排序方式: 共有76条查询结果,搜索用时 15 毫秒
51.
Johanna Skillen Valérie-D. Berner Katja Seitz-Stein 《The Journal of educational research》2018,111(5):554-563
The study evaluates the linear number board game 100 House. Taking into account Krajewski's (2003, 2013) development model of mathematical competencies, this game supports the development of mathematical competencies in 6-year-old children. The board game design is based on the American cognitive alignment framework approach and aims to enhance the number board game Race to Space (Laski & Siegler, 2014). German 6-year-old children (N = 48) received four game-playing sessions, either counting on from their current position on the board game (count-on condition) or counting their steps from one (count-from-1 condition). In a pretest, posttest, and follow-up session, children's mathematical performance was assessed. The results show that playing the game led to stable improvements, especially in mathematical competencies of the first and second level of the underlying development model. Children in the count-on condition displayed a greater benefit. Supporting mathematical competencies by playing number board games is discussed. 相似文献
52.
Mihelič Katarina Katja Lim Vivien Kim Geok Culiberg Barbara 《European Journal of Psychology of Education - EJPE》2023,38(2):567-585
European Journal of Psychology of Education - This paper examines mobile cyberloafing, i.e. the use of phones for non-study purposes among Gen Z students, the first generation of digital natives.... 相似文献
53.
Katja Natale Jaana Viljaranta Marja‐Kristiina Lerkkanen Anna‐Maija Poikkeus Jari‐Erik Nurmi 《教育心理学》2009,29(5):603-619
The present study investigated whether kindergarten teachers' causal attributions would predict children's reading‐related task motivation and performance, or whether it is rather children's motivation and performance that contribute to teachers' causal attributions. To investigate this, 69 children (five to six years old at baseline) and their teachers were examined twice during the kindergarten year. Teachers filled in a questionnaire measuring their causal attributions twice during the kindergarten year. Information about the children's reading‐related task motivation and performance was gathered at the beginning of and at the end of the kindergarten year. The results showed that the higher the task motivation and performance in reading the children showed, the more the teachers attributed their success to ability and effort, and the less they attributed it to teachers' help. Teachers' ability and effort attributions for success, in turn, predicted a high level of children's subsequent task motivation in reading. Moreover, teachers seldom attributed high‐achieving children's failure to lack of ability or effort. 相似文献
54.
Burkhard Priemer Katja Eilerts Andreas Filler Niels Pinkwart Bettina Rösken-Winter Rüdiger Tiemann 《Research in Science & Technological Education》2020,38(1):105-130
ABSTRACTBackground: Recent developments in STEM and computer science education put a strong emphasis on twenty-first-century skills, such as solving authentic problems. These skills typically transcend single disciplines. Thus, problem-solving must be seen as a multidisciplinary challenge, and the corresponding practices and processes need to be described using an integrated framework.Purpose: We present a fine-grained, integrated, and interdisciplinary framework of problem-solving for education in STEM and computer science by cumulatively including ways of problem-solving from all of these domains. Thus, the framework serves as a tool box with a variety of options that are described by steps and processes for students to choose from. The framework can be used to develop competences in problem-solving.Sources of evidence: The framework was developed on the basis of a literature review. We included all prominent ways of domain-specific problem-solving in STEM and computer science, consisting mainly of empirically orientated approaches, such as inquiry in science, and solely theory-orientated approaches, such as proofs in mathematics.Main argument: Since there is an increasing demand for integrated STEM and computer science education when working on natural phenomena and authentic problems, a problem-solving framework exclusively covering the natural sciences or other single domains falls short.Conclusions: Our framework can support both practice and research by providing a common background that relates the ways, steps, processes, and activities of problem-solving in the different domains to one single common reference. In doing so, it can support teachers in explaining the multiple ways in which science problems can be solved and in constructing problems that reflect these numerous ways. STEM and computer science educational research can use the framework to develop competences of problem-solving at a fine-grained level, to construct corresponding assessment tools, and to investigate under what conditions learning progressions can be achieved. 相似文献
55.
Thorsten Henke Katja Bogda Jennifer Lambrecht Stefanie Bosse Helvi Koch Kai Maaz Nadine Spörer 《Zeitschrift für Erziehungswissenschaft》2017,20(3):449-474
The objective of this study was to determine the relationship between having a special educational needs background (SEN) and the likelihood of having friends in inclusive classes. We assumed that a combination of individual, dyadic and contextual variables can sufficiently explain the relation between a SEN diagnosis and the likelihood of friendship. Data analysis was based on a cross-sectional sample of students (N = 1241) in second and third grade primary-school classes. To address the different levels adequately, the present study improves upon previous research in two ways: First, the sociometric data were analyzed with the p2 model, a specialized multilevel network model. Second, the study focused solely on friendships and emphasized the concept’s unique features with respect to inclusive education. Data analysis indicated that students with SEN had a decreased probability of becoming friends with their classmates compared to students without SEN. Even when individual, dyadic, and contextual variables were included into the model, the association between a SEN diagnosis and the likelihood of friendship persisted. The implications of the results are discussed with respect to their implications for inclusive teaching practice. 相似文献
56.
Karin Hannes Katja Petry Mieke Heyvaert 《International Journal of Research & Method in Education》2018,41(3):291-305
The present article focuses on the meta-aggregative approach to qualitative evidence synthesis. Originally developed in Australia by the Joanna Briggs Institute, it mirrors the review process for reviews of effectiveness outlined by the international Cochrane and Campbell Collaboration, while remaining sensitive to the specific characteristics of qualitative research. Meta-aggregation is largely inspired by American pragmatism, hence its most distinct feature is that it produces synthesized statements in the form of ‘lines of action’ to be undertaken by practitioners and policy-makers. After a decade of implementing the meta-aggregative approach, we consider its challenges and outline how these can be dealt with in practice. We illustrate this by means of a worked example on experiences of pupils with special educational needs in inclusive education. 相似文献
57.
Dorien Jansen Elke Emmers Katja Petry Laura Mattys Ilse Noens Dieter Baeyens 《Journal of Further & Higher Education》2018,42(2):259-275
Because of a better understanding of autism spectrum disorder (ASD) in all stages of life and the improvement of support of students with ASD in primary and secondary education, an increasing number of students with ASD are accessing higher education. Previous research suggests that these students have fewer opportunities in higher education due to a number of functioning and participation problems. However, literature regarding students with ASD in higher education is rather scarce. This article presents an overview of recent studies in a literature review describing the functioning and participation problems of young adults with ASD. This literature review is complemented by focus groups with student mentors and interviews with students with ASD to connect the insights from the literature review to the context of higher education and to check whether all functioning and participation problems are covered by the existing literature. The review showed that little is known about the functioning and participation problems of students with ASD in higher education. However, knowledge about the full spectrum of problems can be the first step towards a better match between the individual problems and the offered reasonable accommodations to increase the participation chances and success rate of these students in higher education. 相似文献
58.
Katja Vähäsantanen Päivi Hökkä Anneli Eteläpelto Helena Rasku-Puttonen Karen Littleton 《Vocations and Learning》2008,1(2):131-148
Recent studies have described professional identity as the interplay between individual agency and social context. However,
we need to understand how these are intertwined in different kinds of work settings. This paper focuses on teachers’ professional
identity negotiations as involving the work organisation, the professional community and individual agency. The data were
gathered from two work organisations representing different management cultures and sources of control over teachers’ work.
Open-ended narrative interviews were used, focusing on teachers’ own experiences and perceptions. A data-driven qualitative
analysis was applied. Our findings indicated that different work organisations provided differing resources for teachers’
professional identity negotiations. Teachers were more committed to their work organisation if they had enough agency, if
they had opportunities to practise their own orientations towards the profession, and if major changes were not imposed on
their working practices from outside. 相似文献
59.
Hanna Schleihauf Stefanie Hoehl Neli Tsvetkova Alexander König Katja Mombaur Sabina Pauen 《Child development》2021,92(1):222-238
From preschool age, humans tend to imitate causally irrelevant actions—they over-imitate. This study investigated whether children over-imitate even when they know a more efficient task solution and whether they imitate irrelevant actions equally from a human compared to a robot model. Five-to-six-year-olds (N = 107) watched either a robot or human retrieve a reward from a puzzle box. First a model demonstrated an inefficient (Trial 1), then an efficient (Trial 2), then again the inefficient strategy (Trial 3). Subsequent to each demonstration, children copied whichever strategy had been demonstrated regardless of whether the model was a human or a robot. Results indicate that over-imitation can be socially motivated, and that humanoid robots and humans are equally likely to elicit this behavior. 相似文献
60.
Kay Winkert Jürgen M. Steinacker Katja Machus Jens Dreyhaupt Gunnar Treff 《European Journal of Sport Science》2019,19(2):208-216
Introduction: Successful rowers are heavier and taller than their opponents, but the effect of these variables on long-term career attainment in juniors has not been examined. We therefore analysed this in a large sample of elite German junior rowers. Methods: Former German Junior National Team rowers (N?=?910; 399 females) were grouped according to their highest career attainment, i.e., participation in U19-, U23-, Senior World Championships or Olympic Games (OG). Differences in standing height (SH), body mass (BM) and body mass index (BMI) between groups were analysed using unpaired t-tests and magnitude-based inferences (MBI), effects of anthropometrics on career attainment were analysed with a proportional odds model. Interquartile ranges of the OG group were used to define normative data ranges. Results: SH and BMI very likely differed between career attainment in females. The same was found in males for SH and BM. BM (odds ratio (OR)?=?0.958, P?=?.0171) and BMI (OR?=?0.787, P?=?.0004) had a significant effect on career attainment in females as SH (OR?=?1.072, P?=?.0002) and BM (OR?=?1.049, P?=?.0004) had in males. Interquartile ranges of SH and BM were 178–184?cm and 68–73?kg in females, 190–196?cm and 84–93?kg in males. Conclusion: Anthropometric characteristics at junior age affect long-term career attainment even within elite U19 National Team rowers, underlining the relevance of anthropometric assessments and their consideration for talent identification and development programmes in rowing. We provide evidence-based normative data that rule out an anthropometric limitation of junior rowers for career progression to Olympic level. 相似文献