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61.
Steiner Martina van Loon Mariëtte H. Bayard Natalie S. Roebers Claudia M. 《Metacognition and Learning》2020,15(1):29-30
Metacognition and Learning - The article Development of Children’s monitoring and control when learning from texts: effects of age and test format, written by Martina Steiner, Mariëtte... 相似文献
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Martina Paatela‐Nieminen Tuija Itkonen Mirja‐Tytti Talib 《The International Journal of Art & Design Education》2016,35(2):229-242
This multidisciplinary article presents a methodology, a research project and selected outcomes from an environmental art education course for teacher students. The course is part of an art education minor at the University of Helsinki, Department of Teacher Education. The students were asked to construct their place through an intertextual art method that provided them the means to study their place open‐endedly as a space of plural cultural meanings. Applying the results from their intertextual process, they reconstructed their place artistically. The end product was a personal work of art that included traces of their chosen places, and created a new meaning for it. The outcome is a visual space of compacted meanings from different places. Places contain history and memories important to identity construction. The results show that the intertextual reading extends the students’ concept of place as a space for relational and plural cultural meanings. Foucault's concept of heterotopia, as it applies to otherness of places and spaces, was used alongside the intertextual art method. 相似文献
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Education and Information Technologies - A European initiative CODING4GIRLS (C4G) promotes the acquisition of programming skills through a game development process with the aim of preparing young... 相似文献
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Sigrid Blömeke Ute SuhlGabriele Kaiser Martina Döhrmann 《Teaching and Teacher Education》2012,28(1):44-55
First findings of IEA’s “Teacher Education and Development Study in Mathematics (TEDS-M)” had revealed differences in the demographic background, opportunities to learn (OTL), and outcomes of teacher education between student teachers from different countries. Two hypotheses are examined: OTL and teacher background are significant predictors of mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) as outcomes. OTL effects are partly mediated by differential student teacher intake. Data from multi-level models support our hypotheses with respect to gender, high-school achievement, motivation, OTL in mathematics and the mediating effect of student teacher intake. Background affects only MCK but not MPCK. 相似文献
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Relating students?? evaluations of teaching (SETs) to student learning as an approach to validate SETs has produced inconsistent results. The present study tested the hypothesis that the strength of association of SETs and student learning varies with the criteria used to indicate student learning. A multisection validity approach was employed to investigate the association of SETs and two different criteria of student learning, a multiple-choice test and a practical examination. Participants were N?=?883 medical students, enrolled in k?=?32 sections of the same course. As expected, results showed a strong positive association between SETs and the practical examination but no significant correlation between SETs and multiple-choice test scores. Furthermore, students?? subjective perception of learning significantly correlated with the practical examination score whereas no relation was found for subjective learning and the multiple choice test. It is discussed whether these results might be due to different measures of student learning varying in the degree to which they reflect teaching effectiveness. 相似文献
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Jens Fleischer Karoline Koeppen Martina Kenk Eckhard Klieme Detlev Leutner 《Zeitschrift für Erziehungswissenschaft》2013,16(1):5-22
The assessment and modeling of competencies plays a key role in optimizing educational processes and improving educational systems. The DFG priority program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes” which was founded in 2007, aims at promoting and coordinating the scientific efforts in this field across disciplines. The present article describes the structure, concepts and research approaches and sketches the current state of research of the priority program. 相似文献
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Gabriel Lima-Oliveira Gian Luca Salvagno Giuseppe Lippi Elisa Danese Matteo Gelati Martina Montagnana Geraldo Picheth Gian Cesare Guidi 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(3):343-349