Designing context-based teaching materials by transforming authentic scientific modelling practices in chemistry     

Gjalt T. Prins  Astrid M.W. Bulte  Albert Pilot 《International Journal of Science Education》2018,40(10):1108-1135

ABSTRACT

One of the challenges of context-based science education is to construct high quality teaching materials. This paper presents results from a study investigating the heuristic value of an activity-based instructional framework for transformation of authentic scientific practices for use in the science classroom, in line with cultural historic activity theory (CHAT). The activity-based instructional framework was used to transform the authentic practice of Modelling Human Exposure and Uptake of Chemicals in Consumer Products into a curriculum unit. The transformation was conducted by experienced chemistry teachers well informed about CHAT. The heuristic value was judged on criteria completeness, instructiveness and appreciation. Collected data are designed curriculum materials and a focus group interview. Analysis of the designed curriculum materials indicated that the framework was highly complete and instructive, except for evoking reflection in students. Most important, the framework proved successful in operationalising CHAT into concrete guidelines for educational design. Additionally, the results show that the instructional framework is highly appreciated by the users. Further development of such instructional frameworks is important, since it fosters the construction of high quality context-based curriculum materials.  相似文献   

Learning relations of knowledge transfer (KT) and knowledge integration (KI) of doctoral students during online interdisciplinary training: an exploratory study     

Lina Xue  Bart Rienties  Wim Van Petegem  Astrid van Wieringen 《高等教育研究与发展》2020,39(6):1290-1307

ABSTRACT

Interdisciplinary training for doctoral students is an emerging scenario in higher education. The learning relations of knowledge transfer (KT: transferring knowledge from one person to another) and knowledge integration (KI: integrating or synthesizing perspectives from different disciplines) built by doctoral students play an important role in the process of interdisciplinary training. This study explores how doctoral students from a wide range of disciplines build learning relations of KT and KI during online interdisciplinary training. A mixed-methods approach was applied. First, longitudinal social network analysis (SNA) was employed to investigate the patterns of KT and KI relations over a seven-month training period. Subsequently, interviews were conducted to triangulate the SNA findings. SNA results show that the establishment of KI relations is significantly less than that of KT. Qualitative results show three themes explaining the challenges of KI relations, including challenges of online settings, the design of the training modules, and student involvement. Practical implications are drawn for the improvement of online interdisciplinary training, such as suggestions to promote KI and strategies for group learning.  相似文献   

To frame is to explain: a deductive frame-analysis of Dutch and French climate change coverage during the annual UN Conferences of the Parties   总被引：1，自引：0，他引：1  

Dirikx A  Gelders D 《Public understanding of science (Bristol, England)》2010,19(6):732-742

This study examines the way Dutch and French newspapers frame climate change during the annual United Nations Conferences of the Parties. The methods used in previous studies on the framing of climate change do not allow for general cross-national comparisons. We conduct a quantitative deductive framing analysis on 257 quality Dutch and French newspaper articles between 2001 and 2007. Both countries' newspapers seem to frame climate change through mainly the same lens. The majority of the articles make reference to the consequences of the (non-)pursuit of a certain course of action and of possible losses and gains (consequences frame). Additionally, many articles mention the need for urgent actions, refer to possible solutions and suggest that governments are responsible for and/or capable of alleviating climate change problems (responsibility frame). Finally, the conflict frame was found to be used less often than the aforementioned frames, but more regularly than the human interest frame.  相似文献   

Sex differences in injury rates in team-sport athletes: A systematic review and meta-regression analysis     

Astrid Zech  Karsten Hollander  Astrid Junge  Simon Steib  Andreas Groll  Jonas Heiner  Florian Nowak  Daniel P.feiffer  Anna Lina Rahlf 《运动与健康科学(英文)》2022,11(1):104-114

Background:Team-sport players have a particularly high injury risk.Although female sex is considered a risk factor,it is still unknown whether female and male team-sport players,in fact,differ in their injury rates.We aimed to compare injury rates between female and male players by systematically reviewing and meta-analyzing injury surveillance studies of both sexes in order to evaluate sex-specific differences in team-sport injuries.Methods:Studies that prospectively collected injury data for high-level female and male players(age≥16 years)in basketball,field hockey,football(soccer),handball,rugby(union and sevens),and volleyball were included.Two reviewers(AZ and ALR)independently assessed study quality and extracted data for overall,match,training,and severe injuries(>28 days’time loss)as well as data regarding injury locations and types.Incidence rate ratios(IRRs)were pooled in a meta-analysis,and meta-regression analysis was performed when 10 or more studies were available.Results:Of 20 studies,9 studies reported injury data from football,3 studies from rugby,3 studies from handball,1 study from basketball,1 study from field hockey,2 studies from volleyball,and 1 study from basketball and field hockey.For overall injuries,the pooled IRR=0.86(95%confidence interval(95%CI):0.76-0.98)indicated significantly more injuries in male than in female players.For injury location,the pooled IRR showed higher injury rates in male athletes than in female athletes for upper extremity,hip/groin,thigh,ande foot injuries.Female players had a significantly higher rate of anterior cruciate ligament injuries(IRR=2.15,95%CI:1.27-3.62)than male players.No significant sex-specific differences in IRR were found for match,training,severe injuries,concussions,or ankle sprains.Conclusion:Our meta-analysis provides evidence for sex-specific differences in the injury rates in team sports.Further epidemiological studies including both sexes in sports other than football are needed in order to strengthen the evidence.  相似文献   

The development of Messenger bots for teaching and learning and accounting students’ experience of the use thereof     

Astrid Schmulian  Stephen A. Coetzee 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(5):2751-2777

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The Development of Sociocultural Competence with the Help of Computer Technology     

Alina E. Rakhimova  Marianna E. Yashina  Albina F. Mukhamadiarova  Astrid V. Sharipova 《Interchange》2017,48(1):55-70

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Our Practice, Their Readiness: Teacher Educators Collaborate to Explore and Improve Preservice Teacher Readiness for Science and Math Instruction     

Astrid Steele  Christine Brew  Carol Rees  Sheliza Ibrahim-Khan 《Journal of Science Teacher Education》2013,24(1):111-131

Since many preservice teachers (PTs) display anxiety over teaching math and science, four PT educators collaborated to better understand the PTs’ background experiences and attitudes toward those subjects. The research project provided two avenues for professional learning: the data collected from the PTs and the opportunity for collaborative action research. The mixed method study focused on: the relationship between gender and undergraduate major (science versus non-science) with respect to previous and current engagement in science and math, understanding the processes of inquiry, and learning outside the classroom. A field trip to a science center provided the setting for the data collection. From a sample of 132 PTs, a multivariate analysis showed that the science major of PTs explained most of the gender differences with respect to the PTs’ attitudes toward science and mathematics. The process of inquiry is generally poorly interpreted by PTs, and non-science majors prefer a more social approach in their learning to teach science and math. The four educators/collaborators reflect on the impacts of the research on their individual practices, for example, the need to: include place-based learning, attend to the different learning strategies taken by non-science majors, emphasize social and environmental contexts for learning science and math, be more explicit regarding the processes of science inquiry, and provide out-of-classroom experiences for PTs. They conclude that the collaboration, though difficult at times, provided powerful opportunities for examining individual praxis.  相似文献   

Teaching in Higher Education A Policy Statement     

Iddo Oberski  Alistair Pugh  Astrid MacLean  Peter Cope 《Teaching in Higher Education》2013,18(1):135-138

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Inklusion im Sportunterricht     

Sabine Reuker  Anne Rischke  Astrid Kämpfe  Björn Schmitz  Hilke Teubert  Anne Thissen  Holger Wiethäuper 《Sportwissenschaft》2016,46(2):88-101

This review article provides an overview of the state of research in the English and German languages on inclusive physical education lessons. Studies published in journals and collected works between 2005 and 2014 were included. A systematic literature search was carried out and articles were selected according to predetermined criteria. A total of 74 articles were included in this review and categorized into the 3 superordinate topics attitude, lessons and qualifications. The compact presentation of the results revealed a tendency towards a positive attitude on inclusive physical education lessons of all participants questioned; however, teaching staff were critical of the concrete implementation of inclusive lessons and admitted that they had been insufficiently prepared for this during training. Pupils also expressed positive as well as negative experiences for participation in inclusive physical education lessons; however, some study results indicated that the acceptance of children with disabilities as well as their effectiveness of learning and physical activity can be improved by special interventional approaches. A core topic of inclusive lessons is a cooperation between the various participants. In this way problems are revealed, which can partly be attributed to the sometimes less clearly defined task profile and to discipline-specific training deficits of some participants. Finally, based on a critically constructive discussion, recommendations on further research approaches on inclusive physical education lessons in German-speaking regions are presented.  相似文献   

Moving into and out of high-performance sport: the cultural learning of an artistic gymnast     

Natalie Barker-Ruchti  Astrid Schubring 《Physical Education & Sport Pedagogy》2016,21(1):69-80

Background: High-performance sport has been described as a formative environment through which athletes learn sporting skills but also develop athletic selves. Within this process, career movements related to selection for and de-selection from representative teams constitute critical moments. Further, retirement from sport can be problematic as the athletic self becomes ‘obsolete’. This dilemma is acute in sports that demand an early entry, extreme time investments and a high risk of retirement before adulthood. Women's artistic gymnastics (WAG) is such a sport.

Purpose and scope: This article considers an artistic gymnast's (Marie) experiences of movement into and out of this sport. Marie's construction and reconstruction of her athletic self when she entered gymnastics at the age of six, relocated to a different city in order to train with the national team at the age of 15, and retired from the sport one year later receives particular attention.

Method and theoretical perspective: An in-depth biographical interview was conducted with Marie. Further, the first author's personal knowledge of this gymnast's career experiences was used for contextualisation. The analysis of data involved the identification of learning outcomes during her time in high-performance WAG and post-retirement. Storied accounts surrounding the key learning experiences were compiled. In order to understand Marie's learning, cultural perspective of learning developed by education scholars and the respective metaphors of ‘learning as becoming’ and ‘horizons for action’ and ‘horizons of learning’ are employed.

Findings: Marie's choice of relocating to train with the national team involved her assuming a temporary orientation towards the requirements of the high-performance WAG context she entered. To achieve this, Marie suppressed the dispositions she had brought to this setting and adjusted her training philosophy, relationship with her coach, diet and socialising. Further, despite Marie intending to only momentarily adjust to the practices of the high-performance context, her learning was deep. Upon retiring from gymnastics, she could not leave the high-performance gymnastics self behind. The subsequent process to adjust to life without gymnastics was difficult and testing, and could only be realised with professional treatment.

Conclusion: Learning in sport is not limited to athletic skills. Athletes’ selves are formed in interaction with sporting contexts and actors. This embodiment can become durable and cause significant conflict when moving out of sport. To handle life without sport, adjustment may be challenging and lengthy.

Recommendations: Sporting cultures should allow for more interactive learning and athlete diversity. Coaching practices that allow athletes to voice difficulties should be provided. Athletes should be encouraged to reflect upon their sporting experiences and upon leaving high-performance sport, should be (professionally) supported.  相似文献