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Kayvan Khoramipour Aref Basereh Amirhoseein Ahmadi Hekmatikar Lindy Castell Ruheea Taskin Ruhee 《Journal of sports sciences》2021,39(1):101-107
ABSTRACT As the world is witnessing the epidemic of coronavirus disease 2019, emerging genetics and clinical pieces of evidence suggest a similar immunopathology to those of severe acute respiratory syndrome and Middle East respiratory syndrome. Staying at home to prevent the spread of the virus and consequently being largely inactive is associated with unintended consequences. These can actually enhance the infection risk and exacerbate poor health conditions including impaired immune function. Physical activity is a feasible way of improving health, particularly physical and mental health in a time of social isolation. However, people with certain health conditions in these circumstances may need a special physical activity programme in addition to any exercise they may already be performing via online programmes. This review aims to provide practical guidelines during the COVID-19 quarantine period. We suggest performing aerobic, resistance training, respiratory muscle training and yoga in the healthy, and in those with upper respiratory tract illness, patients with lower respiratory tract illness should be restricted to respiratory muscle training and yoga. In addition, vitamins D and C, omega-3 fatty acids, and regular consumption of fruit and vegetables might be considered as nutritional aids to support the immune system in those affected by COVID-19. 相似文献
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Active engagement has become the focus of many early childhood science education curricula and standards. However, active engagement usually emphasizes getting children engaged with science solely through hands-on activities. Active engagement by way of hands, heads, and hearts are kept separate and rarely discussed in terms of getting all to work together, although inquiry-based education and student interest have been accepted as important in science education. The current study is an inquiry-based research. It aims to describe and examine projects and activity stations for preschoolers in a Turkish preschool classroom bringing together the pieces of the puzzle of science education, called here ‘Hands–Heads–Hearts-on Science Education'. The study, conducted from a qualitative-interpretivist paradigm, reveals that activity stations and projects create a context for hands-on (active engagement), heads-on (inquiry based or mental-engagement), and hearts-on (interest based) science education. It is found that activity stations and projects, when maintained by appropriate teacher-support, create a playful context in which children can be actively and happily engaged in science-related inquiry. 相似文献
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Vahide Taskin Sascha Bernholt Ilka Parchmann 《International Journal of Science and Mathematics Education》2017,15(1):39-55
Chemical representations serve as a communication tool not only in exchanges between scientists but also in chemistry lessons. The goals of the present study were to measure the extent of student teachers’ knowledge about chemical representations, focusing on chemical formulae and structures in particular, and to explore which factors related to the education in school and university contribute to inter-individual differences. Using a quantitative cross-sectional design, 322 students from 12 German universities in different stages of their university education were tested with the Chemical Representations Inventory (CRI, Taskin, Bernholt, & Parchmann, 2015). In addition, a short questionnaire was administered containing demographic data and possible factors that could have an effect on students’ success in solving the items of the inventory. The data was analyzed by using Rasch modeling. The results show that student teachers’ knowledge about chemical representations is quite low, with an average of students’ total achievement of 50 % in the corresponding inventory on chemical representations. A multivariate linear model revealed that passing exam(s) in organic chemistry at university, the grade of school leaving certificate, gender as well as studying chemistry in upper secondary school on basic and advanced levels are significant predictors of student teachers’ knowledge. In total, these predictors are able to explain 30.3 % of the variance in the test results. The dominance of school-related variables in the regression analysis indicates that school education seems to be still important after several years of studying and is not equalized by education at university. 相似文献
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Cigdem Sahin Taskin 《Educational studies》2006,32(4):387-398
This paper examines student teachers’ perceptions of the course of school experience in a teacher education programme in Turkey. Data were obtained through interviewing student teachers in Canakkale Onsekiz Mart University, Turkey. In order to analyse the data, Strauss and Corbin’s grounded theory methodology was adapted. The analysis revealed that although the current teacher education programme put emphasis on effective practical training, in some circumstances student teachers feel that their chances of gaining real teaching experiences are minimal. The study suggests that there is a need for further strengthening the existing school–university partnership in teacher education. 相似文献
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