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1.
In this study, we examined the learning and study strategies of 173 Norwegian first-year college students and compared the resulting profiles to those of the American students who established the norms for the selected strategy measure (i.e., Learning and Study Strategies Inventory [LASSI]). In addition, we compared the strategy profiles of students with different levels of perceived ability, gender, and age. It was found that the profiles of the Norwegian students were remarkably similar to the profiles of the American norming sample, with only the Motivation subscale of the LASSI showing a large difference between the two samples. Moreover, students with high perceived ability reported using more strategies than students with low perceived ability, and female students, on the whole, reported using more strategies than males. Finally, the age differences in reported strategy use were rather small among the Norwegian students. The results of this study are discussed in both cross-cultural and practical perspectives. 相似文献
2.
Bodil Y Oudshoorn Heather F Driscoll Marcus Dunn David James 《Journal of sports sciences》2018,36(8):914-919
Laceration injuries account for up to 23% of injuries in rugby union. They are frequently caused by studded footwear as a result of a player stamping onto another player during the ruck. Little is known about the kinetics and kinematics of rugby stamping impacts; current test methods assessing laceration injury risk of stud designs therefore lack informed test parameters. In this study, twelve participants stamped on an anthropomorphic test device in a one-on-one simulated ruck setting. Velocity and inclination angle of the foot prior to impact was determined from high-speed video footage. Total stamping force and individual stud force were measured using pressure sensors. Mean foot inbound velocity was 4.3 m ? s?1 (range 2.1–6.3 m ? s?1). Mean peak total force was 1246 N and mean peak stud force was 214 N. The total mean effective mass during stamping was 6.6 kg (range: 1.6–13.5 kg) and stud effective mass was 1.2 kg (range: 0.5–2.9 kg). These results provide representative test parameters for mechanical test devices designed to assess laceration injury risk of studded footwear for rugby union. 相似文献
3.
This paper reports on a project aimed at identifying and exploring the development and implementation processes of teaching practices with interactive whiteboards (IWBs) in two Swedish K-6 schools. The purpose of the project was to generate results and insights of value when preparing student teachers for professional use of IWBs and to give school leaders guidelines when implementing IWBs. A range of methods were used to collect rich and varied empirical materials in this exploratory project. Judging from our data, it was obvious that the implementation process of IWBs, just like other information and communication technology initiatives, is very technology-oriented, but also dependent on attitudes. Over the course of time in the project, different strategies emerged among the teachers regarding whether and how they used the IWBs in their lectures. It also became increasingly clear during the study that there is a distinction between technical interactivity and pedagogical interactivity. Our results further suggest that training is needed when introducing these boards for future users. This training should include both technical instructions and pedagogical discussions. 相似文献
4.
Lotte Stausgaard Skrubbeltrang Jesper Stilling Olesen Jens Christian Nielsen 《Ethnography and Education》2016,11(3):371-387
In this article we show how a hybridisation of elite sport and school in lower-secondary education in Denmark produces a particular kind of learning subject with dual tracks for development, and we ask what kind of actions the students apply in order to stay becoming along both tracks. We apply theoretical conceptions of ‘becoming’ inspired by Brembeck and Johansson that allow us to understand how the sports students live up to the code of conduct of the sports classes. The article is based on an ethnographic study carried out in four schools located in four regions of Denmark. We argue that the hybrid obliges students to follow a narrow developmental track with an ambitious goal of performing in both sport and school, and that the hybrid is threatened when a sports student prioritises either sport or school while he/she is still enrolled in the class. 相似文献
5.
Research in Science Education - This classroom-based study aims to contribute knowledge about children’s opportunities to make use of drawing to make meaning in science. Employing a social... 相似文献
6.
Bodil Svendsen 《Teacher Development》2016,20(3):313-328
The aim of this study was to find out how science teachers who have participated in a one-year school-based collaborative teacher professional development programme, perceive the programme’s impact on their professional development. Constant comparative analysis was used on data from three schools to generate the findings in this study. The results indicate that participating teachers perceived a clear effect on their teaching practice and ways of thinking about teaching science. In addition, the findings identify a positive effect on the teachers’ attitudes towards collaboration. The article further discusses how reflection seems to contribute to the teachers’ professional development. 相似文献
7.
Bodil Sundberg Sofie Areljung Karin Due Kenneth Ekström Christina Ottander Britt Tellgren 《International Journal of Science Education》2013,35(17):2061-2077
ABSTRACTIn this study, Activity Theory (AT) is used to analyse general patterns for how cultural and historical factors interact with the shaping of science activities in preschools. Data was produced from field notes, video observations, video stimulated recall group discussions and individual interviews with preschool teachers at fourteen preschool units, where science activities were described as a common feature of the practice. Two factors were found to be particularly important for how and whether science learning opportunities were afforded the children: the structure of the preschool community and the type of educational culture within it. In communities characterised by weak mutual commitment and without joint understanding of the purpose of the activities, the science learning objects of the activity often became fragmented and thereby elusive. This was also true for strong communities, with a shared approach and a joint understanding of the purpose of the science activities, but with educational cultures where science learning was not actively supported. In contrast, a strong community combined with an educational culture that allowed teachers to lead and intentionally frame the science content, offered child-centred science activities with clear science learning objects. 相似文献
8.
Bodil Svendsen 《International Journal of Science Education》2013,35(11):1834-1854
This article focuses on teacher professional development (TPD) in natural science through the 5E model as mediating artifact. The study was conducted in an upper secondary school, grounded in a school-based intervention research project. My contribution to the field of research on TPD is founded on the hypothesis that teachers would be best facilitated to make their practice more inquiry based if they are provided with a mediating artifact. In this study the artifact is a model 5E, which is a conceptual way of thinking, to help teachers reflect on their practice. The aim is to encourage teachers to make changes themselves, by applying extended use of inquiry into their practice. This mediated artifact could thus be used across different national contexts. The main research question is; how can the 5E model as a mediating artifact enhance TPD? The article addresses the processes of the use of the 5E model and its influence on teachers’ perception of the model. This is in order for teachers to conceptualize their goals related to inquiry and scientific thinking, and to solve the problems involved in achieving those goals in their own contexts.The study concludes that, after the intervention, the teachers' approaches and strategies demonstrate greater emphasis on learning. 相似文献
9.
Andrew Whitworth Maria Carme Torras I Calvo Bodil Moss Nazareth Amlesom kifle Terje Blåsternes 《New Review of Academic Librarianship》2014,20(2):251-274
Visualization and mapping techniques can build a dynamic picture of information practices, including action research, within libraries, raising awareness of how the information landscape at each library may both support and retard research into the library's information practices. These techniques have implications for researchers as they generate richer data than interview or survey techniques, or methods that only take one “snapshot” of the state of practice. The data are also available to participants immediately, thus, allow for co-operative inquiry to take place in the library. Examples are offered from a project under way in two Norwegian academic libraries. 相似文献
10.
Lauren C. Benson Tyler J. Tait Kimberley Befus John Choi Colin Hillson Carlyn Stilling 《Journal of sports sciences》2020,38(8):928-936
ABSTRACTA high incidence of overuse knee injuries among youth basketball players may be attributed to number of jumps. Wearable technology may be an effective tool for measuring jump load compared to traditional counting methods. The purpose of this study was to validate a commercially available jump counter (VERT® Classic) in youth basketball practices and games, and to identify the characteristics (i.e., height, direction, takeoff) of jumps recorded by the VERT® Classic. 46 (19F, 27M) youth basketball players wore a VERT® Classic and were recorded on video during games and practices. The number of jumps recorded by the VERT® Classic and evaluated by video raters were compared for each jump characteristic using intraclass correlation coefficient (ICC(3,k)), mean offset, and limits of agreement. The number and percent of VERT® Classic jumps and corresponding video jumps according to timestamp were reported. VERT® Classic jumps had excellent reliability with video-counted jumps over 15 cm (ICC(3,k) = 0.958), with a mean offset of ?2.4 jumps (fewer VERT® Classic) and limits of agreement ?12.6 to 7.8 jumps. Pairs of corresponding jumps represented 68.0% of total video jumps and 92.0% of VERT® Classic jumps. The VERT® Classic can provide an estimate of jump load in youth basketball. 相似文献