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Journal of Science Teacher Education - 相似文献
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The need to identify information sources which facilitate a functional coupling of perception and action in representative practice contexts is an important challenge for sport scientists and coaches. The current study investigated the role of visual information in regulating athlete gait behaviours during a locomotor pointing task in cricket. Integration of experiential knowledge of elite coaches and theoretical understanding from previous empirical research led us to investigate whether the presence of an umpire would act as a vertical informational constraint that could constrain the emergent coordination tendencies of cricket bowlers’ run-up patterns. To test this idea, umpire presence was manipulated during run-ups of 10 elite medium-fast bowlers. As hypothesised, removal of the umpire from the performance environment did not result in an inability to regulate gait to intercept a target, however, the absence of this informational constraint resulted in the emergence of different movement patterns in participant run-ups. Significantly lower standard deviation values of heel-to-crease distances were observed in the umpire condition at multiple steps, compared to performance in the no-umpire condition. Manipulation of this informational constraint altered gait regulation of participants, offering a mechanism to understand how perception–action couplings can be varied during performance in locomotor pointing tasks in sport. 相似文献
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David A. Greenwood 《Environmental Education Research》2008,14(3):336-348
Differences of perspective, standpoint and subjectivity can help to enlarge the conceptual landscape of environmental education theory. Rejections of difference, on the other hand, can become an intolerance that narrows the scope of inquiry. This rejoinder argues that Bowers’ repeated rejections of critical pedagogy are based on a partial reading of the critical tradition, and that these critiques, including his current call to ‘avoid embracing’ a critical pedagogy of place, are unnecessarily dismissive and therefore counterproductive. Environmental education has benefited and will continue to benefit from the critical tradition of which critical pedagogy is a part. Relationships and/or antagonisms are constructed through human responses and interactions. Sameshima’s pedagogical theory of parallax is introduced as a way of seeing relationships between ideas that have been thought to be opposed. Moving toward relationship rather than rivalry, the rejoinder concludes by suggesting that Bowers’ and Freire’s criticality is actually more alike than different. 相似文献
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Colette Murphy Jim Beggs Karen Carlisle Julian Greenwood 《International Journal of Science Education》2013,35(8):1023-1035
This study is an investigation of the impact of collaborative teaching by student‐teachers and classroom teachers on children’s enjoyment and learning of science. The paper describes findings from a project in which undergraduate science specialist student‐teachers were placed in primary schools where they ‘co‐taught’ investigative science and technology with primary teachers. Almost six months after the student placement, a survey of children’s attitudes to school science revealed that these children enjoyed science lessons more and showed fewer gender or age differences in their attitudes to science than children who had not been involved in the project. The authors discuss how this model of collaborative planning, teaching and evaluation can both enhance teacher education and improve children’s experience of science. 相似文献
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Frederick Tracy.† Francis Greenwood Peabody§ J. W. F. Davies∗ Henry Churchill King† Herbert Wright Gates∗ Kenyon L. Butterfield∗ 《Religious education (Chicago, Ill.)》2013,108(3):181-195
This article brings to bear on our understanding of learning many insights from the field of psychology 相似文献
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