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961.
Laura Gosine Brianna Kean Chelsea Parsons Matthew B. McSweeney 《Journal of Food Science Education》2021,20(1):18-25
Three‐dimensional (3D) food printing is a new technology that can be used to produce personalized and customized food products. However, very little research has been completed on how 3D food printers could be used as educational tools. As such, the objective of this study was to evaluate how teachers (n = 6), dietitians (n = 6), and nutrition students (n = 11) envision the use of 3D food printers when disseminating information about food and nutrition. Focus groups were conducted with teachers, dietitians, and nutrition students. Initially, the participants were introduced to the concept of 3D food printing and then they were asked how they could use a 3D food printer in their teachings. The participants did not feel that a 3D food printer would enhance their teaching and instead felt it could confuse or frighten people. Also, all of the participants were worried about learning how to 3D print foods. The participants did state that people would be interested in watching a 3D food printer. Furthermore, the teachers and nutrition students indicated they thought a demonstration of a 3D food printer would lead to more interest in food and nutrition. Additionally, they thought a 3D food printer could be used to create visually appealing foods. Overall, until 3D food printers are found in residential and commercial kitchens, the participants did not think it would enhance their teachings; however, they did indicate that 3D food printing demonstrations could lead to students being interested in the food and nutrition fields. 相似文献
962.
This study examined whether children’s reading rate, comprehension, and recall are affected by computer presentation of text.
Participants were 60 grade five students, who each read two expository texts, one in a traditional print format and the other
from a computer monitor, which used a common scrolling text interface. After reading each text, participants were asked to
recall as much as they could from what they had read and then answered questions that measured text recall and comprehension.
Children took more time to read the passage and recalled more of the text material that they had read from the computer monitor.
The benefit of computer presentation disappeared when efficiency variables, which take time into account, were examined. Children
were, however, more efficient at comprehending text when reading from paper. The results suggest that children may take more
time to read text on computer screens and that they are more efficient when reading text on paper. 相似文献
963.
This paper focuses on our experience of researching the influence of ResourceSmart Schools, a sustainable schools programme in Victoria, Australia. Drawing on ideas from programme theory and realist synthesis, we illustrate and reflect upon our approach to conceptualising, investigating and generating evidence about the programme’s impacts and influence in participating schools. This distinction is deliberate: it helps distinguish between efforts to understand the impacts that a programme has within schools (programme impact), and efforts to understand what it is about a programme that is influential in bringing about those impacts (programme influence). Drawing on evidence from our work in this project and the wider literature, we argue for a more nuanced discussion and more sophisticated investigations into the complexities of programme influence, rather than impacts only. Our conclusions suggest key areas of development for our own work, the provision of environmental and sustainability education, and their evaluation and research more broadly. 相似文献
964.
965.
Matthew X. Curinga 《Educational theory》2016,66(3):369-387
Massive open online courses (MOOCs) take university lectures and other educational materials and make them available for free as online “courses.” Liberal and neoliberal MOOC supporters laud these courses for opening up education to the world while incorporating market dynamics to improve quality and drive down costs. Skeptics claim MOOCs are a bald attempt to privatize higher learning, thus creating an apartheid educational system with traditional universities serving the wealthy while everyone else is left with cut‐rate online learning. This essay draws on the political theory of autonomist Marxism, arguing that MOOCs are capital's defensive reaction to the threats of resistant universities on one side, and unmanageable Internet‐based learning on the other. It then looks at which MOOC designs would support education for the “multitude,” which is the term used by autonomist Marxism to describe an autonomous, diverse, networked political body. 相似文献
966.
Matthew J. Mayhew Gregory C. Wolniak Ernest T. Pascarella 《Research in higher education》2008,49(4):337-356
We investigated curricular conditions and educational practices that influenced the development of life-long learning orientations
among 405 undergraduate students. Results suggest that growth in life-long learning orientations was facilitated by instruction
that included opportunities for reflection, active learning, and perspective-taking and that provided students with opportunities
for positively interacting with diverse peers. Negative diverse peer interactions were found to stifle development. Implications
for researchers and practitioners are discussed. 相似文献
967.
Tiffany A. Moisan Robert N. Swift Brian A. Campbell James K. Yungel Matthew A. Linkswiler Jessica K. Nolan 《Journal of Science Education and Technology》2008,17(3):252-261
Recently there have been newly launched ocean color satellites which target the coastlines at unprecedented scales. Science
education curricula can benefit from the provision of small low-cost spectroradiometers and curriculum supplemental materials
that can be incorporated in a “hands on” teaching approach to explain and demonstrate remote sensing reflectance principles.
A lesson in which a progressive set of spectral measurements of familiar and unfamiliar objects and natural waters acquired
by students using a small fiberoptic probe and spectroradiometer is presented. This lesson has a dual purpose. The first is
to serve as a teaching supplement to high school science curricula while paralleling the National Science Education Standards
(NSES) for NASA ocean color products, as well as other satellite ocean products such as GLI and MERIS. The second is to focus
on the scientific goals of the graduate-school bound undergraduate student by providing a fundamental understanding of the
principles of passive ocean color remote sensing that will perhaps nurture the interest of some students toward research involving
utilization of NASA’s Earth science data products. We intend to have these spectroradiometers readily available for use by
teachers in the Earth sciences through a publicly available technology library. 相似文献
968.
Loretta C. Rudd Matthew C. Lambert Macy Satterwhite Amani Zaier 《Early Childhood Education Journal》2008,36(1):75-80
Previous research indicates that, prior to entering kindergarten, most children are exposed to some type of formal or direct
mathematics instruction. However, the type of mathematical language and the frequency of its use vary greatly in terms of
its emphasis on academic content. This study investigated the types and frequency of mathematical language used in six classrooms
for children ranging in age from birth to five years. The study site was a quality early childhood setting at a state university
in Southwest. Results indicated that utterances pertaining to spatial relations exceeded any other type of mathematical concepts
by approximately twice the frequency. In addition, there was a paucity of higher level mathematical concepts observed. These
data suggest a need for enhanced attention to higher level mathematical concepts explored in early childhood settings. 相似文献
969.
Matthew T. Mahar Gregory J. Welk David A. Rowe 《Measurement in physical education and exercise science》2018,22(3):239-249
Purpose: To develop models to estimate aerobic fitness (VO2max) from PACER performance in 10- to 18-year-old youth, with and without body mass index (BMI) as a predictor. Method: Youth (N = 280) completed the PACER and a maximal treadmill test to assess VO2max. Validation and cross-validation groups were randomly formed to develop and examine accuracy of models. Participants were classified into FitnessGram® Healthy Fitness Zone categories based on measured and estimated VO2max and criterion-referenced validity was evaluated. Results: Multiple correlations between measured and estimated VO2max ranged from .70 to .73, with standard errors of estimate between 6.43 and 6.68 mL·kg?1·min?1. Accuracy with and without BMI was nearly identical. Overall, criterion-referenced validity evidence was moderate. Conclusion: Moderately accurate and feasible models were developed. Minimal improvement in accuracy was noted when BMI was added as a predictor. The model with PACER and age as predictors has a high level of utility for youth fitness testing. 相似文献
970.
Mark Evans Ella Patchett Rickard Nally Rachel Kearns Matthew Larney 《European Journal of Sport Science》2018,18(3):376-386
Acute ingestion of ketone salts induces nutritional ketosis by elevating β-hydroxybutyrate (βHB), but few studies have examined the metabolic effects of ingestion prior to exercise. Nineteen trained cyclists (12 male, 7 female) undertook graded exercise (8 min each at ~30%, 40%, 50%, 60%, 70%, and 80% VO2peak) on a cycle ergometer on two occasions separated by either 7 or 14 days. Trials included ingestion of boluses of either (i) plain water (3.8?mL?kg?body mass?1) (CON) or (ii) βHB salts (0.38?g?kg?body mass?1) in plain water (3.8?mL?kg body mass?1) (KET), at both 60 min and 15 min prior to exercise. During KET, plasma [βHB] increased to 0.33?±?0.16?mM prior to exercise and 0.44?±?0.15?mM at the end of exercise (both p?.05). Plasma glucose was 0.44?±?0.27?mM lower (p?.01) 30?min after ingestion of KET and remained ~0.2?mM lower throughout exercise compared to CON (p?.001). Respiratory exchange ratio (RER) was higher during KET compared to CON (p?.001) and 0.03–0.04 higher from 30%VO2peak to 60%VO2peak (all p?.05). No differences in plasma lactate, rate of perceived exertion, or gross or delta efficiency were observed between trials. Gastrointestinal symptoms were reported in 13 out of 19 participants during KET. Acute ingestion of βHB salts induces nutritional ketosis and alters the metabolic response to exercise in trained cyclists. Elevated RER during KET may be indicative of increased ketone body oxidation during exercise, but at the plasma βHB concentrations achieved, ingestion of βHB salts does not affect lactate appearance, perceived exertion, or muscular efficiency. 相似文献