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41.
The ‘Green Classroom’ in the Botanical Garden of Ulm is an experiential learning forum outside school. Its educational concept
is based on experimental learning and is geared towards expanding biological knowledge and developing positive attitudes towards
small animals such as invertebrates and insects. The attitudes of 68 school students towards small animals, before and after
they visited the ‘Green Classroom’, were assessed and the answers they gave in their questionnaires were compared with those
of 60 students froma control group that was not yet exposed to this learning environment. Although the students spent only
one morning in the ‘Green Classroom’, some of their attitudes towards small animals improved after their visit. These studies
underscore the necessity for direct observation and familiarization of the environment including small animals such as invertebrates
and insects for appreciating issues related to biodiversity and conservation. 相似文献
42.
Caroline Vancraeyveldt Karine Verschueren Sanne Van Craeyevelt Sofie Wouters Hilde Colpin 《教育心理学》2015,35(4):466-483
This longitudinal study examines the teacher-perceived effect of a school-based intervention (i.e. Playing-2-gether) targeting teacher–child interactions to reduce externalising problem behaviour (EPB) amongst preschoolers. Boys with the highest score for EPB in the classroom and their teacher participated in the study. Teacher–child dyads (N = 175) from 46 schools were randomly assigned to an intervention or a control (i.e. education as usual) condition. Teacher-rated questionnaires were collected before, during and after the implementation of the intervention. The results of latent growth modelling indicated that intervention boys, compared with control boys, showed a larger decrease in EPB. 相似文献
43.
Sanne Cornelia Maria te Wierike Marije Titia Elferink-Gemser Eveline Jenny Yvonne Tromp Roel Vaeyens Chris Visscher 《Journal of sports sciences》2015,33(4):337-345
This study investigated the role of maturity timing in selection procedures and in the specialisation of playing positions in youth male basketball. Forty-three talented Dutch players (14.66 ± 1.09 years) participated in this study. Maturity timing (age at peak height velocity), anthropometric, physiological, and technical characteristics were measured. Maturity timing and height of the basketball players were compared with a matched Dutch population. One-sample t-tests showed that basketball players were taller and experienced their peak height velocity at an earlier age compared to their peers, which indicates the relation between maturity timing and selection procedures. Multivariate analysis of variance (MANOVA) showed that guards experienced their peak height velocity at a later age compared to forwards and centres (P < .01). In addition, positional differences were found for height, sitting height, leg length, body mass, lean body mass, sprint, lower body explosive strength, and dribble (P < .05). Multivariate analysis of covariance (MANCOVA) (age and age at peak height velocity as covariate) showed only a significant difference regarding the technical characteristic dribbling (P < .05). Coaches and trainers should be aware of the inter-individual differences between boys related to their maturity timing. Since technical characteristics appeared to be least influenced by maturity timing, it is recommended to focus more on technical characteristics rather than anthropometric and physiological characteristics. 相似文献
44.
Fraukje E. F. Mevissen Pepijn van Empelen Anita Watzeels Gee van Duin Suzanne Meijer Sanne van Lieshout 《Sex education》2018,18(1):47-73
This paper describes the development of a Dutch online programme called Long Live Love+ focusing on positive, coercion-free relationships, contraception use, and the prevention of STIs, using the Intervention Mapping (IM) approach. All six steps of the approach were followed. Step 1 confirmed the need for a sexual health programme targeting young people aged 15 and over enrolled in higher level secondary education. Step 2 resulted in the production of a series of matrices-of-changes, including detailed programme objectives at the behavioural and the psycho-social level. Step 3 involved the selection of relevant methods and applications. Step 4 consisted of programme development, resulting in a sexual health programme with online and offline components, and including interactive exercises. Step 5 focused on adoption and implementation and included the production of a detailed teacher manual. Step 6 involved detailed planning for the process and effect evaluation and included interviews with teachers and focus group discussions with students to evaluate their experiences of the programme. The inclusion of a linkage group – and especially the inclusion of teachers in the development of the programme – turned out to be essential in terms of developing a programme in line with their context and needs. 相似文献
45.
In this article, we describe the results of a study of chemistry high school teachers’ beliefs (N = 7) of the chemistry curriculum and their roles, their beliefs on the teacher as developer of materials, and their beliefs
about professional development. Teachers’ beliefs influence the implementation of a curriculum. We view the use of a new curriculum
as a learning process, which should start at teachers’ prior knowledge and beliefs. The results reveal that it is possible
to develop a new curriculum in which teachers’ beliefs are taken as a starting point. Promising approaches to prepare teachers
for a new curriculum is to let them (co)develop and use curriculum materials: It creates ownership, and strengthens and develops
teachers’ pedagogical content knowledge (PCK).
相似文献
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46.
Brooke Klingberg J. J. A. A. M. Hoeboer Natasha Schranz LM Barnett Sanne I. De Vries 《Journal of sports sciences》2019,37(13):1534-1542
Failure to master age-appropriate fundamental movement skills (FMS) at a young age can limit motor skill competence affecting health. Assessments often have issues with feasibility and implementation in a field setting. As such, the purpose of this study was to investigate the validity and feasibility of the Athletic Skills Track (AST), in a pre-school setting. For the validation study sixty-five 3–6 year old children (25 boys and 40 girls) from five pre-schools across Adelaide, Australia participated. Correlations and linear regression analysis (adjusted for age and gender) were used to investigate the association between the time to complete the AST and the raw score of the Test of Gross Motor Development 2 (TGMD-2). For the feasibility study pre-school staff completed a semi-structured interview regarding the feasibility of the AST. The AST took less than a minute per child and the TGMD-2 around 20 minutes for two children. There was a strong negative correlation (r = ?0.63, p < 0.01) between the AST scores and the TGMD-2 scores. All five staff reported strengths of the AST to be its short administration time, setup and appropriateness. These results suggest that the AST could be a feasible and valid method of FMS assessment in Australian pre-schools. 相似文献
47.
Validity and reliability of tests determining performance-related components of wheelchair basketball 总被引：1，自引：1，他引：0
The purpose of this study was to investigate the reliability and validity of wheelchair basketball field tests. Nineteen wheelchair basketball players performed 10 test items twice to determine the reliability. The validity of the tests was assessed by relating the scores to the players' classification and competition standard, and rating of coach and player. Six field tests' test-retest showed good reliability (Intraclass correlation coefficient (ICC) = 0.80-0.97), while the pass-for-accuracy, free throws, lay-up and spot shot showed weak to moderate reliability (ICC = 0.26-0.67). Most tests showed moderate to good validity (r > 0.60). The results suggest that wheelchair basketball field tests are reliable and valid with the exception of the shooting and passing items, which should be interpreted carefully. 相似文献
48.
Saskia D.M. van Schaik Paul P.M. Leseman Sanne K. Huijbregts 《Early childhood research quarterly》2014
The present study examined the relation between teachers’ cultural backgrounds, their beliefs regarding group processes, their actual support of group processes, and children's behavior in center-based childcare in the Netherlands. For this purpose, 57 teachers of native Dutch and immigrant Moroccan-Dutch, Turkish-Dutch, Surinamese-Dutch, and Antillean-Dutch backgrounds were interviewed about their teaching beliefs and observed while engaging in a constructive play activity with small groups of children. Clear cultural differences in beliefs and corresponding behavior were found. In the interviews, the Turkish-Dutch and Moroccan-Dutch teachers mentioned concepts relating to group processes more often than the Dutch and Surinamese- and Antillean-Dutch teachers did, and they showed higher support of group processes during play. Moreover, the degree to which teachers expressed beliefs in group processes was significantly correlated with support of group processes by the teacher and with levels of collaboration and cognitive engagement in children's play. Structural equation modeling was applied to test direct and indirect effects, confirming the hypothesis that comparatively elaborate beliefs of teachers on group processes result in practices supporting group processes as well as more collaboration and cognitive engagement in children's play. 相似文献
49.
Arthur Bakker Djonie Groenveld Monica Wijers Sanne F. Akkerman Koeno P. E. Gravemeijer 《Educational Studies in Mathematics》2014,86(2):211-221
Based on insights into the nature of vocational mathematical knowledge, we designed a computer tool with which students in laboratory schools at senior secondary vocational school level could develop a better proficiency in the proportional reasoning involved in dilution. We did so because we had identified computations of concentrations of chemical substances after dilution as a problematic area in the vocational education of laboratory technicians. Pre- and post-test results indeed show that 47 students aged 16–23 significantly improved their proportional reasoning in this domain with brief instruction time (50–90 min). Effect sizes were mostly large. The approach of using a visual tool that foregrounds mathematical aspects of laboratory work thus illustrates how vocational mathematical knowledge can be developed effectively and efficiently. 相似文献
50.
Vocational students and beginning professionals typically find it hard to integrate the mathematics and statistics that they have learned at school with work-related knowledge. To explore how such an integration process could be supported, we conducted an intervention in secondary vocational laboratory education. Our boundary-crossing approach was informed by the literature on boundary crossing and accompanying learning mechanisms (e.g., reflection in the form of perspective making and taking, and transformation in the form of hybridization). We hypothesized that reflection, as making and taking perspectives on school-taught and work-related knowledge, could lead to transformation, i.e., help students integrate these types of knowledge into a hybridized whole. Data collection included video and audio recordings of five 1-h meetings with three students, the data from their research projects, and interviews with the teacher and two workplace supervisors. The analysis of the students’ reasoning during the meetings revealed that their level of integrating school-taught statistics and work-related knowledge increased significantly and with a medium effect size. This suggests that a boundary-crossing approach can support students in integrating school-taught and work-related knowledge. 相似文献