ABSTRACTThis article describes a study of online collaborative design in the context of teacher professional development. Twenty-five teachers from different Spanish universities participated in the online course. The aim was to understand how to support teachers in interuniversity teams to collaborate fully online throughout the learning design process of a scenario based on their discipline integrating information and communications technology (ICT), an issue scarcely tackled in the literature. The described interpretive study, using mixed methods, explores the support of online co-design provided by a novel ICT community platform named ILDE (Integrated Learning Design Environment). Lessons drawn from the results can contribute to the improvement of online collaborative design processes in the context of teacher professional development. 相似文献
Effective instructional explanations help the students to construct coherent mental representations. To do so, one condition
is that they must be tailored to students’ needs. It is hypothesized that explanations are more helpful if they also explicitly
aid the students to detect problems in their mental representations, as this provokes an impasse that motivates students to
process the explanation deeply. Participants were provided with a computer-based material on plate tectonics and then with
explanatory support in the form of either a tailored explanation preceded by an impasse-trigger (I + E group) or an identical
explanation without the impasse-trigger (noI + E group). After the reading of the materials they solved retention and transfer
tests; their flawed ideas were also counted. Participants in the I + E group recalled more correct information, generated
more transfer solutions, and showed fewer flawed ideas than those in the noI + E group. This indicates that tailored explanations
combined with impasse-triggers that make explicit conflicts between the text model and the students′ models can indeed foster
deep learning. 相似文献
Ecological research is expected to provide a scientific basis on which environmental management decisions can be taken. Environmental education is seen as raising environmental awareness among human populations and as a provider of the knowledge, values, attitudes and skills needed to protect the environment. This article proposes that in the context of developing countries such as Mexico, one role for environmental education is to facilitate the utilisation of ecological information in the solution of problems. In order to outline how this can work in practice, a case study is used to outline the role of environmental education as the linkage between science (its institutions, actors and products) and different sectors of society involved in the management of ecosystems, their resources and the services they provide. 相似文献
This is a response to [Jordahl, H., Poutvaara, P., & Tuomala, J. (2009). Comment on education returns of wage earners and self-employed workers. Economics of Education Review 28]. We acknowledge that econometrics have improved since the time our original paper was written, so that the choice of accurate instruments is now more deeply founded. However, in this note, we argue that the differences in the estimates obtained by Jordahl et al. (2009) has been generated not only because the “sensibility of HT estimators to the choice of instrumental variables”, but also to the estimation metholology followed by them, in which rarely changing variables are considered to be time-varying. 相似文献
This research explores the relevance of cooperation and students’ environmental disciplinary concentration on decision-making with respect to environmental issues – specifically the use of water, a limited common-pool resource. For this purpose, 61 environmental sciences students and 46 educational sciences students played the role of farmers and made decisions about irrigating their fields in the simulation ‘Irrigania.’ Prior to the simulation exercise, participants were randomly assigned to an experimental condition (competition or cooperation). Results demonstrated that both a cooperation situation and students’ environmental disciplinary concentration are related to the use of more pro-environmental and less selfish irrigation strategies in the simulation. Moreover, high levels of cooperation were able to counteract the lack of students’ disciplinary concentration on environmental problems; inversely, high levels of disciplinary concentration on environmental problems were able to counteract the competitive situations. This study highlights the relevance of programs that provide learning of (1) cooperative contexts that may reinforce cooperative frameworks on which students could base their behaviors, and (2) broader disciplinary concentration related to environmental problems that could lead to students feeling powerful in respect of knowing how to act against those problems and, thus, behaving in less selfish ways, with positive implications for the planet. 相似文献
Different methods have been developed to quantify trunk muscle strength and endurance. However, some important protocol characteristics are still unclear, hindering the selection of the most suitable tests in each specific situation. The aim of this study was to examine the reliability and the relationship between 3 representative tests of the most common type of protocols used to assess trunk muscle strength and endurance. Twenty-seven healthy men performed each test twice spaced 1 month apart.Trunk strength and endurance were evaluated with an isokinetic dynamometer and 2 field tests including Biering-Sørensen test and Flexion–rotation trunk test.
All tests showed a good relative consistency (intraclass correlation coefficient [ICC]> 0.75), except for the isokinetic endurance variables which had low–moderate reliability (0.37 < ICC > 0.65). Absolute reliability seemed slightly better in the isokinetic protocol than in the field tests, which showed about 12% of test–retest score increase. No significant correlations were found between test scores.
After a familiarisation period for the field tests, the 3 protocols can be used to obtain reliable measures of trunk muscle strength and endurance. Based on the correlation analysis, these measures are not related, which highlights the importance of selecting the most suitable trunk test for each situation. 相似文献
In order to prevent bullying, research has characterised the adolescents involved in terms of their social skills, maladjustment and popularity. However, there is a lack of knowledge concerning the relationships between these variables and how these relationships predict bullying involvement. Moreover, the literature has focused on pure bullies and victims, despite the fact that bully-victims are known to be the most troubled. The aim of this work is to study the relationships between these variables and their predictive value, focusing on the bully-victim role. The sample (N?=?641) is made up of adolescents aged between 12 and 17?years. The results mainly indicate that the level of maladjustment and social skills predicts sociometric popularity, which is a significant predictor of bullying involvement. Differences in the social roles were observed, suggesting that social skills and maladjustment serve a different purpose for bully-victims than for the other roles involved. 相似文献
This article presents an analysis of teachers’ impressions of their shared objectives and values, together with their conceptions of interculturality and inclusion. The educational reality of a school in Valencia (Spain) is described, based on the exploration through semi-structured interviews. From the systematically categorized information, we obtained two dimensions that, when analyzed, enabled us to draw up lines of action or initiatives for change. We suggest actions that may be taken to transform their school culture and to guide their work towards an inclusive and intercultural model. 相似文献
AbstractThe objective of this study was to identify cognitive apprehensions used by fifth- and sixth-grade students (10–12-year-olds) when answering far generalization questions in two problems of visual pattern generalization. A total of 81 students solved two linear generalizing problems, presented in two different configurations, in a succession of figures (square tables or trapezoid tables). The results showed that students used different types of cognitive apprehensions to solve problems and that these apprehensions sometimes changed according to the configuration of the sequence of figures. This finding indicates that configurations could determine apprehensions used by students, which in some cases led to the emergence of algebraic thinking. In addition, difficulties in modifying apprehension and a lack of coordination between spatial and numerical structures could explain some students’ difficulties in far generalization. 相似文献