面向“十四五”的体育院校图书馆发展对策研究

文章通过调研体育院校图书馆资源建设和服务现状,并针对目前存在的问题和困境,提出了体育院校图书馆的发展对策。体育院校图书馆可利用编制“十四五”战略规划的契机,以机构重组为抓手,以深化和拓展服务为主线,走联盟共享之路,提高资源保障能力和服务效能,为推动体育学科和体育院校的发展做出更大的贡献。     

Taking the maker movement to school: A systematic review of preK-12 school-based makerspace research

In this systematic review, we examined research on school-based makerspaces, emergent but increasingly popular sites for instruction and learning in preK through 12 settings. Through electronic database, hand, and ancestral searches, we identified 22 empirical studies published in peer-reviewed journals and dissertations that reported preK-12 students’ learning outcomes after participating in school-based makerspace interventions. We found that school-based makerspace research is increasing and published internationally, with a majority of studies (n = 13) conducted with middle and high school participants. Outcomes and interventions varied considerably across studies, demonstrating the disparate nature of school-based makerspace research. In the studies we reviewed, the goals, objectives, and scope of makerspace interventions did not conflict with those of schools, but best practices for makerspace teachers were lacking and equity-oriented approaches to designing makerspace activities and materials were still emerging. Implications of our findings for planning makerspace instruction and future research on makerspace interventions are discussed.     

A systematic literature review of K-12 environmental Citizen Science (CS) initiatives: Unveiling the CS pedagogical and participatory aspects contributing to students’ environmental citizenship

Environmental Citizen Science (CS) initiatives have been largely embraced in K-12 education, as they are often hypothesized to improve students' knowledge, skills, attitudes, and behaviours to act as “environmental citizens” according to the notion of Environmental Citizenship (EC). However, the potential of environmental CS initiatives to promote Education for Environmental Citizenship (EEC) has not been systematically explored. At the same time, environmental CS initiatives for educational purposes are highly heterogenous and learning is enacted in diverse ways, according to the participatory and the pedagogical components underpinning each initiative. To address the complexity of the field, this review study adopts the PRISMA methodology to synthesize thirty-four empirical studies (n = 34) retrieved from a systematic review of the literature covering the last two decades (2000–2020). The reviewed environmental CS initiatives were subjected to a content analysis to identify their impact on students' EC (e.g., EC competences, actions, outcomes), as well as to unveil the CS initiatives' constitutional components in terms of (a) Participation (e.g., types of students' contributions, level of data collection, frequency of students' participation, modes of student engagement, forms of students’ involvement), and (b) Pedagogy (e.g., learning goals, educational contexts, learning mechanisms, EEC pedagogy). Our analysis shed light to the three territories (Participation, Pedagogy, Environmental Citizenship) underpinning the reviewed CS initiatives as well as to their interrelations. We reflect on these findings, and we provide directions for future research to guide the development of more successful environmental CS initiatives in K-12 education, serving as a vehicle for EC.     

“十四五”时期高校科技创新注意力配置研究 -基于“双一流”高校“十四五”规划文本分析

基于有限理性决策者注意力理论，运用Nvivo11质性分析软件对我国25所“双一流”建设高校“十四五”规划文本进行分析，研究高校科技创新注意力配置情况。研究发现，复旦大学、北京大学、西安交通大学、武汉大学在“十四五”时期给予科技创新的注意力最高，中部地区高校给予科技创新力的注意力最高，综合类高校给予科技创新的注意力最高；总体而言，高校之间、不同类型高校之间、不同区域高校之间，科技创新注意力配置差异比较大。因此，建议高校要动态地调整对科技创新注意力的配置策略，主动支撑高水平科技自立自强，高质量服务国家战略需求。