socioeconomic status (SES) information was provided by the school districts. Structure equation modeling (SEM) results indicated the final empirical model to account for 66% of the variance in TESHM, with professional development and student SES having the strongest association with TEHSM. This study provides a vital step towards understanding factors that drive teachers’ perceptions of their efficacy in handling misbehaving students. 相似文献
38.
Karageorghis CI Priest DL Terry PC Chatzisarantis NL Lane AM 《Journal of sports sciences》2006,24(8):899-909
In the present study, a measure to assess the motivational qualities of music in exercise was redesigned, extending previous research efforts (Karageorghis et al., 1999). The original measure, the Brunel Music Rating Inventory (BMRI), had shown limitations in its factor structure and its applicability to non-experts in music selection. Redesign of the BMRI used in-depth interviews with eight participants (mean age 31.9 years, s = 8.9 years) to establish the initial item pool, which was examined using a series of confirmatory factor analyses. A single-factor model provided a good fit across three musical selections with different motivational qualities (comparative fit index, CFI: 0.95-0.98; standardized root mean residual, SRMR: 0.03-0.05). The single-factor model also demonstrated acceptable fit across two independent samples and both sexes using one piece of music (CFI: 0.86-1.00; SRMR: 0.04-0.07). The BMRI was designed for experts in selecting music for exercise (e.g. dance aerobic instructors), whereas the BMRI-2 can be used both by exercise instructors and participants. The psychometric properties of the BMRI-2 are stronger than those of the BMRI and it is easier to use. The BMRI-2 provides a valid and internally consistent tool by which music can be selected to accompany a bout of exercise or a training session. Furthermore, the BMRI-2 enables researchers to standardize music in experimental protocols involving exercise-related tasks. 相似文献
39.
The present study examined the predicted positive and linear relationship (Iwanaga, 1995a, 1995b) between exercise heart rate and music tempo preference. Initially, 128 undergraduate students (M age = 20.0 years, SD = 0.9) were surveyed to establish their three favorite music artists. A separate experimental group of 29 undergraduates (M age = 20.3 years, SD = 1.2) selected the music of a single artist from the three highest-rated artists from the earlier survey. They reported their preference for slow, medium, and fast tempo selections from each artist for three treadmill walking conditions at 40%, 60%, and 75% maximal heart rate reserve. A mixed-model 3 x 3 x 2 (Exercise Intensity x Music Tempo x Gender) analysis of variance was used to analyze the data. Results indicated there was no three-way interaction for music preference. There was, however, a significant (p < .05) two-way interaction for Exercise Intensity x Music Tempo (partial eta2 = .09) and a significant (p < .05) main effect for music tempo, with large differences evident between preference for medium versus slow tempo and fast versus slow tempo music at all exercise intensities (partial eta2 = .78). Participants reported a preference for both medium and fast tempo music at low and moderate exercise intensities and for fast tempo music at high intensity. Only partial support was found for the expected linear relationship between exercise intensity and music tempo preference. 相似文献
40.
Myrto Repapi Harrison G. Gough Kevin Lanning Costas Stefanis 《Contemporary educational psychology》1983,8(2):181-188
Family background data and California Psychological Inventory (CPI) protocols were obtained from 1643 Greek students (825 males, 818 females), from 19 schools in upper, above average, below average, and lower socioeconomic districts of the City of Athens. Students were enrolled in Grades 8 and 9 (gymnasio) or 10 through 12 (likio). Background variables, individual CPI scales, and a combination of six CPI scales developed earlier to forecast high school academic achievement in the United States were related to the scholastic performance of the Greek students. For all 1643 students, the optimum linear combination of three family background variables correlated .29 with grades, whereas the previously defined CPI equation had a correlation of .38. Similar results were observed in subsamples defined by sex and school level. It was concluded that the CPI measures showed sufficient validity in this cross-cultural application to warrant further research at higher educational levels, and in special subgroups such as the intellectually gifted or mathematically precocious. 相似文献