Innovative moments and narrative change in career counselling: a case study     

da Silva  Cláudia Sampaio Corrêa  Teixeira  Marco Antônio Pereira  Cardoso  Paulo  Fernández-Navarro  Pablo  Gonçalves  Miguel M.  Duarte  Maria Eduarda 《International Journal for Educational and Vocational Guidance》2020,20(3):635-652

International Journal for Educational and Vocational Guidance - This case study of an undecided university student has two aims: to assess the effect of life design career counselling on...  相似文献   

Group Membership Influences More Social Identification Than Social Learning or Overimitation in Children     

Thibaud Gruber  Amélie Deschenaux  Aurélien Frick  Fabrice Clément 《Child development》2019,90(3):728-745

Group membership is a strong driver of everyday life in humans, influencing similarity judgments, trust choices, and learning processes. However, its ontogenetic development remains to be understood. This study investigated how group membership, age, sex, and identification with a team influenced 39- to 60-month-old children (N = 94) in a series of similarity, trust, and learning tasks. Group membership had the most influence on similarity and trust tasks, strongly biasing choices toward in-groups. In contrast, prior experience and identification with the team were the most important factors in the learning tasks. Finally, overimitation occurred most when the children's team, but not the opposite, displayed meaningless actions. Future work must investigate how these cognitive abilities combine during development to facilitate cultural processes.  相似文献   

Complementing subjective with objective data in analysing expertise: A machine-learning approach applied to badminton     

Olivier Dieu  Christophe Schnitzler  Clément Llena  François Potdevin 《Journal of sports sciences》2020,38(17):1943-1952

ABSTRACT

This study aimed to assess which combination of subjective and empirical data might help to identify the expertise level. A group of 10 expert coaches classified 40 participants in 5 different expertise groups based on the video footage of the rallies. The expertise levels were determined using a typology based on a continuum of 5 conative stages: (1) structural, (2) functional, (3) technical, (4) contextual, and (5) expertise. The video allowed empirical measurement of the duration of the rallies, and tri-axial accelerometers measured the intensity of the player’s involvement. A principal component analysis showed that two dimensions explained 54.9% of the total variance in the data and that conative stage and empirical parameters during rallies (duration, intensity of the game) were correlated with axis 1, whereas duration and acceleration data between rallies were correlated with axis 2. A random forest algorithm showed that among the parameters considered, acceleration, duration of the rallies, and time between rallies could predict conative stages with a prediction accuracy above possibility.

This study suggests that performance analysis benefits from the confrontation of subjective and objective data in order to design training plans according to the expertise level of the participants.  相似文献   

Interaction styles and expert social influence     

Alain Quiamzade  Gabriel Mugny  Agatta Dragulescu Cléopas  Céline Buchs 《European Journal of Psychology of Education - EJPE》2003,18(4):389-404

An experiment examined the conditions under which an expert source induces less competent targets to adopt a point of view contradicting their own in a context of information transmission. In a 2×2 factorial design participants (N=86) were either 1st year or 4th year university students, and the style of the message delivered by the epistemic authority was either authoritarian or democratic. The main dependent variable was the degree to which participants went beyond mere approval and adopted the contradicting information. The principal finding was that the contradicting information was adopted more readily by the 1st year participants confronted with an authoritarian as compared to a democratic expert source. Students in their 4th year were more influenced by a democratic source than the 1st year students. These results partially confirm the correspondence hypothesis according to which appropriation of knowledge from an expert source is favoured when the characteristics of the influence relations match fundamental expectations that individuals have concerning this relationship, these expectations varying as a function of the stage they have reached in their university education.  相似文献   

An Epistemological Approach to French Syllabi on Human Origins during the 19th and 20th Centuries     

Marie-Pierre Quessada  Pierre Clément 《Science & Education》2007,16(9-10):991-1006

This study focuses on how human origins were taught in the French Natural Sciences syllabuses of the 19th and 20th centuries. We evaluate the interval between the publication of scientific concepts and their emergence in syllabuses, i.e., didactic transposition delay (DTD), to determine how long it took for scientific findings pertaining to our topic to be introduced in teaching. Conceptions were categorised into four successive periods, each of which lasted approximately half a century. We showed that the DTD on human origins was influenced in each period by the conceptions of the curriculum developers, by the educational system and, more generally, by the socio-political context.  相似文献   

Students' perceptions on the influence of institutional evaluation on universities     

Denise Leite  Cláudia S. Sarrico  Cecília Loréa Leite  Marlis Polidori 《Assessment & Evaluation in Higher Education》2006,31(6):625-638

There are many studies about the experiences of higher education students, but few analyse their representations of the governance and the management of their institutions. Our study will describe, analyse and compare students' representations of institutional evaluation at three institutions in Portugal and Brazil. Our results, based on an open questionnaire which sought to collect students' views on institutional evaluation, show that students' views are neither homogeneous nor do they simply reproduce the dominant external perspectives on the subject. A significant amount of students thought that evaluation is a legitimate exercise, resulting from a political decision, which is useful to improve the quality of universities and the relationship between students and academic staff. Some students also recognize that evaluation will lead to institutional comparisons, functioning as a mechanism of control, regulation, monitoring, and possibly of standardization. It is also noted to be ‘an impossibility’, since it can never comprehend the existing diversity of institutional performance.  相似文献   

Introducing the Cell Concept with both Animal and Plant Cells: A Historical and Didactic Approach     

Pierre Clément 《Science & Education》2007,16(3-5):423-440

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Can individuals with Down syndrome acquire alphabetic literacy skills in the absence of phoneme awareness?     

Cardoso-Martins  Cláudia  Frith  Uta 《Reading and writing》2001,14(3-4):361-375

Two studies investigating the relationship betweenphoneme awareness and word reading ability in Downsyndrome (DS) are reported. The first study included33 Brazilian individuals with DS (mean age = 23years). They all had begun to read and all showedclear signs of phonological recoding skills. Thirty-three normal children (mean age = 7 years),matched with the individuals with DS for readingability, participated as controls. The second studyincluded individuals with DS with a wider range ofreading ability: a group of 46 readers (mean age = 22years) and a group of 47 nonreaders (mean age = 18years). The results question Cossu, Rossini, andMarshall's (1993a) claim that phoneme awareness is notrelated to alphabetic reading acquisition in DS.Although the individuals with DS who participated inthe first study performed rather poorly on a task thatpresupposes the ability to explicitly manipulatephonological representations, they performed quitewell on a task assessing the ability to detectphonemic similarities in words. We suggest that it wasthis ability that enabled them to acquire phonologicalrecoding skills as well as they did, despite theircognitive limitations. The results of the second studywere consistent with this interpretation. The abilityto detect phonemic similarities in wordssignificantly differentiated between the readers andthe nonreaders, even after we controlled forvariations in letter knowledge, intelligence, andchronological age.  相似文献   

Mediating Peer Teaching for Learning Games: An Action Research Intervention Across Three Consecutive Sport Education Seasons     

Cláudio Farias  Isabel Mesquita  Peter A. Hastie  Toni O’Donovan 《Research quarterly for exercise and sport》2018,89(1):91-102

Purpose: The purpose of this study was to provide an integrated analysis of a teacher’s peer-teaching mediation strategies, the student-coaches’ instruction, and the students’ gameplay development across 3 consecutive seasons of sport education. Method: Twenty-six 7th-grade students participated in 3 consecutive sport education seasons of invasion games (basketball, handball, and soccer). The research involved 3 action research cycles, 1 per season, and each cycle included the processes of planning, acting and monitoring, reflecting, and fact finding. Data collection consisted of videotape and audiotape records of all 47 lessons, a reflective field diary kept by the first author in the role of teacher-researcher, and a total of 24 semistructured focus-group interviews. Trustworthiness criteria for assuring the quality of qualitative research included extensive data triangulation, stakeholders’ crosschecking, and collaborative interpretational analysis. Results: Through the application of systematic preparation strategies, student-coaches were able to successfully conduct team instruction that resulted in students’ tactical development and improved performance. Aspects such as the study of predominant configurations of players’ gameplay and similar tactical principles across games within the same category prevented a setback in the complexity of the learning content addressed at the beginning of each season. Players also showed an increasing ability to adapt gameplay to game conditions. Conclusions: While sport education has the capacity to develop competent players, different levels of teacher guidance and learners’ instructional responsibility are necessary when teaching tactics.  相似文献   

Dynamics of student interactions: an empirical study of orienteering lessons in physical education     

Clément Jourand  David Adé  Carole Sève  John Komar  Régis Thouvarecq 《Physical Education & Sport Pedagogy》2018,23(2):134-149

Introduction: Many studies in physical education (PE) have sought to identify and categorize the modes of student interaction in order to gain greater insight into the nature of cooperative activity. More others recent studies have examined how modes of interaction evolve on the basis of the modes of collective activity that they generate. These studies have shown to describe and explain the interactions among individuals and the processes they generate, which then lead to the construction, deconstruction or reconstruction of different interaction modes. Although some studies have sought to describe the dynamics of student interactions, very few have quantified these dynamics. By doing so, however, researchers might gain a new perspective on student interaction modes that inspires new designs for teaching in PE, thereby having professional impact. The present study extends this research by investigating the dynamics of student interaction, with a focus on the emergence of interaction modes during orienteering lessons. For this purpose, the study was conducted within the methodological framework of course of action theory, which is an effective approach for examining activity in natural situations to provide insight into the experience of activity from the actors perspective.

Method: The study was conducted in two classes of seventh-grade students (about 12 years old) in which 16 students volunteered and were available for post-action interviews immediately after the lessons under study. These volunteers were placed in eight affinity-based dyads. The teachers planned orienteering lessons at similar levels of difficulty and duration but modified the lessons across a range of contextual features. Two categories of data were collected: (1) data from audiovisual recordings as the students searched for the checkpoints and (2) verbalization data during the post-action interviews with the students. The data were processed in two steps: one qualitative, the other quantitative. The qualitative step consisted of processing the data of the student experiences to characterize their interactions in the three different contexts. In the quantitative step, the data from the first step were graphically represented to depict the interaction dynamics within the student dyads.

Results and discussion: The qualitative analysis showed the emergence of three modes of student interaction shared across each learning context: co-construction, confrontation and delegation. The quantitative analysis revealed the percentages of the different modes of interaction and therefore characterized the interaction dynamics. Our results showed that the interaction dynamics within the dyads were both unique and similar in the task contexts in terms of both ratios of change and distribution. Results are discussed across two major points of interest: (1) the observation of the same interaction modes whatever the context yet with quite different dynamics and (2) proposals for PE teacher interventions.  相似文献