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381.
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Karin Støen Britt Utvær 《Scandinavian Journal of Educational Research》2014,58(6):639-658
The experience of meaning in a learning situation is a stated goal of Knowledge Promotion Reform in Norway. This study, guided by self-determination theory, examines how pursuing intrinsic and extrinsic life goals relates to the experience of meaning in vocational education. The study also examines how learning support, perceived competence, and different types of autonomous motivation are associated with students' experiences of meaning. The sample consisted of health and social care students (N?=?405) in upper secondary school. The results indicated that intrinsic goals encouraged meaningfulness in all subjects, whereas extrinsic goals related to perceived meaninglessness in vocational subjects. Learning support, perceived competence, and autonomous types of motivation all have a positive link to students' experiences of meaning, either directly or indirectly. 相似文献
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Annika Manni Christina Ottander Karin Sporre 《Journal of Adventure Education & Outdoor Learning》2017,17(2):108-121
This study uses John Dewey’s theoretical concept of ‘aesthetic experience’ in empirically exploring expressions of cognition and emotion in students’ meaning-making processes. A case study was conducted in one class of Grade 6 students during a single school semester. This article reports results from five outdoor days. The empirical material consists of observations, field notes, logbook entries, interviews and students’ written reflections. The students’ meaning-making processes were analyzed through the Deweyan theory of an initial phase involving anticipation, an activity phase with courses of actions and a concluding phase with reflections that serve as fulfillments. Expressions of aesthetic experience were identified in four important components of the students’ meaning-making processes: prior personal experiences; responses to environments and artifacts; social interaction; and situations allowing for responsibility, trust and independence. A more in-depth process-oriented analysis revealed that aesthetic experiences are vital in continuous meaning-making processes. 相似文献
385.
The present study was conducted to examine developmental progression in children’s metacognitive monitoring competencies in
the context of a complex memory task. 7- and 9-year-olds rated their confidence after answering questions in two different
question formats (unbiased and misleading) and two different question types (answerable and unanswerable). Feeling-of-knowing
judgments were gathered for questions that had previously been answered with “don’t know.” The results showed that children
from both age groups appropriately differentiated between correct and incorrect answers to unbiased questions in their confidence
judgments, between answerable and unanswerable questions, and appropriately showed lower confidence levels in their confidence
judgments than in their feeling-of-knowing judgments. 9-year-olds proved to be further able to discriminate metacognitively
between correct and incorrect answers to misleading answerable questions in their confidence judgments while 7-year-olds were
not. The comparison of feeling-of-knowing judgments before correct and incorrect recognition indicated that metacognitive
differentiation at the lower end of the uncertainty–certainty continuum posed problems for these age groups. The observation
of an adult confederate modeling appropriate metamemory monitoring did not improve children’s metacognitive performance.
相似文献
Nicole von der LindenEmail: |
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Michèle Grossen Karin Bachmann 《European Journal of Psychology of Education - EJPE》2000,15(4):491-508
The issue of “collaborating to learn” is tackled by analysing a peer-tutoring situation aimed at providing help to students with learning difficulties. The corpus consists of a six-lesson cycle between a 15 year-old student and her 14 year-old tutee who has difficulties with German. The analysis shows that the tutor and the tutee interactively construct the asymmetry and complementarity of their roles. As a consequence, what seemed at first sight to be the tutor’s discursive and guidance abilities appears, upon closer examination, to be the result of the students’ interactional work. In this particular case, the mode of collaboration which is achieved results in the tutor taking charge of the major part of the cognitive work. 相似文献
388.
Background:The ankle and foot together contribute to over half of the positive and negative work performed by the lower limbs during running.Yet,little is known about how foot kinetics change throughout a run.The amount of negative foot work may decrease as tibialis anterior(TA)electromyography(EMG) changes throughout longer-duration runs.Therefore,we examined ankle and foot work as well as TA EMG changes throughout a changing-speed run.Methods:Fourteen heel-striking subjects ran on a treadmill ... 相似文献
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Karin Bernath 《欧洲特需教育杂志》2013,28(1):43-47
Abstract This issue introduces an occasional series where readers are invited to argue points of view, express opinions, raise issues they deem important ‐ or indeed disagree with an earlier point of view. Controversy need not be avoided! Contributions to the series, which should normally fall between 400 and 2000 words are now being sought. The first contribution is concerned with abortion and infanticide and the moral problems thrown up by following certain lines of philosophical enquiry to their logical conclusion. Karin Bernath introduces the topic, pointing out that this is a topic intensely debated in the German‐speaking world, and Hans Furrer develops some of the philosophical implications in his paper. It is perhaps well to be reminded of these matters as the shades of World War II and the ideologies that underpinned it are once more in our minds. 相似文献