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排序方式: 共有162条查询结果,搜索用时 15 毫秒
71.
Prof. Dr. phil. habil. Kuno Hottenrott Sebastian Ludyga Stephan Schulze 《Sportwissenschaft》2013,43(3):157-165
The aim of the study was to examine the effects of three different training models on aerobic power and body composition in recreationally active runners. According to their preferences 54 subjects (female=?27, male?=?27) were assigned to the following groups: (a) weekend group (WE), who performed two sessions of continuous endurance training weekly, (b) after-work group (FE) who carried out four sessions of high intensity training as well as an additional endurance run and (c) STAR group (STAR), who took part in a training with exercise telemetry monitors based on the heart rate variability. Over the 12-week study period the mean training volume was approximately 2 h 15 min per week. Of the participants 47 successfully completed the training study and all 3 groups showed significantly improved aerobic power (p?<0.001); however, the FE group (d?=?1.15) showed increased VO2max superior to WE (d?=?0.48) and STAR (d?=?0.66) groups. Significant improvements in body mass (p?<?0.001), body fat (p?<?0.001) and visceral fat (p?<?0.001) were found in the WE, FE and STAR group. All groups completed the half marathon with no significant differences in performance. Based on a similar training volume, short, intensive endurance training sessions of about 30 min were found to elicit the greatest improvements of VO2max in recreationally active runners. 相似文献
72.
Frank Rosenkränzer Christian Hörsch Stephan Schuler Werner Riess 《International Journal of Science Education》2013,35(14):1932-1951
ABSTRACTSystems’ thinking has become increasingly relevant not only in education for sustainable development but also in everyday life. Even if teachers know the dynamics and complexity of living systems in biology and geography, they might not be able to effectively explain it to students. Teachers need an understanding of systems and their behaviour (content knowledge), and they also need to know how systems thinking can be fostered in students (pedagogical content knowledge (PCK)). But the effective development of teachers’ professional knowledge in teaching systems thinking is empirically uncertain. From a larger study (SysThema) that investigated teaching systems thinking, this article reports the effects of the three different interventions (technical course, didactic course and mixed course) in student teachers’ PCK for teaching systems thinking. The results show that student teachers’ PCK for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a technically orientated course without didactical aspects seems to be less effective in fostering student teachers’ PCK for teaching systems thinking. The results inform educators in enhancing curricula of future academic track and non-academic track teacher education. 相似文献
73.
Kristin Knipfer Eva Mayr Carmen Zahn Stephan Schwan Friedrich W. Hesse 《Educational Research Review》2009,4(3):196-209
In this article, the potentials of advanced technologies for learning in science exhibitions are outlined. For this purpose, we conceptualize science exhibitions as dynamic information space for knowledge building which includes three pathways of knowledge communication. This article centers on the second pathway, that is, knowledge communication among visitors. We argue that advanced technologies have specific potentials to support all forms of visitor-to-visitor knowledge communication and, furthermore, allow for new forms of knowledge communication among unacquainted visitors and beyond the actual museum visit. We discuss mechanisms of collaborative learning with regard to their relevance for visitor-to-visitor knowledge communication and present prototypical advanced media applications in science exhibitions that address these mechanisms. This article both contributes to our understanding of collaborative learning in science exhibitions and the support advanced technologies can provide for visitor-to-visitor knowledge communication in science exhibitions. 相似文献
74.
Skedsmo Guri Huber Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2020,32(4):427-429
Educational Assessment, Evaluation and Accountability - 相似文献
75.
76.
Lucio Negrini Lara Forsblom Jean-Luc Gurtner Stephan Schumann 《Vocations and Learning》2016,9(3):361-378
The dominant organizational form of vocational education and training in Switzerland is the dual-track system, in which trainees sign an apprenticeship contract with a training company. Notably, 10 % to 40 % of those contracts are terminated prematurely each year, depending on region and occupational category, which is an important topic of concern for politics, practice and research. Thus, premature contract terminations (PCTs) are associated with high costs for society, companies, and young people. This study of 335 companies involving cooks and painters from German-speaking Switzerland aims to investigate the relationship between training quality and PCT. Of these companies, 136 had been affected by a PCT, and 199 had not. The results indicate that training at the workplace is universally of rather high quality. In line with the previous literature, trainees evaluate quality significantly lower than trainers. Furthermore, there are considerable differences between the two occupations: cooks evaluate their training quality more positively than painters. Moreover, cluster analyses indicate that high quality training can help companies avoid PCTs. 相似文献
77.
In this study, we examined the use of cognitive tools provided in a problem-based hypermedia learning environment for sixth
graders. Purposes were to understand how the built-in tools were used, and if tool use was associated with different problem-solving
stages. Results showed that tools supporting cognitive processing and sharing cognitive load played a more central role early
in the problem-solving process, whereas tools supporting cognitive activities that would be out of students' reach otherwise,
and hypothesis generation and testing were used more in the later stages of problem-solving. The findings also indicated that
students increasingly used multiple tools in the later stages of their problem-solving process. The various tools, performing
different functions, appeared to enable students to coordinate multiple cognitive skills in a seamless way and, therefore,
facilitated their information processing. Results also suggested that students with higher performance scores made more productive
use of tools than students with lower performance scores. Findings of the study, are discussed. 相似文献
78.
The scalable extension of H.264/AVC, known as scalable video coding or SVC, is currently the main focus of the Joint Video Team‘s work. In its present working draft, the higher level syntax of SVC follows the design principles of H.264/AVC.Self-contained network abstraction layer units (NAL units) form natural entities for packetization. The SVC specification is by no means finalized yet, but nevertheless the work towards an optimized RTP payload format has already started. RFC 3984, the RTP payload specification for H.264/AVC has been taken as a starting point, but it became quickly clear that the scalable features of SVC require adaptation in at least the areas of capability/operation point signaling and documentation of the extended NAL unit header. This paper first gives an overview of the history of scalable video coding, and then reviews the video coding layer (VCL)and NAL of the latest SVC draft specification. Finally, it discusses different aspects of the draft SVC RTP payload format, including the design criteria, use cases, signaling and payload structure. 相似文献
79.
Paul T. Balwant Kamal Birdi Ute Stephan 《International Journal of Leadership in Education》2020,23(2):152-174
ABSTRACTThe conceptualization of destructive leadership has received increasing attention in recent times. Accordingly, researchers have developed a theoretical model of destructive leadership that highlights two manifestations as follows: (1) leading followers towards goals that contradict the organization’s interests and (2) the use of harmful methods in leading followers. The two manifestations of destructive leadership point to the concept being multidimensional. However, researchers rarely investigate the dimensionality of destructive leadership when measuring the concept in general and in instructor–student relationships. Moreover, the most prominent measure of destructive leadership fails to capture its two manifestations adequately. To address the apparent mismatch between the theory and measurement of destructive instructor-leadership, we enhance an existing measure of destructive leadership. Using a sample of 174 students from the U.K., the findings indicated that the two manifestations of destructive instructor-leadership can be measured by 13 items, and was composed of three dimensions including, irresponsibility, victimization and callous communication. These findings along with limitations and suggestions for future research are discussed. 相似文献
80.