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271.
Sanders R Sanders L 《Sports biomechanics / International Society of Biomechanics in Sports》2005,4(2):245-268
The aim of this study was to determine whether a constructivist approach, in particular a visit to a zoo, could be effective in consolidating mechanical concepts and applying those concepts to coaching and teaching. Ten students in their final year of their Bachelor of Physical Education at the University of Edinburgh participated in a visit to Edinburgh Zoo. During the visit students completed a worksheet of questions and engaged interactively in discussing how various animals are adapted mechanically to survive in their environments. Immediately after the visit they completed a questionnaire with four sections. The first section assessed whether they could apply the mechanical concepts discussed during the visit to human sports performance. The second canvassed their opinions on whether the visit was effective in reinforcing mechanical concepts, in developing 'lateral thinking' about mechanical concepts, and in improving their ability to apply mechanical concepts to coaching and teaching. The third canvassed their opinions on whether the visit would be effective for senior high school Physical Education and Sports Science students for developing mechanical concepts and applying them to coaching. The fourth section canvassed their opinions on when the visit should be conducted for Physical Education and Sports Science students in universities and in senior high schools. The results indicated that the visit was effective in reinforcing mechanical concepts and in applying them laterally to improve understanding of human sports performance. Participants believed that the visit would also be effective for senior high school students. All participants believed that the visit would be most beneficial after at least one course in biomechanics that covers the basic biomechanical principles. 相似文献
272.
Lesley Koplow 《International Journal of Disability, Development & Education》1986,33(2):146-150
Teachers of disturbed children often are exasperated by the inability of these children to maintain their personal boundaries; their high empathy level often leaves them vulnerable to the feeling states of those around them. In contrast, the early childhood teacher is often frustrated by the slowness of the healthy pre‐school child to develop empathic responses. Examination of empathy from a developmental perspective helps provide insight into the uses and abuses of fostering empathic responses in both normal and exceptional children. 相似文献
273.
A partnership between the Specialist Health Promotion Service of NHS Tayside and Dundee City Council developed a project, 'Discover Health', to bring health information to the public. The two main formats used were traditional leaflets and Internet access via the People's Network, both available in public libraries. The steering group for the project was made up of staff from both organisations. The NHS side secured the funding; the Council side provided the accommodation and information and communication technologies. The partnership worked well, and the project is continuing, with expansion in the pipeline for other areas within Tayside. The various aspects of the functioning of the partnership are discussed. A literature review of similar initiatives is included. 相似文献
274.
Lesley Abbott Brenda Griffin Mike Johnson 《International Journal of Early Years Education》1997,5(2):129-138
The development of a 30‐hour module for inclusion in professional development programmes for Educare workers is described. The module was composed of contributions from seven EU countries. The contents of each session and the responses of a pilot group of students to it are analysed and the implications for future work discussed. It is concluded that the module proved an effective way of encouraging students to reflect on the dilemmas implicit in all early years work and to be open to a far wider range of possible philosophies and practices. 相似文献
275.
PROSPECTS - The Covid-19 pandemic has caused havoc in the world, radically changing our lives and raising new and old questions, both existential and educational. This pandemic has revealed the... 相似文献
276.
Antenatal education is a crucial component of antenatal care, yet practice and research demonstrate that women and men now seek far more than the traditional approach of a birth and parenting program attended in the final weeks of pregnancy. Indeed, women and men participating in this study recommended a range of strategies to be provided during the childbearing year, comparable to a “menu in a restaurant.” Their strategies included three program types: “Hearing Detail and Asking Questions,” “Learning and Discussing,” and “Sharing and Supporting Each Other.” The characteristics of each type of program are identified in this article. The actual learning methods the study participants recommended to be incorporated into the programs were “Time to Catch Up and Focus,” “Seeing and Hearing the Real Experience,” “Practicing,” and “Discovering.” 相似文献
277.
This paper examines problems in the interpretation of attitude data which may arise when the dimensionality of the instrument and sources of heterogeneity in the population are ignored. As a specific example, the paper describes the development and analysis of an instrument designed to measure primary school children's liking of science-related activities. Careful analysis of the patterns of response to the questionnaire created some disquiet about the conventional methods used to collapse data from attitude scales. The results demonstrate that conclusions drawn from attitude measurement can be misleading when proper attention is not given to the structure of the instrument nor to the structure of the population from which the measurements are made. 相似文献
278.
This article considers contemporary policy claims about “what literacy is” and “what literacy does.” First, the article reviews in-depth the ways in which development discourses define literacy, and the claims made in development discourses about the “consequences” of literacy for economic and political development. I then draw on 24 months of ethnographic research in Brazil with 41 highly impoverished literacy students from four literacy programs in two cities in order to demonstrate that there is no predictable “impact” of literacy on development. Instead, I show that the opportunities afforded by literacy depend greatly on the types of literacy and the types of literacy programs made available to students, as well as students’ cultural understandings of literacy and the social, political, and economic contexts within which they attempt to assert new literacy practices. The article concludes that we should not consider literacy as an actor with some “impact”; instead, we should examine how people use literacy in ways that are conditioned by social and cultural forces. 相似文献
279.
Yvonne Hong Lesley Gardner 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1831-1845
This study presents and evaluates the educational potentials that Social Network Services (SNS) offer to students in the higher education context. The first aim of this study is to explore students’ perceptions of Facebook Learning Groups (ie, Facebook Groups that were created for learning purposes), and the learning and affective benefits that SNS offer to students. This study further explores the influence of four identified factors (ie, self-efficacy, privacy, trust and presence of teaching members) in moderating students’ perception and learning engagements on SNS. Findings from an online survey demonstrate the usefulness of these learning groups. Trust and presence of teaching members were also indicated to have significant influences in affecting students’ perception and engagement in Facebook Learning Groups. 相似文献
280.