排序方式: 共有63条查询结果,搜索用时 15 毫秒
41.
Jennifer Lynne Eastwood Troy D. Sadler Dana L. Zeidler Anna Lewis Leila Amiri Scott Applebaum 《International Journal of Science Education》2013,35(15):2289-2315
The purpose of this study was to investigate the effects of two learning contexts for explicit-reflective nature of science (NOS) instruction, socioscientific issues (SSI) driven and content driven, on student NOS conceptions. Four classes of 11th and 12th grade anatomy and physiology students participated. Two classes experienced a curricular sequence organized around SSI (the SSI group), and two classes experienced a content-based sequence (the Content group). An open-ended NOS questionnaire was administered to both groups at the beginning and end of the school year and analyzed to generate student profiles. Quantitative analyses were performed to compare pre-instruction NOS conceptions between groups as well as pre to post changes within groups and between groups. Both SSI and Content groups showed significant gains in most NOS themes, but between-group gains were not significantly different. Qualitative analysis of post-instruction responses, however, revealed that students in the SSI group tended to use examples to describe their views of the social/cultural NOS. The findings support SSI contexts as effective for promoting gains in students’ NOS understanding and suggest that these contexts facilitate nuanced conceptions that should be further explored. 相似文献
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Christian Fischer Leila S. Overney Mathieu Fauve Olaf Blanke Hansueli Rhyner Michael H. Herzog 《Journal of sports sciences》2013,31(14):1567-1576
Abstract Flexural and torsional rigidity are important properties of skis. However, the flexural and torsional rigidity that lead to optimal performance remain to be established. In the present study, four pairs of slalom skis that differed in flexural and torsional rigidity were tested by advanced and expert skiers. Using a 10-item questionnaire, different aspects of the skis' performance were rated on a 9-point scale. For each pair of skis, physical measurements were compared with the ratings of the two groups of skiers. Correlations (Spearman) were then determined between (i) different mechanical properties of the skis (static and dynamic), (ii) subjective assessments of the participants, and (iii) properties of the skis and the participants' assessments. The latter showed that expert skiers rate the aspects of the skis more accurately than advanced skiers. Most importantly, expert skiers are particularly sensitive to torsion of the skis. These results suggest that such highly rated elements should be addressed in future ski designs. 相似文献
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Leila Sterman 《College & Undergraduate Libraries》2014,21(3-4):360-376
This study seeks to give libraries a plan for interinstitutional cooperation for institutional repositories that will benefit all involved: researchers, institutions, and, ultimately, global scholarship. This research uses repository studies, interviews with existing repository managers, and the input of libraries considering a repository to inform the exploration of the opportunities for collaboration in IR development and maintenance. This article proposes opportunities for collaboration between institutions in order to convince libraries that it is possible and effective to work together toward a common goal: highlighting existing working groups or alliances, sharing technology and hardware, building separate interinstitutional bodies to house repositories, and sharing the work of specialists. 相似文献
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Leila K. Kelleher Tyson A.C. Beach David M. Frost Andrew M. Johnson James P. Dickey 《Measurement in physical education and exercise science》2018,22(2):109-115
The scoring scheme for the functional movement screen implicitly assumes that the factor structure is consistent, stable, and congruent across different populations. To determine if this is the case, we compared principal components analyses of three samples: a healthy, general population (n = 100), a group of varsity athletes (n = 101), and a group of firefighters (n = 397). The congruence of the principal components derived through these analyses were evaluated across all of the samples, using Tucker’s congruence coefficient. Factor extraction was guided by parallel analyses, and interpretation was facilitated by Varimax rotation. We observed factor instability, low factor congruence, and inconsistent factor structure. Additionally, we observed a two-factor structure of the functional movement screen in all of our sample groups. These analyses suggest that, although the independent elements of the functional movement screen may continue to be used, use of the composite score is not supported by the factor structure of the measure. 相似文献
46.
Conceptions of intelligence as social representations 总被引:1,自引:0,他引:1
The aim of the study was to investigate the theory put forward by Mugny and Carugati that social representations of intelligence are organised both by social identity and by experiences of unfamiliarity. Parents’, teachers’ and students’ conceptions of intelligence were examined in two separate questionnaire-based studies, the first one (N=196) dealing with views on the development of intelligence, and the second one (N=222) with views on the definitions of intelligence. It was found that social identity (“fostererhood” and teacherhood) tends to organise the conceptions in terms of the “theory of natural inequalities”, as suggested by Mugny and Carugati. However, the experienced unfamiliarity of intelligence had a clear effect only on the conceptions of development, and there were no general associations between social identity and experienced unfamiliarity. We suggest that the social representations of intelligence might be organised in terms of several basic themes, with one dealing with the puzzle of development, another with the definition of intelligence, and a third, more general one, treating the whole concept of intelligence with suspicion and apprehension. 相似文献
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This paper outlines a rudimentary process intended to guide faculty in K-12 and higher education through the steps involved to produce video for their classes. The process comprises four steps: planning, development, delivery and reflection. Each step is infused with instructional design information intended to support the collaboration between instructional support staff and faculty to produce video that will be meaningful to students and support their success in a class. In outlining this approach, the paper also explores technological and pedagogical considerations related to each of these steps that can help faculty and staff determine how best to incorporate video into online classes. Finally, supported by research on best video practices and with examples from our own experiences as instructional designers and instructors, the paper outlines how these steps relate to four broad categories of video: introduce, model, explain/inform and feedback. 相似文献
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Academic libraries can effectively plan and market their services by identifying the value users perceive in their services and in their social media communications about those services. This study reports on findings of a survey of 104 undergraduate students in information technology courses at a large research university. Results of an ordered logistic regression analysis indicated that students considered access to information and computer resources and study support services as the most important library services offered. Likewise, students perceived library social media postings related to operations updates, study support services, and events as the most useful. Future related research will investigate the needs and priorities for library services of other key user populations of academic libraries, such as graduate students and online students, to assemble service repertoires that are tailored to individual user groups. In addition, future research will examine whether and how libraries can use the analysis of users' engagement with a library's social media postings to inexpensively gauge the value they perceive in library services. 相似文献
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We examined the role of justification for knowing beliefs in learning and comprehension when ethnic majority and ethnic minority students from the same school classes read five conflicting documents on the scientific issue of sun exposure and health. Results showed that the more ethnic minority students trusted scientific authorities and the less they relied on personal opinion when validating knowledge claims in the domain of science, the more they learned from and the better they comprehended the documents. In contrast, justification for knowing beliefs did not seem to play a role in learning and comprehension among ethnic majority students. These results may reflect that the documents represented more of a challenge to the ethnic minority students, with justification beliefs affecting learning and comprehension processes to a greater extent when the task is perceived as an ill-structured problem. This study is probably the first to indicate different relationships between various justification beliefs and performance in different language and cultural groups, having theoretical as well as educational implications. 相似文献