Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations     

Stanislaw Schukajlow  Dominik Leiss  Reinhard Pekrun  Werner Blum  Marcel Müller  Rudolf Messner 《Educational Studies in Mathematics》2012,79(2):215-237

In this study which was part of the DISUM-project, 224 ninth graders from 14 German classes from middle track schools (Realschule) were asked about their enjoyment, interest, value and self-efficacy expectations concerning three types of mathematical problems: intra-mathematical problems, word problems and modelling problems. Enjoyment, interest, value and self-efficacy were assessed before and after a ten-lesson teaching unit promoting modelling competency related to the topics “Pythagoras’ theorem” and “linear functions”. The study aimed to answer the following research questions: (1) Do students’ enjoyment, value, interest and self-efficacy expectations differ depending on the type of task? (2) Does the treatment of modelling problems in classroom instruction influence these variables? (3) Are there any differential effects for different ways of teaching modelling problems, including a “directive”, teacher-centred instruction and an “operative-strategic”, more student-centred instruction emphasising group work and strategic scaffolding by the teacher? The findings show that there were no differences in students’ enjoyment, interest, value and self-efficacy between the three types of tasks. However, teaching oriented towards modelling problems had positive effects on some of the student variables, with the student-centred teaching method producing the most beneficial effects.  相似文献   

Memorizing a memory: Schwab’s the Practical in a German context   总被引：1，自引：1，他引：0  

Rudolf Künzli 《课程研究杂志》2013,45(5):668-683

The paper outlines the reception of Schwab’s essay ‘The practical: A language for curriculum’ in German-speaking countries in the 1970s and 1980s. The story is a good demonstration of the ways in which different circumstances and phases of development determine transatlantic exchanges and the influence of concepts in the field of education, and especially of curriculum. The central ideas of Joseph J. Schwab’s concept of curriculum theory and curriculum-making were related to the traditions of general Didaktik in the German-speaking world. It would have been well suited for a reception. Nevertheless, the reception the essay received was at first not a story of success; on the contrary, we have to diagnose a historical neglect. Circumstances today are much better for rethinking Schwab’s analysis under the new conditions of standardizing and competence-oriented curriculum policies.  相似文献   

Discourses on the Production of the Athletic Lean Body in Central Europe around 1900     

Rudolf Müllner 《国际体育史杂志》2014,31(15):1896-1908

The ideals of the athletic lean body are predominant in the public discourses and images of the present. They have an enormous normative power. There is a market of different techniques to enhance the body. Many people regard their own bodies as insufficient. This study interprets physicalness and its meanings as products of sociocultural discourses. These meanings therefore change over history. From the Renaissance to the middle of the nineteenth century, for instance, the ideal images of the body were predominantly corpulent. With the rise of the bourgeoisie around 1900, the lean body became desirable. During the same period, the idea came up that modern subjects are primarily self-responsible for fabricating their own lean and healthy body. The study will focus on the sociocultural contexts which led to the establishment of modern body discourses and shows how those are connected to sports.  相似文献   

Predicting Long‐Term Growth in Students' Mathematics Achievement: The Unique Contributions of Motivation and Cognitive Strategies     

Kou Murayama  Reinhard Pekrun  Stephanie Lichtenfeld  Rudolf vom Hofe 《Child development》2013,84(4):1475-1490

This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long‐term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10; M_age = 11.7 years at baseline; N = 3,530), latent growth curve modeling was employed to analyze growth in achievement. Results showed that the initial level of achievement was strongly related to intelligence, with motivation and cognitive strategies explaining additional variance. In contrast, intelligence had no relation with the growth of achievement over years, whereas motivation and learning strategies were predictors of growth. These findings highlight the importance of motivation and learning strategies in facilitating adolescents' development of mathematical competencies.  相似文献   

Determination of a quantitative parameter to evaluate swimming technique based on the maximal tethered swimming test     

Rafael Soncin  Bruno Mezêncio  Jacielle Carolina Ferreira  Sara Andrade Rodrigues  Rudolf Huebner  Julio Cerca Serrão 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(2):248-257

The aim of this study was to propose a new force parameter, associated with swimmers’ technique and performance. Twelve swimmers performed five repetitions of 25 m sprint crawl and a tethered swimming test with maximal effort. The parameters calculated were: the mean swimming velocity for crawl sprint, the mean propulsive force of the tethered swimming test as well as an oscillation parameter calculated from force fluctuation. The oscillation parameter evaluates the force variation around the mean force during the tethered test as a measure of swimming technique. Two parameters showed significant correlations with swimming velocity: the mean force during the tethered swimming (r = 0.85) and the product of the mean force square root and the oscillation (r = 0.86). However, the intercept coefficient was significantly different from zero only for the mean force, suggesting that although the correlation coefficient of the parameters was similar, part of the mean velocity magnitude that was not associated with the mean force was associated with the product of the mean force square root and the oscillation. Thus, force fluctuation during tethered swimming can be used as a quantitative index of swimmers’ technique.  相似文献   

Familiarity and relatedness: Effects on social learning about foods by Norway rats and Mongolian gerbils     

Bennett G. Galef  Brigitte Rudolf  Elaine E. Whiskin  Elena Choleris  Marisa Mainardi  Paola Valsecchi 《Learning & behavior》1998,26(4):448-454

In recent experiments in which the social influences on feeding in Mongolian gerbils were investigated, observer gerbils acquired food preferences from conspecific demonstrators only if the demonstrators and observers were either related or familiar. Even then, the effects of demonstrator gerbils on observers’ food choices lasted less than 24 h. In similar experiments with Norway rats, the familiarity/relatedness of demonstrators and observers had little effect on social learning, and the demonstrators’ influence on observers’ food choices lasted many days. We examined the causes of these differences and found that, after observer gerbils interacted with either unfamiliar or familiar conspecific demonstrators that had been fed using procedures typically used to feed demonstrator rats, they showed long-lasting social learning about foods, whereas observer rats interacting with conspecific demonstrators that had been fed as demonstrator gerbils normally are fed showed effects of familiarity/relatedness to demonstrators on their social learning about foods. Procedural differences, rather than species differences, seem to be responsible for reported inconsistencies in social learning about foods by rats and gerbils.  相似文献   

The stages of moral development — A basis for an educational concept?     

Rudolf Schmitt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1980,26(2):207-216

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Informelles Lernen und Medienbildung     

Manuela Pietraß  Bernhard Schmidt  Rudolf Tippelt 《Zeitschrift für Erziehungswissenschaft》2005,8(3):412-426

Der Begriff des informellen Lernens wird hier auf den Wissenserwerb im Rahmen der allt?glichen Nutzung von Massenmedien bezogen. Bei der genaueren Betrachtung des Mediennutzungsverhaltens von verschiedenen Altersgruppen erweisen sich sozio-kulturelle Unterschiede als wichtige Pr?diktoren für Mediennutzung und -rezeption. Das Konzept der sozialen Milieus eignet sich zur Analyse sozio-kultureller Differenzen, auch mit Blick auf die Medienbildung. Bei Kindern scheint das Herkunftsmilieu der Eltern einen zentralen Einfluss auf deren Medienbildung zu haben, w?hrend im Jugendalter auch jugendkulturelle Rahmungen bedeutsam werden. Medienrezeption wird dabei nicht als einseitiger Prozess, sondern als kommunikative Interaktion zwischen Medienproduzenten und Medienkonsumenten verstanden. Letztere bringen in der Wahl von Medien, Genres und Rezeptionskontexten auch ?sthetische Pr?ferenzen und ihren sozio-kulturellen Habitus zum Ausdruck.  相似文献   

Student-environment interaction in the development of physical symptoms     

H. Dean Nielsen  Dr. Rudolf H. Moos 《Research in higher education》1977,6(2):139-156

This study identifies personal characteristics which distinguish university students who conform to living group norms in complaints of physical symptoms from those who do not. Discriminant function analyses indicated significant differences between these two groups of students, and between males and females. For example, low-symptom females living in high-symptom living groups who did not themselves increase in symptoms (environmental resisters) were higher in dominance and religious concern and lower in social participation than those who increased in symptoms. For males, important discriminators between conformers and resisters were academic achievement and alcohol consumption. Further specification of psychological variables which relate to the degree of conformity or resistance to environmental influence is central to understanding the impact of educational settings such as student living groups and classrooms.  相似文献   

Weitere Miteilungen aus der Mitgliederversammlung     

Rudolf Tippelt 《Zeitschrift für Erziehungswissenschaft》2006,17(33):118-126

Ohne Zusammenfassung  相似文献