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151.
This paper addresses the challenge of striking a balance between, on one hand, mitigating uncertainty through the existence of systematic processes and structures and, on the other, stimulating creativity through allowable variation in work processes and structures. Both objectives are fundamental aspects of product development work. Our main finding is that both objectives can be achieved simultaneously. We introduce trust as a mediating variable. We show first, that being systematic in the processes for obtaining information and applying explicit organizational rules and structures in product development work creates an atmosphere of trust in the organization. Second, we show that trust increases creativity. The paper contributes to an understanding of how and why trust is important in product development organizations and of how trust can be actively managed. Above all, the paper contributes to the understanding of how uncertainty and creativity should be managed in organizations conducting product development. 相似文献
152.
Zhusheng Yu Eszter Völgyi Ru Wang Andrea Ember Petri Wiklund Markku Alén Frances A. Tylavsky Sulin Cheng 《运动与健康科学(英文)》2012,1(3):178-183
PurposeThe purpose of this study was to compare established methods with newly-developed methods for estimating the total energy expenditure (TEE).MethodsThe study subjects comprised 46 individuals, including 16 middle-aged men (mean age 51.4 years), 14 middle-aged women (mean age 49.9 years) and 16 young women (mean age 19.1 years). The TEE was estimated from 24-h heart rate (HR) data using newly-developed software (MoveSense HRAnalyzer 2011a, RC1, Suunto Oy, Vantaa, Finland), and was compared against the TEE determined using doubly labeled water (DLW). Agreement between the two methods was analyzed using Bland and Altman plots.ResultsThe HR method yielded similar TEE values as the DLW method at the group level, with an average of 8.6 kcal/day in the difference in the mean, but with large individual variations. Forty-four (96%) out of 46 subjects fell within ±2SD of the mean difference in TEE comparisons, and there was no tendency towards under- or over-estimation.ConclusionOur results indicate that the current software using HR analysis for the estimation of daily TEE needs further development for use with free-living individuals. 相似文献
153.
We tested a California sea lion for visual oddity learning by presenting problems composed of three two-dimensional black-and-white
stimuli, two identical (S−) and one different (S+). In the first experimental stage, a single problem per session was presented
until learning criterion was reached. In the second experimental stage, all problems were presented only five times in succession;
then a new problem was introduced (six problems/session). In the third experimental stage, each problem was presented only
once. The sea lion mastered all stages of oddity learning. A final transfer test with oddity problems composed of completely
new stimuli yielded performance significantly above chance. Data analyses suggested learning of specific stimulus properties
in the first stage, learning set formation in the second stage, but oddity conceptualization in the third stage. 相似文献
154.
155.
In universities, development as a teacher may be contradicted with developing as a researcher. Most previous studies have investigated pedagogical development merely as a result of pedagogical training and ignored the dual teacher-researcher identity. This study examines what kind of meaningful experiences are perceived to have triggered and influenced the process of developing as a teacher in the fields of science and technology. The data were gathered by interviewing 10 academics who had participated in a pedagogical training offered by a Finnish technical university between 1999 and 2009. Based on a narrative analysis utilizing dimensions of transformative learning, the results highlight the influence of the working environment and experiences, and imply that teacher development process in the fields of science and technology can be better understood in terms of becoming a teacher, rather than as a continual, conscious development process. The resulting teacher-researcher identity provides a basis for pedagogical development. 相似文献
156.
Academics’ teacher identities is a relatively little explored area. This paper explores this through an analysis of drawings by academics. The data consist of 90 drawings. The participants are academics who have attended basic courses in university pedagogy. The drawings were content analysed. In the drawings, the academics expressed themselves as teachers through the teaching context and the actors, artefacts and activities of teaching and learning. By drawing attention to these elements, academics can be encouraged to reflect on their beliefs about teaching and teacher role. 相似文献
157.
158.
Demet Yazilitas Jörgen Svensson Geert de Vries Sawitri Saharso 《Educational Research and Evaluation》2013,19(6):525-545
This article presents an overview of the recent literature on gendered patterns of academic choice in mathematics, science, and technology. It distinguishes in this literature micro-level, macro-level, and institutional explanations. Micro-level explanations focus primarily on psychological constructs, that is, variables at the level of the individual students. Macro-level explanations focus primarily on socioeconomic conditions and cultural understandings of gender roles. Institutional explanations focus on design characteristics of (national) education systems. After a presentation of these perspectives and of recent research progress that has been made, the authors critically discuss the lacunae that still exist in explaining cross-national variety, and provide suggestions for designing future research in this field. 相似文献
159.
This article is focussing on a historical approach to the term of aesthetic education from three different angles: as history of ideas, biographies and images. Aesthetic education is thereby understood as performative and reflective involvement with aesthetics and the fine arts such as arts, theatre and literature etc. A first approach is defining the history of ideas as a theoretical reconstruction of aesthetic concepts and their educational relevance; this history is also discussing educational theories and their aesthetic implications. It is more or less an implicit and compensatory history because the important contexts are not visible at first sight; and the aesthetic and pedagogical theories often need a reciprocal addition. A biographical perspective is hereby concentrated on the biography of artists. Thereby the educational science of biographies are highlighting the situation of the arts and the artists, the development of becoming an artist, the progression as an artist and the artistic institutions in a educational-aesthetic nexus. Such a perspective is supplementing the history of ideas concerning cultural and socio-historical dimensions as well as institutional and biographic aspects. Finally, the history of images is focusing on the thesis that every picture also includes a programme of aesthetic education. In pictures the process of productive and reflective visualisation is expressed: paintings refer to their production and their understanding. For the method of the historical-educational iconography of aesthetic education a historicizing matrix from production aesthetics, work aesthetics and reception aesthetics is suggested. This matrix is combined with a theory of education as transformation of self-relation, of relations to other individuals and the world. The three approaches just mentioned are exemplified by Leonardo da Vinci and his famous picture “Vitruvian Man” from 1492. 相似文献
160.
Kristina Soprano Li-Ling Yang 《International Journal of Science and Mathematics Education》2013,11(6):1351-1368
This case study reports the effects of a cooperative learning field experience on a pre-service teacher’s views of inquiry-based science and her science teaching self-efficacy. Framed by an action research model, this study examined (a) the pre-service teacher’s developing understanding of inquiry-based science teaching and learning throughout the planning and implementation phases of the field experience and (b) the pre-service teacher’s inquiry-based science teaching self-efficacy beliefs prior to and after the field experience. The pre-service teacher’s self-reflections before and after the field experience, video reflections, and results from the Personal Science Teaching Efficacy, a subscale on the Science Teaching Expectancy Belief Instrument-form B, were analyzed in this study. The findings revealed that (a) the pre-service teacher’s understanding of inquiry-based science teaching and learning was developed and enhanced through the planning and teaching phases of the field experience and (b) the pre-service teacher’s science teaching self-efficacy beliefs were improved as a result of a stronger appreciation and understanding of inquiry-based science teaching and learning. Further, the significance of this study suggests the use of cooperative inquiry-based field experiences and pre-service teacher action research by teacher education programs as means to deepening understanding of inquiry-based science instruction and increasing self-efficacy for such teaching. 相似文献