Can Dynamic Visualizations with Variable Control Enhance the Acquisition of Intuitive Knowledge?     

Wichmann  Astrid  Timpe  Sebastian 《Journal of Science Education and Technology》2015,24(5):709-720

Journal of Science Education and Technology - An important feature of inquiry learning is to take part in science practices including exploring variables and testing hypotheses. Computer-based...  相似文献   

Students’ Energy Concepts at the Transition Between Primary and Secondary School     

Sebastian T. Opitz  Ute Harms  Knut Neumann  Kristin Kowalzik  Arne Frank 《Research in Science Education》2015,45(5):691-715

Energy is considered both a core idea and a crosscutting concept in science education. A thorough understanding of the energy concept is thought to help students learn about other (related) concepts within and across science subjects, thereby fostering scientific literacy. This study investigates students’ progression in understanding the energy concept in biological contexts at the transition from primary to lower secondary school by employing a quantitative, cross-sectional study in grades 3–6 (N?=?540) using complex multiple-choice items. Based on a model developed in a previous study, energy concepts were assessed along four aspects of energy: (1) forms and sources of energy, (2) transfer and transformation, (3) degradation and dissipation, and (4) energy conservation. Two parallel test forms (A and B) indicated energy concept scores to increase significantly by a factor of 2.3 (A)/1.7 (B) from grade 3 to grade 6. Students were observed to progress in their understanding of all four aspects of the concept and scored highest on items for energy forms. The lowest scores and the smallest gain across grades were found for energy conservation. Based on our results, we argue that despite numerous learning opportunities, students lack a more integrated understanding of energy at this stage, underlining the requirement of a more explicit approach to teaching energy to young learners. Likewise, more interdisciplinary links for energy learning between relevant contexts in each science discipline may enable older students to more efficiently use energy as a tool and crosscutting concept with which to analyze complex content.  相似文献   

The perception problem: a comparison of teachers’ self-perceptions and students’ perceptions of instructional quality     

Wisniewski  Benedikt  Röhl  Sebastian  Fauth  Benjamin 《Learning Environments Research》2022,25(3):775-802

Teachers’ self-perceptions and their students’ perceptions of the three basic dimensions of instructional quality were compared based on a sample of 171 classes and their teachers in German secondary education. Low to moderate correlations (r = .35 to .50) were found between the two perspectives. Differences in perceptions vary across teachers based on favorable and less favorable students’ assessments. Results from latent profile analyses based on perception combinations of teachers and their classes hint at four differential profiles, reflecting to a large extent patterns of under- and overestimation of people’s own competence identified in previous research. Significant differences in gender among individuals assigned to the four profiles could be found. Implications of identifying the divergence between teachers’ and students’ perceptions of instructional quality for reflective practice are discussed.

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Students’ readiness to move from consumers to producers of digital video content: A cross-cultural analysis of Irish and Indian Students     

Maria Loftus  Peter Tiernan  Sebastian Cherian 《Education and Information Technologies》2014,19(3):569-582

Evidence has shown that students have greatly increased their consumption of digital video, principally through video sharing sites. In parallel, students’ participation in video sharing and creation has also risen. As educators, we need to question how this can be effectively translated into a positive learning experience for students, whilst examining how willing students actually are to critically engage with digital video and analysing how best to hone their digital literacy skills. Firstly, this article presents a cross-cultural analysis of Irish and Indian students’ perception of themselves as creators of digital video and examines their readiness to produce such videos as part of third level curricula. Secondly, it attempts to quantify the expose of both student cohorts to video sharing and creation. Thirdly, it analyses student perceptions of what challenges they face as they move from consumers to creators of digital video. Results indicate that whilst students are willing to adopt digital video for academic tasks, this article will analyse what supports and considerations need to be put in place in order for its successful integration in curricula.  相似文献   

A survey of good practice in control education     

J. A. Rossiter  B. Pasik-Duncan  Sebastian Dormido  Ljubo Vlacic  Bryn Jones  Richard Murray 《European Journal of Engineering Education》2018,43(6):801-823

This paper gives a focussed summary of good practice taken primarily from engineers who are responsible for teaching topics related to systems and control. This engineering specialisation allows the paper to give some degree of focus in the discussions around laboratories, software and assessment, although naturally many of the conclusions are generic. A key intention is to provide a summary document or survey paper which can be used by academics as a start point in studies of what is effective in the discipline. It is also hoped that such a summary will be useful to engineering institutions in drawing together and disseminating open access resources that are freely available to the community at large.  相似文献   

Post-activation potentiation (PAP) in endurance sports: A review     

Daniel Boullosa  Sebastian Del Rosso  David G. Behm  Carl Foster 《European Journal of Sport Science》2018,18(5):595-610

While there is strong support of the usefulness of post-activation potentiation (PAP) phenomenon in power demanding sports, the role that PAP could play in endurance sports has received less attention. The aim of this review is to present evidence for a better understanding of PAP in endurance athletes; and to discuss the physiological basis and methodological aspects necessary for better practices and designing further studies. A search for relevant articles on PAP and endurance trained athletes was carried out using Medline and ISI Web of Knowledge databases. Twenty-two studies were included in the review. The current evidence suggests the possible influence of PAP for performance enhancement after appropriate conditioning activities during warm up. Evaluation of PAP responses during testing, training and competition may be also important for athletes monitoring. There are many unresolved questions about the optimum load parameters for benefiting from PAP in both training and competition; and the role that PAP may exert for optimal performance while interacting with central and peripheral factors associated with muscle fatigue. Further studies should elucidate the association between PAP responses and long-term adaptations in endurance athletes.  相似文献   

The amoralist challenge to gaming and the gamer’s moral obligation     

Sebastian Ostritsch 《Ethics and Information Technology》2017,19(2):117-128

According to the amoralist, computer games cannot be subject to moral evaluation because morality applies to reality only, and games are not real but “just games”. This challenges our everyday moralist intuition that some games are to be met with moral criticism. I discuss and reject the two most common answers to the amoralist challenge and argue that the amoralist is right in claiming that there is nothing intrinsically wrong in simply playing a game. I go on to argue for the so-called “endorsement view” according to which there is nevertheless a sense in which games themselves can be morally problematic, viz. when they do not only represent immoral actions but endorse a morally problematic worldview. Based on the endorsement view, I argue against full blown amoralism by claiming that gamers do have a moral obligation when playing certain games even if their moral obligation is not categorically different from that of readers and moviegoers.  相似文献   

Good + Bad = ? Developmental Differences in Balancing Gains and Losses in Value-Based Decisions From Memory     

Sebastian S. Horn  Rui Mata  Thorsten Pachur 《Child development》2020,91(2):417-438

Value-based decisions often involve comparisons between benefits and costs that must be retrieved from memory. To investigate the development of value-based decisions, 9- to 10-year olds (N = 30), 11- to 12-year olds (N = 30), and young adults (N = 30) first learned to associate gain and loss magnitudes with symbols. In a subsequent decision task, participants rapidly evaluated objects that consisted of combinations of these symbols. All age groups achieved high decision performance and were sensitive to gain–loss magnitudes, suggesting that required core cognitive abilities are developed early. A cognitive-modeling analysis of performance revealed that children were less efficient in object evaluation (drift rate) and had longer nondecision times than adults. Developmental differences, which emerged particularly for objects of high positive net value, were linked to mnemonic and numerical abilities.  相似文献   

Young children's adaptive partner choice in cooperation and competition contexts     

Sebastian Grueneisen  Georgina Török  Anushari Wathiyage Don  Azzurra Ruggeri 《Child development》2024,95(3):1023-1031

Choosing adequate partners is essential for cooperation, but how children calibrate their partner choice to specific social challenges is unknown. In two experiments, 4- to 7-year-olds (N = 189, 49% girls, mostly White, data collection: 03.2021–09.2022) were presented with partners in possession of different positive qualities. Children then recruited partners for hypothetical tasks that differed with respect to the quality necessary for success. Children and the selected partner either worked together toward a common goal or competed against each other. From age 5, children selectively chose individuals in possession of task-relevant qualities as cooperative partners while avoiding them as competitors. Younger children chose partners indiscriminately. Children thus learn to strategically adjust their partner choice depending on context-specific task demands and different social goals.  相似文献