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Ursina Meyer Dominique Ernst Silvia Schott Claudia Riera Jan Hattendorf Jacqueline Romkes 《Journal of sports sciences》2015,33(16):1702-1709
The purpose of this study was to assess the validity of accelerometers using force plates (i.e., ground reaction force (GRF)) during the performance of different tasks of daily physical activity in children. Thirteen children (10.1 (range 5.4–15.7) years, 3 girls) wore two accelerometers (ActiGraph GT3X+ (ACT), GENEA (GEN)) at the hip that provide raw acceleration signals at 100 Hz. Participants completed different tasks (walking, jogging, running, landings from boxes of different height, rope skipping, dancing) on a force plate. GRF was collected for one step per trial (10 trials) for ambulatory movements and for all landings (10 trials), rope skips and dance procedures. Accelerometer outputs as peak loading (g) per activity were averaged. ANOVA, correlation analyses and Bland–Altman plots were computed to determine validity of accelerometers using GRF. There was a main effect of task with increasing acceleration values in tasks with increasing locomotion speed and landing height (P < 0.001). Data from ACT and GEN correlated with GRF (r = 0.90 and 0.89, respectively) and between each other (r = 0.98), but both accelerometers consistently overestimated GRF. The new generation of accelerometer models that allow raw signal detection are reasonably accurate to measure impact loading of bone in children, although they systematically overestimate GRF. 相似文献
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This article presents the results of a single case study from a cooperation school in the Netherlands. A cooperation school is the result of a merger between a public and a denominational school. Pupils from secular and religious backgrounds meet in the classroom. This religious diversity in this school is explored by an empirical research study. The research question was how key values of the school and of its teachers are exerted in religious education. Content analysis of interviews and videos of the ‘moment of contemplation’ show that there is a discrepancy between the school values and the practice of this moment. Conclusions concerning a social and a substantive perspective are drawn in the light of theoretical insight concerning diversity in religious education. 相似文献
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Instructional Science - Teams become a key resource for organisations to meet different challenges. Thus a high team performance is essential in work context. The aim of this study was to... 相似文献
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Joseph Bordogna Eli Fromm Edward W. Ernst 《Journal of Science Education and Technology》1995,4(3):191-198
The several reports and papers of the past decade suggesting paradigm shifts in engineering education are shown to reveal a common theme, to wit: engineering is an integrative process, and thus engineering education, particularly at the baccalaureate level, should be designed toward that end. Suggesting a change in intellectual culture, the roots of contemporary collegiate education in the United States are traced to their origin and attention is given to discussing the current emphasis on reductionism vis-à-vis integration or, said another way, a course-focused education compared to a more holistic approach in which process and knowledge are woven throughout the curriculum. A new construct for systemic change in baccalaureate engineering education is suggested in terms of a taxonomy of intellectual components connected holistically with a core focus on developing human potential, as opposed to the present system in which students are passed serially through course filters.An early version of this work appeared as Engineering education: Innovation through integration,Journal of Engineering Education 82(1): 3–8, 1993. 相似文献
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Hans Ernst Fischer Klaus Klemm Detlev Leutner Elke Sumfleth Rüdiger Tiemann Joachim Wirth 《Journal of Science Teacher Education》2005,16(4):309-349
In view of the research on education—and subject-related education in particular—that has been conducted in recent years,
it would seem useful to describe the current state and future trends of research on science teaching and learning. In the
present article, research findings are described, the deficits of science education are analyzed, and medium- and long-term
research goals are specified from the perspective of an interdisciplinary cooperative effort between specialists in the fields
of empirical educational research; the psychology of learning and instruction; and biology, chemistry, and physics education.
Revised and supplemented version of Fischer, H. E., Klemm, K., Leutner, D., Sumfleth, E., Tiemann, R., and Wirth, J. (2003).
Naturwissenschaftsdidaktische Lehr-Lernforschung: Defizite und Desiderata [Natural science-didactical learning research: Deficits
and desiderata]. Zeitschrift für Didaktik der Naturwissenschaften, 9, 179–208. 相似文献