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111.
Gerda Jimmy Roland Seiler Urs Mäder 《Measurement in physical education and exercise science》2013,17(3):236-248
The purpose of this study was to compare the validity and output of the biaxial ActiGraph GT1M and the triaxial GT3X (ActiGraph, LLC, Pensacola, FL, USA) accelerometer in 5- to 9-year-old children. Thirty-two children wore the two monitors while their energy expenditure was measured with indirect calorimetry. They performed four locomotor and four play activities in an exercise laboratory and were further measured during 12 minutes of a sports lesson. Validity evidence in relation to indirect calorimetry was examined with linear regression equations applied to the laboratory data. During the sports lessons predicted energy expenditure according to the regression equations was compared to measured energy expenditure with the Wilcoxon-signed rank test and the Spearman correlation. To compare the output, agreement between counts of the two monitors during the laboratory activities was assessed with Bland-Altman plots. The evidence of validity was similar for both monitors. Agreement between the output of the two monitors was good for vertical counts (mean bias =??14 ± 22 counts) but not for horizontal counts (?17 ± 32 counts). The current results indicate that the two accelerometer models are able to estimate energy expenditure of a range of physical activities equally well in young children. However, they show output differences for movement in the horizontal direction. 相似文献
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113.
Marc A.T.M. Vorstenbosch Tim P.F.M. Klaassen A.R.T. Donders Jan G.M. Kooloos Sanneke M. Bolhuis Roland F.J.M. Laan 《Anatomical sciences education》2013,6(4):257-262
Spatial ability is an important factor in learning anatomy. Students with high scores on a mental rotation test (MRT) systematically score higher on anatomy examinations. This study aims to investigate if learning anatomy also oppositely improves the MRT‐score. Five hundred first year students of medicine (n = 242, intervention) and educational sciences (n = 258, control) participated in a pretest and posttest MRT, 1 month apart. During this month, the intervention group studied anatomy and the control group studied research methods for the social sciences. In the pretest, the intervention group scored 14.40 (SD: ± 3.37) and the control group 13.17 (SD: ± 3.36) on a scale of 20, which is a significant difference (t‐test, t = 4.07, df = 498, P < 0.001). Both groups show an improvement on the posttest compared to the pretest (paired samples t‐test, t = 12.21/14.71, df = 257/241, P < 0.001). The improvement in the intervention group is significantly higher (ANCOVA, F = 16.59, df = 1;497, P < 0.001). It is concluded that (1) medical students studying anatomy show greater improvement between two consecutive MRTs than educational science students; (2) medical students have a higher spatial ability than educational sciences students; and (3) if a MRT is repeated there seems to be a test effect. It is concluded that spatial ability may be trained by studying anatomy. The overarching message for anatomy teachers is that a good spatial ability is beneficial for learning anatomy and learning anatomy may be beneficial for students' spatial ability. This reciprocal advantage implies that challenging students on spatial aspects of anatomical knowledge could have a twofold effect on their learning. Anat Sci Educ 6: 257–262. © 2013 American Association of Anatomists. 相似文献
114.
Twelfth‐grade physics classes with 344 students participated in a quasi‐experimental study comparing two small‐group learning settings. In the jigsaw classroom, in contrast to the cyclical rotation method, teaching expectancy as well as resource interdependence is established. The study is based on the self‐determination theory of motivation, which states that the satisfaction of the ‘basic needs’ for experiencing autonomy, competence, and social relatedness is essential to promote intrinsic motivation. Regarding the experience of competence, a small effect in favour of the jigsaw classroom was found, whereas students in the cyclical rotation setting showed medium‐sized benefits in experiencing autonomy. A path analysis revealed that these opposing effects balanced each other; that is, no effect from small‐group method to intrinsic motivation was found. In contrary to the motivational variables, achievement effects depended on the underlying study topic: based on scanning electron microscopy, the cyclical rotation setting outperformed jigsaw classroom, whereas an opposed trend is observed with regard to the microwave oven learning unit. The higher interestingness of the latter learning unit was revealed as a weak mediator from study topic to academic achievement. 相似文献
115.
Wolfgang Bergthaler Roland Galler und Robert Strohmaier 《Informatik - Forschung und Entwicklung》2005,19(3):173-175
Ohne Zusammenfassung 相似文献
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117.
Roland Reichenbach 《Asia Pacific Education Review》2014,15(1):65-70
The article focuses on the notion and humanistic ideal of self-cultivation and self-transformation, for which the term Bildung is/was traditionally used in German educational thought. It is argued that the idea of Bildung, understood as human development and end-in-itself, is not a German exclusivity. However, to understand the specificity of the notion, it may be necessary to consider that German Enlightenment—Aufklärung—in which the term gained a lot of importance, came later in history than French, English, and Scottish Enlightenment. Whereas in the early Western Enlightenment period, freedom was understood as an outward, definitely political concept, in later German Enlightenment the predominant understanding of freedom was characterized by a rather aesthetic dimension, not outward but internal freedom. The shift from a political understanding of Enlightenment—like in France, and also England or Scotland—to German inwardness (“Innerlichkeit”), as realized by the concept of Bildung, can be—at least to a certain degree—interpreted as a desire of German intellectuals at the time to escape from a brutal and on the whole disappointing post-revolutionary world to a place where man could seek secular perfection: an escape toward inwardness. 相似文献
118.
The unique contributions of romanticism and romantic science have been generally ignored or undervalued in history and philosophy of science studies and science education. Although more recent research in history of science has come to delineate the value of both topics for the development of modern science, their merit for the educational field has not been explored. Romanticism was not only an obvious historical period, but a particular state of mind with its own extraordinary emotional sensitivity towards nature. It is especially the latter which we hope to revisit and reclaim for science education. After discussing several key historical contributions, we describe nine characteristics of ‘Romantic Science’ in order to focus on six ideas/possibilities that we believe hold much value for transforming current science education: (1) the emotional sensitivity toward nature, (2) the centrality of sense experience, (3) the importance of “holistic experience”, (4) the importance of the notions of mystery and wonder, (5) the power of science to transform people’s outlook on the natural world, and (6) the importance of the relationship between science and philosophy. It is argued that in view of a pragmatist/utilitarian conception of school science prevalent today the aforementioned ideas (especially the notion of wonder and the poetic/non-analytical mode of knowledge), can provide food for thought for both science teachers and researchers seeking to work out an aesthetic conception, one that complements current approaches such as inquiry science and conceptual change. 相似文献
119.
The changing ethnic make-up of Irish society has impacted upon schools. Existing, largely qualitative studies have highlighted mixed attitudes towards ethnic minorities. Literature has also focused on the role of the state in articulating a discourse that shapes school-level responses to minorities. This paper critiques the idea of a unitary state discourse and the role of other educational bodies, such as schools, in drawing upon a range of alternate public discourses to shape how they act, is identified. Drawing upon a large quantitative study involving 4970 post-primary pupil respondents, this paper finds that many Irish post-primary students report low levels of social distance from Black African Immigrants, Muslims and Eastern Europeans. Negative attitudes are most prevalent with respect to members of the Travelling community. The potential positive impact of school-level programmes – such as those related to global justice and inequalities – is identified through the lower levels of negative attitudes towards ethnic minorities reported by Transition Year students who have experienced such programmes. 相似文献
120.
Although we were required to lecture to large groups of over 170 students, the traditional lecture clashed with our commitment to teach in a way that was student-centred, relational and socially and politically transformative. In this context, and using an action research approach, we sought to turn our large-group lectures into a space that both met some of the historic aims of the lecture in passing on received knowledge, but also became a space for students to immediately engage in a process of discussion and dialogue around the concepts and ideas raised. Although the literature suggested this was not possible in groups of over a hundred, we found that our students identified that the re-imagined lecture significantly aided their learning in a number of key respects. 相似文献