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101.
Cecília Galvão 《International Journal of Science Education》2013,35(13):1621-1633
This article discusses the results of a mainly qualitative study into possible impacts of recent controversial socio‐scientific issues on a group of Portuguese secondary school students regarding their conceptions about scientists. The 86 participants: (1) answered a questionnaire with open‐ended questions; and (2) wrote a science fiction story involving a group of scientists working on a particular situation of her/his choice. Next, semi‐structured interviews were carried out to clarify and discuss the ideas embodied in the stories and mentioned in the questionnaire. All data underwent a process of content analysis. The socio‐scientific controversies recently discussed, and the way science and scientists are depicted in the media, seem to have produced some impact on students' conceptions about scientists. Based on the results obtained, some remarks and educational implications are discussed. 相似文献
102.
María del Rocío Bonilla Eva Perea August Corrons 《Journal of Marketing for HIGHER EDUCATION》2020,30(1):145-160
ABSTRACT The interactions of users in social networks have been analyzed in the literature as sources of information on their ability to generate engagement among stakeholders in higher education institutes, which make more tactical than strategic use of social networks. This study helps identify which variables generate greater participation in Instagram users, providing strategic proposals for digital marketing. From the codification of all the publications published by a university in a social network site during the period of one year, a comparative analysis was carried out through a multivariate model. The results provide important and timely implications for both universities and higher education professionals. Our findings suggest that higher education marketing specialists should develop stronger and more consistent communication strategies to establish more valuable relationships with stakeholders. The administrators of the social networks of higher education institutions can find patterns in those publications that generate a greater participation in this study. 相似文献
103.
Luís de Miranda Correia Ana Paula Louo Martins 《Learning disabilities research & practice》2007,22(3):189-195
Although the Portuguese educational system advocates the accommodation of all students in regular schools, it has not adopted a coherent discourse that would contribute to meeting effectively the needs of students with specific learning disabilities (SLD). As such, the successive reorganizations of special education have resulted in uninformed decisions that have caused the education of students with SLD in Portugal to be, in many instances, detrimental to their academic and social growth. We describe the reality of SLD in Portugal, considering four main topics: (1) the establishment of the SLD concept, (2) the birth of a Portuguese definition of SLD, (3) the context of educational policy, and (4) the provision for students with SLD. 相似文献
104.
Information-governing dynamics of attacker-defender interactions in youth rugby union 总被引:1,自引:1,他引:0
Passos P Araújo D Davids K Gouveia L Milho J Serpa S 《Journal of sports sciences》2008,26(13):1421-1429
Previous work on dynamics of interpersonal interactions in 1 vs. 1 sub-phases of basketball has identified changes in interpersonal distance between an attacker and defender as a potential control parameter for influencing organizational states of attacker-defender dyads. Other studies have reported the constraining effect of relative velocity between an attacker and defender in 1 vs. 1 dyads. To evaluate the relationship between these candidate control parameters, we compared the impact of both interpersonal distance and relative velocity on the pattern-forming dynamics of attacker-defender dyads in the sport of rugby union. Results revealed that when interpersonal distance achieved a critical value of less than 4 m, and relative velocity values increased or were maintained above 1 m x s(-1), a successful outcome (i.e. clean attempt) for an attacker was predicted. Alternatively, when values of relative velocity suddenly decreased below this threshold, at the same critical value of interpersonal distance, a successful outcome for the defender was predicted. Data demonstrated how the coupling of these two potential, nested control parameters moved the dyadic system to phase transitions, characterized as a try or a tackle. Observations suggested that relative velocity increased its influence on the organization of attacker-defender dyads in rugby union over time as spatial proximity to the try line increased. 相似文献
105.
Leonardo Vidal Andreato Braulio Henrique Magnani Branco João Victor Esteves 《Journal of sports sciences》2019,37(11):1314-1315
Recently in the Journal of Sports Sciences, Schaun et al. published a study on the comparison of energy expenditure between high-intensity interval training and moderate continuous training performed in water. With this Letter to the Editor, we would like to comment on the methodological aspects that should be considered to analyze the results presented, as well as the conclusions.
Abbreviations: CONT, moderate-intensity continuous training; EPOC, excess post-exercise oxygen consumption; HIIT, high-intensity interval training; VO2max, maximal oxygen consumption. 相似文献
106.
107.
Mercedes González-Sanmamed Pablo-César Muñoz-Carril Francisco-José Santos-Caamaño 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1639-1655
The educational landscape has changed in recent years, requiring reflection about new pedagogical methods and theories. There are three important perspectives as drivers of pedagogical reflection: lifelong and life-wide learning, the idea of learning as a social construct in which internal elements and changing external factors converge, and the recognition of technology as a resource that can promote ubiquitous and expanded learning. Learning ecology has been proposed as a conceptual and empirical framework, but its still emergent nature along with its multidimensionality and complexity require further exploration. The Delphi study we present as part of a broader research project aims to identify the components of learning ecologies. Three panel rounds with international experts were carried out, after which two important dimensions emerged in the structure of learning ecologies. The first is related to intrinsic “learning dispositions,” which is made up of three categories: the subject's ideas about learning, their motivations and expectations. The second dimension, called “learning processes,” comprises four components: relationships, resources, actions and context. The identification of the components of learning ecologies and their influence on formal, non-formal and informal training processes will provide guidance for educational policies and help to better organize training programmes. 相似文献
108.
Raquel Barata Paula Castro Maria Amélia Martins-Loução 《Environmental Education Research》2017,23(9):1322-1334
This study tested the influence of both environmental education (EE) and commitment interventions among teenagers for promoting energy and water conservation at home. Conservation behaviours were measured in two ways – directly and through questionnaires – prior to and after the interventions. Results indicate (1) EE participants may have saved more energy than non-participants and (2) those signing a public commitment saved more energy and water than those who did not. Results from the questionnaire measures demonstrated the importance of EE for promoting ecological self-identity and a personal norm for energy conservation. Based on these results the use of commitment interventions in EE initiatives for promoting conservation behaviours among teenagers is proposed. 相似文献
109.
Thiago Telles Renato Barroso Pedro Figueiredo Diego Fortes de Souza Salgueiro João Paulo Vilas-Boas Orival Andries Junior 《Journal of sports sciences》2017,35(9):906-911
Hand paddles and parachutes have been used in order to overload swimmers, and consequently increase the propulsive force generation in swimming. However, their use may affect not only kinematical parameters (average speed, stroke length and stroke rate), but also time gaps between propulsive phases, assessed through the index of coordination (IdC). The objective of this study was to assess the effects of hand paddles and parachute use, isolated or combined, on kinematical parameters and coordination. Eleven swimmers (backstroke 50-m time: 29.16 ± 1.43 s) performed four 15-m trials in a randomised order at maximal intensity: (1) without implements (FREE), (2) with hand paddles (HPD), (3) with parachute (PCH) and (4) with hand paddles plus parachute (HPD+PCH). All trials were video-recorded (60 Hz) in order to assess average speed, stroke rate, stroke length, five stroke phases and index of coordination. When average swimming speed was compared to FREE, it was lower in PCH and HPD+PCH, and higher in HPD. Stroke rate decreased in all overloaded trials compared to FREE. The use of hand paddles and parachute increased and decreased stroke length, respectively. In addition, propulsive phase duration was increased when hand paddles were used, and time gaps shifted towards zero (no time gap), especially when hand paddles were combined with parachute. It is conceivable that the combined use of hand paddles and parachute, once allowing overloading both propulsive and resistive forces, provides a specific stimulus to improve muscle strength and propulsive continuity. 相似文献
110.
Ernesto Treviño Consuelo Béjares Cristóbal Villalobos Eloísa Naranjo 《The Journal of educational research》2017,110(6):604-618
The authors investigated to what extent teachers' practices and school characteristics can influence students' civic knowledge, civic attitudes, and future participation in Chile, Colombia, and Mexico and how this can be related to their specific curricular structures and educational content. It uses data from the International Civic and Citizenship Education Study. The results show that in Chile, Colombia, and Mexico, teacher practices and attitudes relate to the civic outcomes. Although teachers' practices and attitudes significantly predict students' civic knowledge, this relationship does not seem relevant for students' expected participation and students' attitudes toward diversity. Still, the democratic environment of the school is a relevant variable in the case of expected participation of students and their attitudes toward diversity, which shows a possible indirect influence of teachers through the school environment. The results are discussed in relation to the civic education curriculum in place in the countries analyzed. 相似文献