Fostering Distributed Science Learning Through Collaborative Technologies     

Jesús Vázquez-Abad  Nancy Brousseau  Waldegg C. Guillermina  Mylène Vézina  Alicia D. Martínez  Janet Paul de Verjovsky 《Journal of Science Education and Technology》2004,13(2):227-232

TACTICS (French and Spanish acronym standing for Collaborative Work and Learning in Science with Information and Communications Technologies) is an ongoing project aimed at investigating a distributed community of learning and practice in which information and communications technologies (ICT) take the role of collaborative tools to support social construction of knowledge. This community is composed of researchers, graduate students, and high-school teachers and their students, from six schools and four universities in Canada and Mexico. It set out in fall 2000 to develop a community around the general topic of integrating concepts in science school subjects. Once a prototype community is established, it can become a terrain where different aspects could be studied. Subsequently, researchers could gradually take a back seat allowing as well as ensuring the autonomy of the school members involved and, thereby, the viability of the learning community. The set up of the proposed prototype distributed science learning community was therefore an essential yet far from trivial first step. This paper discusses the process of setting up the community and the lessons learned.  相似文献   

Exploring Engineering instructors’ views about writing and online tools to support communication in Engineering     

Sarah K. Howard  Maryam Khosronejad  Rafael A. Calvo 《European Journal of Engineering Education》2017,42(6):875-889

To be fully prepared for the professional workplace, Engineering students need to be able to effectively communicate. However, there has been a growing concern in the field about students’ preparedness for this aspect of their future work. It is argued that online writing tools, to engage numbers of students in the writing process, can support feedback on and development of writing in engineering on a larger scale. Through interviews and questionnaires, this study explores engineering academics’ perceptions of writing to better understand how online writing tools may be integrated into their teaching. Results suggest that writing is viewed positively in the discipline, but it is not believed to be essential to success in engineering. Online writing tools were believed to support a larger number of students, but low knowledge of the tools limited academics’ understanding of their usefulness in teaching and learning. Implications for innovation in undergraduate teaching are discussed.  相似文献   

Sport education-based irregular teaching unit and students’ physical activity during school recess     

Carolina Casado-Robles  Santiago Guijarro-Romero  Jesús Viciana 《The Journal of educational research》2020,113(4):262-274

Abstract

The aim of the study was to compare the effect of a Sport Education-based irregular teaching unit on the high-school students’ physical activity (PA) during school recess. A sample of 91 adolescents (45 girls) aged 13–16?years old met the exclusion criteria. The six classes were cluster-randomly assigned to the Irregular Sport Education group (Sport Education methodology with competitions in recess), Traditional Sport Education group (Sport Education methodology with competitions in Physical Education lessons), or to the control group (non-intervention). The students’ PA during school recess periods were objectively assessed by GT3X accelerometers. The results of the repeated-measures nested analysis of variance showed that the Sport Education-based irregular teaching unit significantly improved the students’ PA during recesses (p?<?0.001). The competitions phase of the Sport Education model performed at school recesses seems to be a valuable strategy for increasing students’ PA contributing to the achievement of the daily recommendations.  相似文献   

Development and validation of the DIGIGLO,a tool for assessing the digital competence of educators     

Rafael Alarcón  Elena del Pilar Jiménez  María Isabel de Vicente-Yagüe 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2407-2421

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Privacy. An Intercultural Perspective     

Rafael?CapurroEmail author 《Ethics and Information Technology》2005,7(1):37-47

This paper deals with intercultural aspects of privacy, particularly with regard to differences between Japanese and Western conceptions. It starts with a reconstruction of the genealogy of Western subjectivity and human dignity as the basic assumptions underlying Western views on privacy. An analysis of the Western concept of informational privacy is presented. The Japanese topic of ‘‘denial of self” (Musi) as well as the concepts of Seken, Shakai and Ikai (as analyzed by the authors of the companion piece on privacy in Japan) give rise to intercultural comparisons. The paper addresses the question of privacy in cyberspace and mass media. Finally the question of freedom of speech is related to the Japanese concepts of Ohyake and Watakusi.  相似文献   

Exploring the Functionality of Visual and Non-Visual Strategies in Solving Rotation Problems     

Núria Gorgorió 《Educational Studies in Mathematics》1998,35(3):207-231

This article deals with the solving of rotation problems, and shows that there is an alternative to using mental rotations or their encoding into verbal terms: namely using geometrical properties. The idea is consistent with the theory which distinguishes between visual and analytical individuals, but uses the construct strategies instead of the construct preferred processing mode. Moreover, contrary to many researchers who refer to this distinction, but who often use it to classify students, this researcher introduces a new parameter, namely the nature of the task. The article presents the analysis of the functionality and effectiveness of the different kind of strategies as a function of the task's characteristics. The research, dealing not with individual traits but with solving strategies, offers information that could be helpful for the improvement of geometry teaching.  相似文献   

The Scientific Periphery in Spain: The Establishment of a Biomedical Discipline at the Centro de Investigaciones Biológicas, 1956-1967     

Santesmases  María Jesús  Muñoz  Emilio 《Minerva》1997,35(1):27-45

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Applying video game interaction design to business performance round 2     

Ara Shirinian  Erik Dickelman 《Performance Improvement》2002,41(10):29-33

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Ontology refinement for improved information retrieval     

Antonio Jimeno-Yepes  Rafael Berlanga-Llavori  Dietrich Rebholz-Schuhmann 《Information processing & management》2010

Ontologies are frequently used in information retrieval being their main applications the expansion of queries, semantic indexing of documents and the organization of search results. Ontologies provide lexical items, allow conceptual normalization and provide different types of relations. However, the optimization of an ontology to perform information retrieval tasks is still unclear. In this paper, we use an ontology query model to analyze the usefulness of ontologies in effectively performing document searches. Moreover, we propose an algorithm to refine ontologies for information retrieval tasks with preliminary positive results.  相似文献   

Comprendre l'éducation physique à partir de la comparaison: le cas de la France et de l' Espagne     

Sylvain Ayme  Claude Ferrand  Núria Puig  et Eric Reynes 《欧洲师范教育杂志》2009,32(2):187-201

Le but principal de cet article est de comparer à partir des textes législatifs, des enquêtes ministérielles et européennes, et des revues spécialisées en France et en Espagne les propriétés de deux organisations scolaires singulières nommées «éducation prioritaire» ainsi que les mises en ?uvre de l'éducation physique. En nous appuyant sur l'approche de la construction sociale, nous présentons comment ces deux pays européens organisent cet enseignement dans les milieux défavorisés. Une analyse des aspects visibles du système éducatif à l'aide d'indicateurs généralistes (organisation des études, formation des enseignants, dépenses publiques) aurait laissé envisager d'importantes différences. Cependant, la comparaison à l'aide d'indicateurs «plus fins» des mises en ?uvre de l'éducation physique dans les écoles traditionnelles (poids de l'éducation physique, préoccupations gouvernementales et celles des enseignants, programmes d'enseignement) puis dans les milieux difficiles ZEP et CAEP (choix didactiques et pédagogiques) indique de fortes similitudes. Ces différences de résultats soulignent l'intérêt des analyses comparatives secondaires et la nécessité de considérer des analyses détaillées.

The main aim of this study is to compare two particular school organisations labelled ‘priority education’ in France and Spain, in relation to physical education using laws, ministerial and European surveys, and specialised journals. The social constructivist approach has been used to describe how both these European countries organise the teaching of physical education in under‐privileged environments. The analysis of the visible aspects of these educational systems with general indicators (organisation of studies, teacher education, public expenses) seems to imply differences. However, the comparison using more detailed data in the implementation of physical education in traditional schools (weight of the physical education in the system, governmental and teachers concerns, teaching programmes) indicates strong similarities. In addition, didactic and pedagogic choices in physical education in under‐privileged schools appear to be quite similar. These results underline the interest of secondary comparative studies and the necessity of taking into account detailed analyses.  相似文献