Reliability of the new environmental paradigm for analysing the environmental attitudes of Senegalese pupils in the context of conservation education projects     

M. Grúňová  M. Sané  Jan Cincera  Roman Kroufek 《Environmental Education Research》2019,25(2):211-221

The New Environmental Paradigm scale for children was developed and validated in Western nations but has seldom been applied in non-western countries. The aim of the current study is to examine the scale’s validity for schoolchildren in Senegal. The study was conducted in three regions of Senegal in November and December 2015, and a total 782 schoolchildren with an average age of 13 years participated. We used Cronbach’s alpha and confirmatory factor analysis to assess the consistency of the scale. The principal component analysis was used to reveal the different potential dimensions of our data-set. Given the low internal consistency of the scale and the unexpected responses to certain items, the scale seems to be rather unreliable for the investigated population. This difference could be caused by specific cultural features encompassing strong religious beliefs, different understandings of the place of humankind in nature, and weak awareness of humans’ impact on the natural world.  相似文献   

A note on the role of parameters in mathematics teaching     

Jaroslav Šedivý 《Educational Studies in Mathematics》1976,7(1-2):121-126

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A Role for Epistemic Insight in Attitude and Belief Change? Lessons from a Cross-curricular Course on Evolution and Creation     

Christiane Konnemann  Christian Höger  Roman Asshoff  Marcus Hammann  Werner Rieß 《Research in Science Education》2018,48(6):1187-1204

This paper presents findings from a quasi-experimental study evaluating future teachers’ attitudes and beliefs in response to a cross-curricular university course on evolution and creation bridging biological and Christian theological perspectives. Based on previous findings, we hypothesized that a course providing learning opportunities for epistemic insight within this multidisciplinary arena might have effects on attitudes and beliefs relevant to the field. Hence, the main research question was the following: To what extent do student teachers’ attitudes and beliefs change by attending a cross-curricular course on evolution and creation intended to develop student teachers’ epistemic insight into the nature of science and into the relationship between science and theology? The answer from this quasi-experimental evaluation study (pre–post-design; test group n =?26, control group n =?24) is as follows: It depends upon the variable investigated! Pre–post-analysis using a repeated measures ANOVA revealed that the cross-curricular course integrating epistemic insight induced changes in creationist beliefs, in students’ perception of conflict, and in acceptance of evolution. In contrast, there was no effect on attitudes toward evolutionary theory, on attitudes toward the Biblical accounts of creation, or on scientistic beliefs. However, when student responses were analyzed individually, case-based evidence for belief change in students with scientistic positions emerged. Among the reasons for those different effects, we discuss conceptual differences between attitude and acceptance, features of the student teacher sample, and the particular content of the course explicitly addressing creationism but not scientism. In conclusion, the paper corroborates the role of epistemic insight in the multidisciplinary field of evolution and creation and provides initial evidence that epistemic insight possesses a particular potential concerning positions at both ends of the spectrum.  相似文献   

Future climate-induced pressures on painted wood     

Łukasz Bratasz  Ian Harris  Łukasz Lasyk  Michał Łukomski  Roman Kozłowski 《Journal of Cultural Heritage》2012,13(4):365-370

A broad category of cultural heritage objects are multilayer structures composed of organic, humidity-sensitive materials – wood, animal glue, paper, leather, bone or paints. They respond to variations in relative humidity (RH) in their environment by cyclically gaining and losing moisture, and consequently swelling and shrinking. Differences in the moisture response of the materials induce internal stresses in the individual layers of the structures, which cause objects to deform and crack. Polychrome wood is examined in detail. The cumulative physical damage of the design layer on wood due to repeated RH variations is quantified in terms of their magnitude and number of times they occur. The climatological risk index for accumulated, ‘fatigue’ damage is established, using a procedure to reduce irregular real-world climate histories into simple RH cycles of known damage impact. Using output from the Hadley Model (HadCM3) and simple transfer functions predicting indoor temperature and RH from outdoor climate, changes in the indoor climate through to 2100 were forecast for unheated buildings. European maps highlighting the areas in which painted wood may be significantly affected by climate change are presented.  相似文献   

An interdisciplinary and application-oriented approach to teach microfluidics     

M. Mehdi Salek  Vicente Fernandez  Glen D'souza  Josep Puigmartí-Luis  Roman Stocker  Eleonora Secchi 《Biomicrofluidics》2021,15(1)

Microfluidics is a relatively novel interdisciplinary research area with broad applications in chemistry, physics, material science, and biology. Despite the rapid growth of the field, students'' exposure to microfluidic technologies is still limited and often insufficient to appreciate the advantages over other commonly used technologies. To this end, we designed a five-day course, “Microfluidics for microbial ecology,” in which students with very different backgrounds learn the basics of microfluidic technologies and sample a range of applications in microbial ecology. The course was created for Master and Ph.D. students interested in applying microfluidics to their research and, therefore, followed an application-oriented approach. The presentation of critical aspects of fluid flow phenomena at the microscale and an outline of the advantages and constraints of the technology provide students with the background to design and perform microfluidics-based experiments. In order to improve the effectiveness of learning in a class with diverse interests and backgrounds, two active learning exercises were implemented. The first comprised the design of an individualized microfluidics experiment in parallel with the lectures: students were guided to apply each module to their personalized application and discuss it in groups. The second was a group experimental activity, in which students jointly set up, performed, analyzed, and presented a microfluidics-based experiment. Given the multidisciplinary teaching context, the course was able to foster common conceptual ground and promote discussion among students. This application-oriented approach built upon experimental activities and in-class discussion is well suited to promote learning in a technology-related subject such as microfluidics.  相似文献   

再造神话     

Roman Gunyavy 《初中生》2010,(25)

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Trainingsmethodik der Reichswehr     

Roman Mürkens Dipl. Sportwiss. 《Sportwissenschaft》2015,45(4):159-167

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Musculoskeletal loading during the round-off in female gymnastics: the effect of hand position     

Roman Farana  Daniel Jandacka  Jaroslav Uchytil  David Zahradnik  Gareth Irwin 《Sports biomechanics / International Society of Biomechanics in Sports》2014,13(2):123-134

Chronic elbow injuries from tumbling in female gymnastics present a serious problem for performers. This research examined how the biomechanical characteristics of impact loading and elbow kinematics and kinetics change as a function of technique selection. Seven international-level female gymnasts performed 10 trials of the round-off from a hurdle step to flic-flac with ‘parallel’ and ‘T-shape’ hand positions. Synchronized kinematic (3D-automated motion analysis system; 247 Hz) and kinetic (two force plates; 1,235 Hz) data were collected for each trial. Wilcoxon non-parametric test and effect-size statistics determined differences between the hand positions examined in this study. Significant differences (p < 0.05) and large effect sizes (ES>0.8) were observed for peak vertical ground reaction force (GRF), anterior–posterior GRF, resultant GRF, loading rates of these forces and elbow joint angles, and internal moments of force in sagittal, transverse, and frontal planes. In conclusion, the T-shape hand position reduces vertical, anterior–posterior, and resultant contact forces and has a decreased loading rate indicating a safer technique for the round-off. Significant differences observed in joint elbow moments highlighted that the T-shape position may prevent overloading of the joint complex and consequently reduce the potential for elbow injury.  相似文献   

A Welcome Dialogue Concerning the Need for Research on the Effectiveness of Summer Library Reading Programs: A Response to Ray Lyons's Critique     

Susan Roman  Deborah T. Carran  Carole D. Fiore 《Public Library Quarterly》2013,32(2):177-178

In his article, “Overstating Summer Reading Impact: The Dominican Study,” which appeared in PLQ 30, no. 1 (2011), library consultant Ray Lyons, who is the codeveloper and coauthor with Keith Curry Lance of LJ’s Star Rating system, published a critique of the study authored by Susan Roman, Deborah Carran, and Carole Fiore. PLQ editors provided an opportunity for the three scholars involved in the Dominican University-LIS study to reply to the article. This communication is that reply.  相似文献   

Helping minority students to succeed in a technological college: a ‘round trip’ from cognitive functions to curriculum and back     

Roman Gouzman 《International Journal of Inclusive Education》2013,17(4):421-432

The present study investigated the effectiveness of a cognitive enrichment programme as a tool for enhancing the chances of immigrant and minority students to be admitted to a technological college. Students received two weekly sessions (four hours) of Instrumental Enrichment (IE) during the second semester of the college preparatory programme. The cognitive principles of IE were ‘bridged’ to mathematics and science curricular material. The mathematics and science tasks were analysed to show the students the underlying cognitive principles essential for their solution. Graduates of the programme were much more successful in being admitted to technological college than students in previous years who received no cognitive enrichment.  相似文献