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221.
João M. Fernandes Natascha van Hattum-Janssen António Nestor Ribeiro Victor Fonte Luís Paulo Santos Pedro Sousa 《European Journal of Engineering Education》2012,37(2):167-177
Many of the current approaches used in teaching and learning in engineering education are not the most appropriate to prepare students for the challenges they will face in their professional careers. The active involvement of students in their learning process facilitates the development of the technical and professional competencies they need as professionals. This article describes the organisation and impact of a mini-conference and project work – the creation of a software product and its introduction in the market – aimed at the development of professional competencies in general and writing skills in particular. The course was evaluated by assessing the students’ perception of the development of a number of professional competencies through a questionnaire completed by 125 students from two consecutive year groups. The results indicate that the project work and the mini-conference had a positive impact on students’ perceptions of the development of professional competencies. 相似文献
222.
Pam Maras Mark Brosnan Nathan Faulkner Tony Montgomery Pedro Vital 《Emotional and Behavioural Difficulties》2013,18(4):281-298
Fifty‐six secondary school students with and without social emotional and behavioural difficulties (SEBDs) completed self‐report measures of their strengths and difficulties, self‐concept and social identity, cognitive attributional style and participated in computer‐based tests of risk‐taking and impulsivity. Contrary to common understanding, the students with SEBDs made realistic estimations of their difficulties and were as able to make attributions as their peers without SEBDs; though they tended to attribute negative events internally significantly more often than did students without SEBDs. No differences were found between the two groups in terms of risk‐taking as measured on a computer‐based test. Implications of these findings for identification of and working with students with SEBDs are considered. 相似文献
223.
Sofia Freire Cláudia Faria Cecília Galvão Pedro Reis 《Research in Science Education》2013,43(1):163-178
Living in an unpredictable and ever changing society demands from its’ citizens the development of complex competencies that challenges school, education and curriculum. PARSEL, a pan-European Project related to science education, emerges as a contribution to curricular development as it proposes a set of teaching-learning materials (modules) in order to make science classes more popular and relevant in the eyes of the students and as such to increase their interest with school science. The goal of this study was to understand how students evaluate those innovative modules. This paper presents data concerning 134 secondary students, collected through interviews, questionnaires and written documents. A quantitative analysis of the data collected through questionnaires was complemented by a qualitative analysis of the data collected by interviews and written documents. Results show that understanding the relationship between science and daily life, participating in practical activities based on problem solving and developing critical thinking and reasoning were the issues most valued by students. 相似文献
224.
Miguel López-Zamora Carlos J. Álvarez Pedro L. Cobos 《Scientific Studies of Reading》2013,17(5):443-456
This article examines the relationship between individual differences in speech perception and sublexical/phonological processing in reading. We used an auditory phoneme identification task in which a?/ba/-/pa/?syllable continuum measured sensitivity to classify participants into three performance groups: poor, medium, and good categorizers. A lexical decision task manipulated syllable and word frequency. We found that the two tasks were associated. Poor categorizers did not present the typical syllable frequency effect; however, the other groups were sensitive to phonological information to differing degrees and showed the inhibitory syllable frequency effect only for low-frequency words. These results suggest that auditory phoneme identification efficiency may be related to the sublexical processes involved in reading words. 相似文献
225.
Fátima Oropesa Carmen Moreno Pedro Pérez Victoria Muñoz-Tinoco 《Cultura y Educación》2013,25(1):159-183
AbstractIn order to differentiate between types of routine leisure activities and to evaluate their corresponding protection/risk value in adolescent development, we performed a study with a sample of 218 adolescents between the ages of 12 and 14 years by asking them to fill out a grid that analysed their daily routines. The results are presented here. They were required to account for each hour of a weekday by specifying whether they were awake or asleep, the place they were at, who they were with, and what type of activity they were engaged in. A group of these adolescents (N = 59) were considered to be at risk (they formed part of a social integration and marginalization prevention program), whereas the rest (comparison group) were their classmates. A multiple correspondence analysis was performed, revealing the existence of four adolescent typologies according to daily routines. The analysis showed that the routines incorporating a greater variety of leisure activities, as well as more creative, organized, and supervised activities, were associated with adolescents who possessed a more normative development, whereas more monotonous, unstructured and unsupervised activities tended to be characteristic of adolescent development at risk. 相似文献
226.
Pedro Rosário José Carlos Núñez Pere J. Ferrando Maria Olímpia Paiva Abílio Lourenço Rebeca Cerezo Antonio Valle 《Metacognition and Learning》2013,8(1):47-77
Since the 1970s, a large body of research has reported on the differences between deep and surface approaches to student learning. More recently, however, this metaphor for students’ approaches to learning has been applied to the practice of teaching. Studies at the university level have identified two approaches to teaching: the information transmission/teacher-focused approach and the conceptual change/student-focused approach. The present study analyzes the relationship between teachers’ approaches to teaching and high school students’ approaches to learning. The data were analyzed by fitting a two-level structural equation model based on the hypothesis that student academic achievement is significantly determined by the way they study and that the way they study is partially determined by the way teachers teach. The participants were high school students (778 twelfth graders) enrolled in biology courses and their teachers (40 total). The same model was proposed at both levels (i.e., within and between levels) and fit the data quite well. As expected, within level, the effects of the ‘approaches to learning’ on ‘biology achievement’ regression were far larger than the corresponding effects at between level. The central findings suggest worthy directions for future research. 相似文献
227.
Diana A. Santos Pedro B. Júdice João P. Magalhães Inês R. Correia Analiza M. Silva Fátima Baptista 《Journal of sports sciences》2013,31(24):2809-2817
ABSTRACTWe aimed to describe ST and its patterns on a national level. A hip-worn accelerometer (ActiGraph GT1M) was used to collect data during waking hours from 4575 Portuguese’ participants from 2007–2009 (2683 females) aged 10–102 years old. Data was presented by sex, in 5-years age intervals, and by adolescents (n=2833), adults (n=1122), and older adults (n=620). Lambda-mu-sigma (LMS) smoothed percentile curves were estimated. Girls, women, and older women spent 61, 57, and 64% of wear time in ST, respectively. In males, ST represented 57, 60, and 62% of wear time respectively for boys, men, and older men. Comparing to other age groups, older adults spent a larger amount of ST in bouts ≥30-min (women: 33%, men: 39% of total ST). The number of breaks/ST hour were: 10.6 in girls, 11.7 in women, and 9.6 in older women. In males, the number of breaks/ST hour were: 11.2, 10.5, and 8.5 for boys, men, and older men. In conclusion, ST was not consistently higher at older ages. Instead, we found that the potential critical moments in which ST may be higher are during adolescence and in the transition from adulthood into older adulthood, which represents critical periods for interventions. 相似文献
228.
Angel Gabriel Lucas-Cuevas Pedro Pérez-Soriano Salvador Llana-Belloch Cecili Macián-Romero Daniel Sánchez-Zuriaga 《Journal of sports sciences》2013,31(18):1712-1721
AbstractControversy exists whether custom-made insoles are more effective in reducing plantar loading compared to prefabricated insoles. Forty recreational athletes ran using custom-made, prefabricated, and the original insoles of their running shoes, at rest and after a fatigue run. Contact time, stride rate, and plantar loading parameters were measured. Neither the insole conditions nor the fatigue state modified contact time and stride rate. Addressing prevention of running injuries, post-fatigue loading values are of great interest. Custom-made insoles reduced the post-fatigue loading under the hallux (92 vs. 130 kPa, P < 0.05), medial midfoot (70 vs. 105 kPa, P < 0.01), and lateral midfoot (62 vs 96 kPa, P < 0.01). Prefabricated insoles provoked reductions in post-fatigue loading under the toes (120 vs. 175 kPa, P < 0.05), medial midfoot (71 vs. 105 kPa, P < 0.01), and lateral midfoot (68 vs. 96 kPa, P < 0.01). Regarding both study insoles, custom-made insoles reduced by 31% and 54% plantar loading under the medial and lateral heel compared to the prefabricated insoles. Finally, fatigue state did not influence plantar loading regardless the insole condition. In long-distance races, even a slight reduction in plantar loading at each foot strike may suppose a significant decrease in the overall stress experienced by the foot, and therefore the use of insoles may be an important protective mechanism for plantar overloading. 相似文献
229.
Jorge Mota Pedro Silva Maria Paula Santos José Carlos Ribeiro José Oliveira José A Duarte 《Journal of sports sciences》2013,31(3):269-275
The aims of this study were: (1) to observe participation in moderate-to-vigorous physical activity (MVPA) during school recess periods; (2) to determine the relative importance of physical activity during recesses to overall daily physical activity; and (3) to examine differences in physical activity between the sexes during unstructured recess periods. The participants were 22 school children (10 boys, 12 girls) aged 8?–?10 years (mean = 8.9, s = 0.7) in the third and fourth grades. Daily totals for the physical activity variables were calculated by summing the values for each hour of 14?h of physical activity measurements (08:00 to 22:00?h). Recess times (minutes) were as follows: morning 10:30 to 11:00?h and afternoon 15:30 to 16:00?h. We did not differences between boys and girls in daily total accelerometer counts or the overall time spent in MVPA. However, girls were significantly (P <?0.05) more involved (38%) in MVPA during recess time than boys (31%). Participation in MVPA during recess contributes significantly more (P <?0.05) for girls (19%) than boys (15%) to the total amount of physical activity suggested by international health-related physical activity guidelines, while the percentage of time engaged in MVPA during recess time at school accounts for a small amount of the daily MVPA (6% for boys and 8% for girls). The results of this study suggest that school recess time is an important setting to promote MVPA and contributes to daily physical activity in young children, especially in girls. 相似文献
230.