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81.
82.
R J Bootsma M H Houbiers H T Whiting P C van Wieringen 《Research quarterly for exercise and sport》1991,62(3):276-284
Two groups of 10 novice subjects each were trained to perform attacking forehand drives in table tennis and land the balls as fast and as accurately as possible onto a target on the opposite side of the net under two different training conditions. Under the static training condition, the balls were to be struck from a constant position, and under the dynamic training condition, balls approached the subjects in a normal way. Both groups were tested under dynamic conditions prior to and after four days of training, during which they received 1,600 practice trials. Both groups of subjects were shown to increase the number of balls that landed on the target, and learning was also evident from an increased consistency of the direction of travel of the bat at the moment of ball/bat contact. However, no increase in consistency was found for the location of the bat at the moment of ball/bat contact and for the movement times. Thus, learning can occur in the absence of externally generated time-to-contact information, but this is not due to the establishment of a consistent movement form. Learning appears to progress from control at the moment of ball/bat contact backward, toward the moment of initiation. 相似文献
83.
Two secondary teachers’ understanding and classroom practice of dialogic teaching: a case study 总被引:1,自引:0,他引:1
Dialogic Teaching (DT) is effective in fostering student learning; yet, it is hard to implement. Little research focused on secondary teachers’ learning of DT and on the link between teachers’ understanding and practices, although these two are usually strongly intertwined. Using a wide range of evidence, this case study systematically investigated and compared two secondary teachers’ understanding and practice of DT during their participation in a continuing professional development programme (CPDP). The CPDP appeared effective to some extent. The History teacher’s understanding of DT, i.e. being a co-learner, appeared highly effective in implementing DT, whereas the Mathematics teacher’s understanding of DT, i.e. creating a democratic learning environment, seemed only effective to some extent. Focusing on both teachers’ understanding and practice when developing DT seemed fruitful in explaining differences in practice. Future research could further explore to what extent understanding DT as being a co-learner facilitates professional development. 相似文献
84.
Martina van Heerden Sharita Bharuthram 《Assessment & Evaluation in Higher Education》2017,42(6):967-977
Feedback plays an integral role in students’ learning and development, as it is often the only personal communication that students have with tutors or lecturers about their own work. Yet, in spite of its integral role in student learning, there is disagreement between how students and tutors or lecturers perceive the pedagogic purpose of feedback. Central to this disagreement is the role that feedback has to play in ensuring that students produce the ‘right’ kinds of knowledge, and become the ‘right’ kinds of knowers within their disciplines. This paper argues that, in order to find common ground between students and tutors or lecturers on what feedback is for, and how to both give and use it effectively, we need to conceptualise disciplinary knowledge and knowers anew. We offer, as a useful starting point, the Specialisation dimension of Legitimation Code Theory as both practical theory and methodological tool for exploring knowledge and knowers in English Studies and Law as two illustrative cases. The paper concludes that this analysis offers lecturers and tutors a fresh understanding of the disciplinary knowledge and knower structures they work within and, relatedly, a clearer view of the work their feedback needs to do within these. 相似文献
85.
Sylke Vandercruysse Judith ter Vrugte Ton de Jong Pieter Wouters Herre van Oostendorp Lieven Verschaffel Jan Elen 《Educational technology research and development : ETR & D》2017,65(5):1345-1368
In this study we focus on the integration of mathematical learning content (i.e., proportional reasoning) in game-based learning environments (GBLE). More specifically, two kinds of GBLEs are set up: an extrinsically integrated GBLE and an intrinsically integrated GBLE. In the former environment, the mathematical content is not part of the core mechanics and structure of the gaming world. In the latter environment, the mathematical content is delivered through the parts of the game that are the most fun to play and embodied within the structure of the gaming world and the players’ interactions with it. Sixty-four vocational track students participated in the study, all of them working in either version of the self-developed GBLE “Zeldenrust”. The results of this study suggest that the way the content is integrated in a GBLE (i.e., intrinsically or extrinsically) matters: contrary to our expectations, students who played the extrinsically integrated game showed higher learning gains, motivational gains and perceived usefulness than students who played the game in which the content was intrinsically integrated. 相似文献
86.
This paper describes a method of analysing teacher growth in the context of science education. It focuses on the identification of pathways in the development of secondary school teachers’ pedagogical content knowledge (PCK) by the use of the interconnected model of teachers’ professional growth (IMTPG).The teachers (n = 12) participated in a one-year action research project focused on their individual concerns related to teaching science. The use of the IMTPG revealed that teachers use different pathways of learning to develop different aspects of their PCK. For each PCK component, three distinct pathways could be identified, two of which clearly were associated with professional growth. When examining these two pathways in detail, it was found that (1) teachers learned about new instructional strategies and assessment methods mostly through literature reviews and discussions with peers and (2) teachers who analyzed and reflected on student learning as it happened in their classrooms developed understandings that helped them to select and apply instructional strategies to further promote student learning. Both the analytical method as well as the identification of the different developmental pathways help to better understand teacher development in the context of classroom practices. 相似文献
87.
88.
In this study, the socio-cultural variation in reading comprehension development was examined in 331 fifth graders from schools in Lima, Peru. Reading comprehension was measured using an adaptation of the PIRLS Reading Literacy test. The fifth graders?? reading comprehension results, measured over the course of fifth grade, were related to the development of word decoding, vocabulary, and motivation for reading. Children??s development in these domains was related to their gender, intellectual maturity, home literacy climate, and socio-economic status. Structural Equation Modelling showed that the development of reading comprehension was influenced by the children??s ability to decode words, their vocabulary, and reading motivation. Furthermore, gender and intellectual maturity as well as children??s home literacy climate and socio-economic status appeared to substantially predict reading comprehension development, directly or indirectly. More than half of the variance in reading comprehension by the end of the fifth grade could be explained based on these predictor variables. 相似文献
89.
The present study aimed at investigating the process of scaffolding in a naturalistic setting with focus on a key aspect of scaffolding, namely contingency. Three Social Studies teachers in innovative prevocational schools were observed and interviewed. A coding scheme for the measurement of scaffolding was developed which revealed different patterns of contingent and non-contingent teaching amongst the teachers. In general these teachers of innovative schools showed little contingent teaching. Not adapting the support to students' current understanding and barely diagnosing the students' understanding appeared to be characteristic of this scarcity of non-contingent teaching. 相似文献