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Wim T. J. L. Pouw Charly Eielts Tamara van Gog Rolf A. Zwaan Fred Paas 《Mind, Brain, and Education》2016,10(2):91-104
Previous research indicates that sensori‐motor experience with physical systems can have a positive effect on learning. However, it is not clear whether this effect is caused by mere bodily engagement or the intrinsically meaningful information that such interaction affords in performing the learning task. We investigated (N = 74), through the use of a Wii Balance Board, whether different forms of physical engagement that was either meaningfully, non‐meaningfully, or minimally related to the learning content would be beneficial (or detrimental) to learning about the workings of seesaws from instructional animations. The results were inconclusive, indicating that motoric competency on lever problem solving did not significantly differ between conditions, nor were response speed and transfer performance affected. These findings suggest that adult's implicit and explicit knowledge about physical systems is stable and not easily affected by (contradictory) sensori‐motor experiences. Implications for embodied learning are discussed. 相似文献
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The following books are reviewed. Research Method in the Postmodern JAMES J. SCHEURICH (1997) Qualitative Studies Series 3 London: Falmer Press. 190 pp., ISBN 0 7507 0709 7, hardback, £58.00, ISBN 0 7507 0645 7, paperback, £16.99 Digital Diversions: youth culture in the age of multimedia JULIAN SEFTON-GREEN (Ed.) (1998) London: UCL Press. ISBN 1 85728 856 4, hardback, £48.00, ISBN 1 85728 857 2, paperback, £14.99 Reflective Teacher Development in Primary Science PETER OVENS (2000) London, Falmer Press. 230 pp., ISBN 0 750 70863 8, hardback, £50.00, ISBN 0 750 70862 X, paperback, £15.99 相似文献
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This paper responds to a call seeking presenters for an action‐research event for elementary‐school science teachers in Venezuela. The authors planned on the assumption that the participants would wish to leave with plans for introducing action‐research approaches into their practice. In previous writing on action research, the various protocols for action‐research planning and practice emphasize norms and regularities rather more than their opposites. This paper shows, however, that planning is transformed by multiple views of teaching and learning to create a multi‐level, multi‐faceted event within a particular context. The activity of planning parallels the pedagogy enacted in the event. The interactions of presenters and participants, of their purposes and actions, create the complex reality that is action research, where the learning and the events are often asynchronous. 相似文献
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Charly Ryan 《Teachers and Teaching》2013,19(4):333-349
This paper reports a study of how a group of six students learnt to teach primary science as they went through a 4-year teacher education degree. The study shows that from early in the course students had a clear view of how they wanted to teach science and had a range of concerns about their teaching. Their views gradually became refined and actionable in the classroom as they went through the course. A variety of data types was used to interpret their learning. A significant number of their decisions were not recorded in their written work so were only available in discussion or action. All students were able to deal with the complexity of their classrooms in their oral discussions, but fewer could do this in writing. The students drew on a range of programme material to support their decisions, and these are used to show the interaction between their work in school and in college. 相似文献
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Charly Ryan 《Educational Action Research》2013,21(1):17-30
This paper reports on ways to think about how a teacher educator might learn. A review of the process of writing a Collaborative Action Research Network conference paper is presented, followed by a reflection on the nature of the Conference feedback. The learning at the Conference is built on by an analysis of approaches to thinking about learning. This covers how learners, both teachers in initial education and their teacher educator, might respond to anomalous data. This shows the need to think things through from the points of view of others. This difficult process is aided by conference attendance and also by adopting post-formal thinking. This post-formal approach goes beyond the formal, closed problem approach of a number of models of teacher learning to one that acknowledges a multiplicity of ways of looking and analysing teaching and learning. Evidence is presented that suggests that using the post-formal approach may be a fruitful way to think about teacher development. 相似文献
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This paper offers a comparative analysis of some science concepts held by intending primary teachers in Britain and Spain. Drawing on personal construct theory, a questionnaire was devised to elicit concepts of volume, mass and conservation of mass, and their application to physical and chemical transformations. The results from the two countries show the difficulties students have in applying the conservation of mass to the apparently simple cases offered here. The replies are analysed in terms of differences in national curricula and in the range of science previously studied. The implications for teacher education are elaborated. 相似文献
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Purpose: The goal of this study was to determine the effects of repeated-sprint training in hypoxia induced by voluntary hypoventilation at low lung volume (VHL) on running repeated-sprint ability (RSA) in team-sport players.Methods: Twenty-one highly trained rugby players performed, over a 4-week period, seven sessions of repeated 40-m sprints either with VHL (RSH-VHL, n?=?11) or with normal breathing (RSN, n?=?10). Before (Pre-) and after training (Post-), performance was assessed with an RSA test (40-m all-out sprints with a departure every 30?s) until task failure (85% of the reference velocity assessed in an isolated sprint).Results: The number of sprints completed during the RSA test was significantly increased after the training period in RSH-VHL (9.1?±?2.8 vs. 14.9?±?5.3; +64%; p?p?=?.74). Maximal velocity was not different between Pre- and Post- in both groups whereas the mean velocity decreased in RSN and remained unchanged in RSH-VHL. The mean SpO2 recorded over an entire training session was lower in RSH-VHL than in RSN (90.1?±?1.4 vs. 95.5?±?0.5%, p?Conclusion: RSH-VHL appears to be an effective strategy to produce a hypoxic stress and to improve running RSA in team-sport players. 相似文献
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