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Kruit Patricia Oostdam Ron van den Berg Ed Schuitema Jaap 《Research in Science Education》2020,50(3):1093-1117
Research in Science Education - Information on students’ development of science skills is essential for teachers to evaluate and improve their own education, as well as to provide adequate... 相似文献
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Ed Marum 《Children‘s Literature in Education》1991,22(3):179-187
Ed Marum is a senior lecturer teaching in English and education at Derbyshire College of Higher Education. His previous posts have included those of General Inspector of Education for the London Borough of Merton and English Adviser for Liverpool. He is currently researching provision for and perceptions of narrative in the school curriculum. 相似文献
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Young children's attitudes toward the disabled: A classroom intervention using children's literature
Mary L. Trepanier-Street Ed. D. Jane A. Romatowski 《Early Childhood Education Journal》1996,24(1):45-49
With the increasing inclusion of special needs children in regular classrooms, experiences which encourage positive attitudes
toward the disabled are essential. The purpose of this project was: 1) to examine the thinking and attitudes of young children
regarding the capabilities of disabled children and the potential for friendship and 2) to assess the effectiveness of children's
literature and related activities in influencing attitudes toward the disabled. Results suggested that children's attitudes
were generally positive and realistic regarding the capabilities and the potential for friendship with the disabled. The use
of selected children's books and book related activities positively influenced children's attitudes. 相似文献
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Lynn A. Darby Ph.D. Jennifer L. Marsh M.Ed. Patricia A. Shewokis Ph.D. Roberta L. Pohlman Ph.D. 《Measurement in physical education and exercise science》2013,17(3):131-148
To adhere to the principle of “exercise specificity” exercise testing should be completed using the same physical activity that is performed during exercise training. The present study was designed to assess whether aerobic step exercisers have a greater maximal oxygen consumption (max VO2) when tested using an activity specific, maximal step exercise test (SET; arms and legs) versus a maximal running test (legs only). Female aerobic step exercisers (N=18; 20.7 ± 1.5 years) performed three maximal graded exercise tests (GXTs): 2 SETs; 1 treadmill test (TMT). The SET consisted of six 3-min progressive stages of alternate lead, basic step, basic step with biceps curls, knee raise with pull-down, repeater knee with pull-down, lateral lunge with pull-down, and side squat with shoulder presses. Stepping rate was 32 steps· min?1 on an 8-in (20.32 cm) step for stages 1–3, and a 10-in (25.4 cm) step for stages 4–6. Submaximal and maximal heart rate (HR) and oxygen consumption (VO2) were recorded at the end of each stage. Test–retest reliability for the first five stages of the SET ranged from .91 to .97 for HR, and from .84 to .96 for VO2. Maximal HR was significantly greater (p =.0001) for the SET (200 ± 6.2 beats·min?1) as compared to the TMT (193 ± 7.9 beats·min?1). No significant difference was found for max VO2 (42.9 ± 8.5, 41.2 ± 5.9 ml·kg?1·min?1, p =.14). The SET was a valid and reliable protocol for assessing responses of these aerobic step exercisers; however, max VO2 from a TMT did not differ significantly from the SET. Conversely, max HR obtained from the criterion TMT was 7 beats·min?1 lower than from the SET. If a training HR for step exercise (arms and legs exercise) is prescribed based on the max HR from treadmill exercise (legs only), then the training HR should be calculated from a TMT max HR that has been increased by 7 beats·min?1 to obtain an intensity of step exercise comparable to that of running. 相似文献
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Daniel Breidenbach Ed Dubinsky Julie Hawks Devilyna Nichols 《Educational Studies in Mathematics》1992,23(3):247-285
Our goal in this paper is to make two points. First, college students, even those who have taken a fair number of mathematics
courses, do not have much of an understanding of the function concept; and second, an epistemological theory we have been
developing points to an instructional treatment, using computers, that results in substantial improvements for many students.
They seem to develop a process conception of function and are able to use it to do mathematics. After an introductory section
we outline, in Section 2, our theoretical epistemology in general and indicate how it applies to the function concept in particular.
In Sections 3, 4, and 5 we provide specific details on this study and describe the development of the function concept that
appeared to take place in the students that we are considering. In Section 6 we interpret the results and draw some conclusions. 相似文献
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