The impact of goal orientation, self-reflection and personal characteristics on the acquisition of oral presentation skills   总被引：1，自引：0，他引：1  

Luc De Grez  Martin Valcke  Irene Roozen 《European Journal of Psychology of Education - EJPE》2009,24(3):293-306

Although many educators help others to develop oral presentation skills, little research is available to direct the instructional design activities of these educators. In the present article an explorative study on university freshman is described, in which goal-setting, self-reflection, and several characteristics of the subjects during oral presentations were analysed. The research results emphasize the critical impact of motivational constructs, such as self-efficacy and goal orientation, next to the topic of the oral presentation on the acquisition of oral presentation skills.  相似文献   

Towards new documentation systems for mathematics teachers?     

Ghislaine Gueudet  Luc Trouche 《Educational Studies in Mathematics》2009,71(3):199-218

We study in this article mathematics teachers’ documentation work: looking for resources, selecting/designing mathematical tasks, planning their succession, managing available artifacts, etc. We consider that this documentation work is at the core of teachers’ professional activity and professional development. We introduce a distinction between available resources and documents developed by teachers through a documentational genesis process, in a perspective inspired by the instrumental approach. Throughout their documentation work, teachers develop documentation systems, and the digitizing of resources entails evolutions of these systems. The approach we propose aims at seizing these evolutions, and more generally at studying teachers’ professional change.

Luc TroucheEmail:

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Science,technology and innovation studies at a crossroad: SPRU as case study     

Luc Soete 《Research Policy》2019,48(4):849-857

The setting up of the Science Policy Research Unit (SPRU) at Sussex University 50 years ago represented a “transformative change” in the research on science policy and the understanding of the nature and origin of technological change and innovation studies. It influenced policymakers across the world in both the mature Organisation for Economic Co-operation and Development countries and the developing world. It made the topic of science, technology and innovation (STI) familiar to business studies scholars. Today though, the analysis of STI appears to be somewhat in crisis. On the one hand, there is growing evidence that the growth and welfare gains of new technologies and innovation are no longer forthcoming in an automatic “trickle-down” fashion. The knowledge and technology diffusion “machine” appears broken. On the other hand, there are growing environmental concerns about the negative externalities of unsustainable fossil-fuel-based growth as industrialization spreads across the globe. STI policy appears somehow stuck in an industrial efficiency and consumerism mode that is unable to address in a satisfactory way the impact of such negative externalities. Can the broader historical approach as popularized within the so-called Science and Technology Studies (STS) tradition provide additional, complementary insights? Yes, if STI and STS scholars are prepared to leave their respective conceptual comfort zones and address in complementary fashion some of the major societal policy challenges confronting science, technology and innovation policy today.  相似文献   

Attachment style and loneliness in adolescence     

Luc Goossens  Alfons Marcoen  Sofie van Hees  Odile van de Woestijne 《European Journal of Psychology of Education - EJPE》1998,13(4):529-542

Possible associations between parent-child interactions and adolescent well-being have been explored from a number of theoretical perspectives. In the present study, attachment theory was used as a general theoretical framework to study these associations with attention being concentrated on one particular aspect of adolescent well-being, i.e., loneliness and attitudes towards being alone. Measures of adolescent attachment style (based on ratings of both normal family scenes and stressful separation situations) and a multidimensional measure of loneliness were administered to two samples of Belgian (Dutch-speaking) adolescents aged 15 to 18 (n=200 and n=357, respectively). Subjects were classified into four attachment groups: Secure, Dependent, Anxious-Ambivalent and Avoidant. Results indicated that Securely attached adolescents experienced lower levels of parent-related loneliness and this effect extended to loneliness in the relationships with peers. Aversion to being alone was experienced more strongly among Dependently attached adolescents. Finally, adolescents who evidenced Avoidant or Anxious-Ambivalent attachment felt more positive about being on their own. Implications of these findings for attachment theory are discussed and problems associated with the four-category model of attachment as used in the present study are outlined.  相似文献   

A model study of optimal training reduction during pre-event taper in elite swimmers     

Thomas L  Mujika I  Busso T 《Journal of sports sciences》2008,26(6):643-652

The aim of this study was to assess responses to taper in elite athletes using computer simulations. Parameters of a non-linear model were derived from training and performance data over two seasons for eight elite swimmers. The fit between modelled and actual performances was statistically significant for each swimmer (r(2) = 0.56 +/- 0.06; P < 0.01). The simulations were used to estimate characteristics of step and progressive tapers that would maximize performance either (1) after regular training only or (2) after overload training of a 20% step increase in regular training for 28 days. The highest performance with a step taper was greater with than without prior overload training (101.4%, s = 1.6 vs. 101.1%, s = 1.4 of personal record; P < 0.01) but required a longer taper duration (22.4 days, s = 13.4 vs. 16.4 days, s = 10.3; P < 0.05). The optimal progressive taper led to a better performance only after the overload period (101.5%, s = 1.5; P < 0.001). Negative and positive influences of training were estimated as indicators of fatigue and adaptations to training respectively. During the optimal taper, the negative influence was completely removed, independently of the prior training, whereas the positive influence increased only after overload training. Our computer simulations show that the characteristics of an optimal training reduction in elite athletes depend on the training performed in the weeks prior to a taper.  相似文献   

Indigenous languages and intercultural bilingual education in Bolivia     

Xavier Albó  Lucía d'Emilio 《Prospects》1990,20(3):321-329

Cofounder of the Centre for Research into and Promotion of the Peasantry (CIPCA). Author of, among other works, Los mil rostros del quechuaand Lengua y sociedad boliviana,and editor of Raíces de América: el mundo Aymara and Para comprender las culturas rurales en Bolivia.  相似文献   

La parabole du gaucher et de la casserole à bec verseur: ètude des processus d'apprentissage dans un environnement de calculatrices symboliques     

Luc Trouche 《Educational Studies in Mathematics》2000,41(3):239-264

This paper concerns the problems of conceptualization of the function limit in technological environments (principally graphic calculators today, symbolic calculators tomorrow) that are gradually being adopting in precalculus teaching. In France, such teaching takes place in the scientific stream during the last year of high school (18-year-old pupils). This paper shows out how the instrumentation process and the conceptualization process are dependent on each other and stresses especially:

–	the importance of the notion of scheme analysing the instrumented action where act and thought are linked;
–	the importance of the notion of metaknowledge analyzing different pupil behaviours. A typology of pupil behaviours and a list of schemes are set out.

The relationships between this typology and these schemes provide information about the influence of calculating tools and provide some ways of controlling their integration in mathematics lessons. Résumé. L' article concerne les problèmes de conceptualisation de la notion de limite de fonctions, au niveau de la classe terminale scientifique des lycées français (élèves de 18 ans), en relation avec les environnements technologiques dans lesquells l'enseignement des débuts de l'analyse tend progressivement à s'inscrire (principalement les calculatrices graphiques aujourd'hui, symboliques demain). L'article met en évidence l'interdépendance des processus d'instrumentation et de conceptualisation. Il insiste en particulier sur deux points:

–	l'importance de la notion de schème pour analyser l'action instrumentée, pour mettre en relation le geste et la pensèe;
–	l'importance de la notion de métaconnaissance pour analyser les différences de comportements des élèves.

Une typologie des comportements est établie, un répertoire de schèmes est dressé. La mise en relation de cette typologie et de ce répertoire donne quelques informations sur l'influence des outils de calcul dans le processus d'apprentissage et fournit quelques pistes pour contrôler leur intégration dans le cours de mathématiques.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献   

Collective design of an e-textbook: teachers’ collective documentation     

Ghislaine Gueudet  Birgit Pepin  Hussein Sabra  Luc Trouche 《Journal of Mathematics Teacher Education》2016,19(2-3):187-203

In this study, we investigated design processes in teacher collectives, which have been made possible by new “digital” opportunities: platforms, discussion lists, etc. The object of our study is the French Sésamath teacher association and its design of a grade 10 e-textbook, more precisely the design of the “functions” chapter. We analysed it with two theoretical lenses: the documentational approach and cultural-historical activity theory. We studied the activity system of a community of teachers designing an e-textbook. At macro-level, we observed a change of objects of the activities: from designing a “toolkit” for mathematics teachers; to interactive exercises; and finally to a more “classical e-textbook”. At micro-level, we analysed the development of collective documents by the community, combining resources and schemes.  相似文献   

The impact of verbal capacity on theory of mind in deaf and hard of hearing children     

Levrez C  Bourdin B  Le Driant B  D'Arc BF  Vandromme L 《American annals of the deaf》2012,157(1):66-77

Even when they have good language skills, many children with hearing loss lag several years behind hearing children in the ability to grasp beliefs of others. The researchers sought to determine whether this lag results from difficulty with the verbal demands of tasks or from conceptual delays. The researchers related children's performance on a nonverbal theory of mind task to their scores on verbal aptitude tests. Twelve French children (average age about 10 years) with severe to profound hearing loss and 12 French hearing children (average about 7 years) were evaluated. The children with hearing loss showed persistent difficulty with theory of mind tasks, even a nonverbal task, presenting results similar to those of hearing 6-year-olds. Also, the children with hearing loss showed a correlation between language level (lexical and morphosyntactic) and understanding of false beliefs. No such correlation was found in the hearing children.  相似文献   

Creating a New Borderland on the Screen     

Ronald Soetaert  Luc Top  Guy van Belle 《Educational Media International》2013,50(2):62-68

Abstract

This article deals with the outcome of an educational research project conducted at the University of Ghent. ¹ 1. A project on the authority of the Ministry of Education (Flemish Community, Belgium): ‘An empirical research into the possibilities and problems in creating a European dimension in the teaching of literature’ (supervision: N. Rowan, G. Schelstraete, R. Soetaert). We started creating new teaching materials for teaching literature from a European perspective, and ended up with the conviction that the opening up of the traditional (ie national) literary canon should lead to a global revision of the literature course design. In such a revision the multimedia hypertext should play a key role, as we try to illustrate with two hypermedia applications on classic European novels: Don Quixoteand Robinson Crusoe.  相似文献