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911.
Chanchai Singhanayok Simon Hooper 《Educational technology research and development : ETR & D》1998,46(2):17-36
We investigated the effects of studying alone or in cooperative-learning groups on the performance of high and low achievers,
using either learner- or program-controlled computer-based instruction. A total of 92 sixth-grade students were classified
by Stanford Achievement Test scores and randomly assigned to group or individual treatments, stratified by achievement scores.
Both high and low achievers in the cooperative treatment performed better and had more positive attitudes toward grouping
than did students working individually, on both program-controlled and learner-controlled computer lessons. In addition, the
cooperative-learning group exhibited significantly greater improvement from immediate to delayed post-test than did the individual-learning
group. For low achievers, the greatest improvement was in the program-controlled condition, and for the high achievers, in
the learner-controlled condition. The learner-controlled cooperative-learning group, compared to the learner-controlled individual-learning
group, chose to check its concept learning more often and spent more time interacting with the computer-based tutorial. These
results suggest that cooperative learning provides beneficial effects, and imply a need for software designers to adapt computer-based
instruction for cooperative learning to the different learning styles of high-and low-achieving students. 相似文献
912.
The importance of acknowledging the influence of biography in understanding teachers’ work is well established in recent literature. Drawing upon data arising from a study of teacher educators and their students, we consider the influence of biography on the work of teacher educators and student teachers. We draw comparisons between the ways in which they make connections with their demographic characteristics, their personal and educational histories and their understanding of their work. We evaluate the data against two major positions in the literature on biography and draw some implications for teacher education. 相似文献
913.
It is a widely held view that students’ epistemic beliefs influence the way they think and learn in a given context, however, in the science learning context, the relationship between sophisticated epistemic beliefs and success in scientific practice is sometimes ambiguous. Taking this inconsistency as a point of departure, we examined the relationship between students’ scientific epistemic beliefs (SEB), their epistemic practices, and their epistemic cognition in a computer simulation in classical mechanics. Tenth grade students’ manipulations of the simulation, spoken comments, and behavior were screen and video-recorded and subsequently transcribed and coded. In addition, a stimulated recall interview was undertaken to access students’ thinking and reflections on their practice, in order to understand their practice and make inferences about their process of epistemic cognition. The paper reports on the detailed analysis of the data sets for three students of widely different SEB and performance levels. Comparing the SEB, problem solutions and epistemic practices of the three students has enabled us to examine the interplay between SEB, problem-solving strategies (PS), conceptual understanding (CU), and metacognitive reflection (MCR), to see how these operate together to facilitate problem solutions. From the analysis, we can better understand how different students’ epistemic cognition is adaptive to the context. The findings have implications for teaching science and further research into epistemic cognition. 相似文献
914.
The transition from primary to secondary education is regarded as a crucial phase in pupils’ school careers. Changes in the school environment have a negative influence on pupils’ perceived control and engagement. However, until now little attention has been devoted to the role of the onset of ability grouping therein, which often coincides with the start of secondary education. Research has shown that students in non-academic tracks display lower levels of perceived control and engagement. In this study we examine the relation between pupils’ prospective track choice and feelings of perceived control and behavioural and cognitive engagement before the transition to secondary education. Stepwise multilevel regression models were run on data collected from pupils in their last year of primary education in 36 schools in the cities of Antwerp and Ghent (Flanders, Belgium) in May–June 2016. The results show that pupils who indicated that they would start secondary education in non-academic tracks displayed lower levels of perceived control and behavioural and cognitive engagement than pupils who indicated that they would start in an academic track. Further analyses suggest that teacher assessments of pupils’ competence play an important role in explaining these differences according to prospective track choice—with regard to perceived control and behavioural disengagement, this effect is established net of students’ actual competence. This study demonstrates that differences in perceived control and engagement according to track originate in primary education, and that primary school teachers play a vital part in labelling students according to their future careers. 相似文献
915.
916.
A.W. Simon 《Journal of The Franklin Institute》1944,238(1):39-48
A detailed analysis, based on a consideration of charges and potentials, is made of the action of two simple electrostatic alternators; a four-symmetric, four carrier, machine, and a trisymmetric, six carrier, machone.Each of the machines is the prototype of a whole family of polysymmetric electrostatic alternators, and the method of analysis is extended to the generalized machine of each type. A basis for a qualitative theory of electrostatic alternators is evolved. 相似文献
917.
The relationships between exercise intensity, heart rate, and blood pressure during an incremental isometric exercise test 总被引:1,自引:0,他引:1
Currently, it is not possible to prescribe isometric exercise at an intensity that corresponds to given heart rates or systolic blood pressures. This might be useful in optimizing the effects of isometric exercise training. Therefore, the aim of this study was to explore the relationships between isometric exercise intensity and both heart rate and systolic blood pressure during repeated incremental isometric exercise tests. Fifteen participants performed seated isometric double-leg knee extension, during which maximum voluntary contraction (MVC) was assessed, using an isokinetic dynamometer. From this, a corresponding peak electromyographic activity (EMG(peak)) was determined. Subsequently, participants performed two incremental isometric exercise tests (at least 48 h apart) at 10, 15, 20, 25, and 30% EMG(peak), during which steady-state heart rate and systolic blood pressure were recorded. In all participants, there were linear relationships between %EMG(peak) and heart rate (r at least 0.91; P < 0.05) and between %EMG(peak) and systolic blood pressure (r at least 0.92; P < 0.05). Also, when repeated tests were compared, there were no differences in the slopes (P > 0.50) or elevations (P > 0.10) for either of the relationships. Therefore, these linear relationships could be used to identify isometric exercise training intensities that correspond to precise heart rates or systolic blood pressures. Training performed in this way might provide greater insight into the underlying mechanisms for the cardiovascular adaptations that are known to occur as a result. 相似文献
918.
919.
Self-determination theory (SDT; Deci & Ryan, 2000) proposes that intrinsic, relative to extrinsic, goal content is a critical predictor of the quality of an individual's behavior and psychological well-being. Through three studies, we developed and psychometrically tested a measure of intrinsic and extrinsic goal content in the exercise context: the Goal Content for Exercise Questionnaire (GCEQ). In adults, exploratory (N = 354; Study 1) and confirmatory factor analyses (N = 312; Study 2) supported a 20-item solution consisting of 5 lower order factors (i.e., social affiliation, health management, skill development, image and social recognition) that could be subsumed within a 2-factor higher order structure (i.e., intrinsic and extrinsic). Evidence for external validity, temporal stability, gender invariance, and internal consistency of the GCEQ was found. An independent sample (N = 475; Study 3) provided further support for the lower order structure of the GCEQ and some support for the higher order structure. The GCEQ was supported as a measure of exercise-based goal content, which may help understand how intrinsic and extrinsic goals can motivate exercise behavior. 相似文献
920.
2013年11月1日至3日,第十届北京论坛教育分论坛成功举行。论坛以"高等教育的全球参与和知识共享"为主题,邀请了来自中国、韩国、马来西亚、老挝、以色列、美国、加拿大、巴西、德国、英国、希腊、挪威、澳大利亚、南非和中国香港等15个国家和地区的30位学者到会演讲,来自校内外的50多位师生参与了会议讨论。 相似文献