The Impact of Persistent Pain on Working Memory and Learning     

Alexander Smith  Paul Ayres 《Educational Psychology Review》2014,26(2):245-264

The study reviewed the evidence that persistent pain has the capacity to interrupt and consume working memory resources. It was argued that individuals with persistent pain essentially operate within a compromised neurocognitive paradigm of limited working memory resources that impairs task performance. Using cognitive load theory as a theoretical framework, the study investigated if multimedia materials could be used to support individuals with persistent pain. A 2?×?2 design was used where the first factor was the pain status of the participant (absence vs. presence for more than 6 months), and the second was instructional strategy (written + illustrations vs. written). Fifty-eight full-time teachers from two schools in New South Wales (Australia) were randomly assigned to an instructional strategy to learn about lightning formation. Participants that identified as experiencing pain for 6 or more months demonstrated clinically low levels of pain, but nevertheless performed significantly worse than pain-free participants on retention and transfer tests. For both pain and pain-free participants, there was a significant benefit in learning from multimedia instruction compared to a written text only strategy.  相似文献   

Negotiating accountability during student teaching: the influence of an inquiry-based student teaching seminar     

Alexander Cuenca 《Teaching Education》2014,25(1):24-42

Drawing on the work of Russian literary critic, Mikhail Bakhtin, this article explores how an inquiry-based social studies student teaching seminar helped three preservice teachers negotiate the pressures of standards-based reforms during student teaching. The author first examines how initial perceptions of standardization and high-stakes testing corroded images of powerful teaching and created an ex post facto relationship with teaching social studies. The author then explores how an inquiry-based seminar mitigated these initial impressions by (1) suspending the authority of accountability; (2) creating contact through collaborative inquiry; and (3) refracting practice.  相似文献   

Teachers’ self-concept and valuing of learning: relations with teaching approaches and beliefs about students     

Alexander S. Yeung  Rhonda G. Craven  Gurvinder Kaur 《Asia-Pacific Journal of Teacher Education》2014,42(3):305-320

One’s self-concept and value perceptions can significantly influence one’s behaviours and beliefs. Australian teachers from urban and rural areas of the state of New South Wales were asked to respond to survey items on two predictors (teacher self-concept, valuing of learning) and three outcomes. Confirmatory factor analysis established the five latent factors. Structural equation modelling found significant paths from teacher self-concept to both student-centred and teacher-centred approaches but not beliefs about student ability. The positive path from valuing of learning to student-centred teaching was statistically significant but the path to teacher-centred teaching was not. The significant path from valuing of learning to beliefs about student ability was negative indicating that teachers who value student learning were less likely to believe in ability constraints. Therefore, teacher preparation programmes should enhance self-concept simultaneously with teaching skills and values and facilitate an advocacy for students’ learning.  相似文献   

Auswirkungen einer Intervention auf die Auseinandersetzung und Arbeit mit Bildungsstandards bei Mathematik-Lehrkräften     

Dr. Claudia Pöhlmann  Hans Anand Pant  Jenny Frenzel  Alexander Roppelt  Olaf Köller 《Zeitschrift für Erziehungswissenschaft》2014,17(1):113-133

The introduction of educational standards in Germany forced teachers to change their perspective in order to achieve competence-oriented teaching. The initial representative surveys throughout Germany indicated that a short time after the introduction of the educational standards, teachers in various school forms were still very slow to implement the idea of competence-oriented teaching in their everyday school life. This article presents the effects of a newly developed intervention programme in which mathematics teachers familiarised themselves with educational standards for the first time. The teacher data and the performance data of the pupils of the schools participating in the project are compared in a longitudinal study with the data of schools which were not included in the intervention programme. The results indicate that after the intervention programme has run for one year, mathematics teachers in the project schools are more competence-oriented in their teaching and reflect more intensively on the concept of the educational standards than mathematics teachers in the comparison schools.  相似文献   

How to Foster Active Processing of Explanations in Instructional Communication     

Kirsten Berthold  Alexander Renkl 《Educational Psychology Review》2010,22(1):25-40

In instructional communication settings, instructional explanations play an important role. Despite the very common use of instructional explanations, empirical studies show that very often, they have no positive effects on learning outcomes. This ineffectiveness might be due to mental passivity of the recipient learners that leads to shallow processing of the explanations. Against this background, we introduce several types of instructional assistance to foster active processing of written instructional explanations in asynchronous computer-mediated instructional communication settings. The findings of three experiments showed that prompts or training for focused processing regarding the central principles and concepts of the explanation are especially effective with respect to fostering learning outcomes.  相似文献   

Using a Diagnosis-Based Approach to Individualize Instructional Explanations in Computer-Mediated Communication     

J?rg Wittwer  Matthias Nückles  Alexander Renkl 《Educational Psychology Review》2010,22(1):9-23

To maximize the effectiveness of instructional explanations, they should be tailored to an individual learner. However, instructors are often not able to collect diagnostically relevant information about a learner to individualize their explanations. This is particularly true in computer-mediated settings where it is more difficult to thoroughly assess a learner’s understanding. We present an approach that provides instructors in asynchronous and text-based computer-mediated communication settings with information about a learner’s understanding that has sufficient diagnostic power to enable them to generate learner-tailored explanations. A series of experiments testing this approach suggest several conclusions. First, instructors need information about a learner to individualize explanations. Second, instructors are able to design explanations that are specifically adapted to a learner’s individual understanding. Third, learner-tailored explanations facilitate the processing of new information and make instructional communication more efficient. Fourth, learner-tailored explanations enhance a deep understanding of the information processed and make instructional communication more effective.  相似文献   

Analyzing and attempting to overcome prospective teachers’ difficulties during problem-solving instruction     

Alexander Karp 《Journal of Mathematics Teacher Education》2010,13(2):121-139

This article analyzes the experiences of prospective secondary mathematics teachers during a teaching methods course, offered prior to their student teaching, but involving actual teaching and reflexive analysis of this teaching. The study focuses on the pedagogical difficulties that arose during their teaching, in which prospective teachers lacked pedagogical content knowledge and skills. It also analyzes the experience of the course itself, which was aimed at scaffolding the work of prospective teachers on developing their pedagogical content knowledge and skills.  相似文献   

When technology,science and culture meet: insights from ancient Chinese technology     

Yeung Chung Lee 《Cultural Studies of Science Education》2018,13(2):485-515

This paper draws together two important agendas in science education. The first is making science education more inclusive such that students from non-Western or indigenous cultures can benefit from culturally relevant curricula. The second is integrating technology into the curriculum under the umbrella of Science–Technology–Society (STS) education to embrace the social aspects of science, with technology serving as a bridge. The advancement of the first agenda is hindered by the pursuance by both Western and non-Western societies of narrow cultural and practical goals without considering the development of science and technology from a cross-cultural perspective. The second agenda is limited by the misconception that technology is applied science, leading to the exclusion from STS discussions of pre-science or indigenous technologies developed by non-Western cultures. Through selected case studies of the evolution of Chinese traditional technologies and their interaction with science, this paper offers a perspective from the Far East, and argues for situating culturally responsive science education in broader historical and cross-cultural contexts to acknowledge the multi-cultural contributions to science and technology. A form of cross-cultural STS education is advanced, encompassing the cultural basis of technological developments, technology diffusion, interactions of traditional technology with science, and the potential development of traditional or indigenous technologies. This approach provides a bridge between the existing universal science education paradigm promoted in the West and the different forms of multi-cultural education advocated by indigenous science educators. To translate theory into practice, a conceptual framework is proposed in which the essential transdisciplinary knowledge base, curricular goals, and pedagogical approaches are embedded.  相似文献   

Die Körperzusammensetzung von Hobbygamern im Vergleich zu deutschlandweit erhobenen Referenzdaten     

Steffen C. E. Schmidt  Filip Kowal  Alexander Woll 《Sportwissenschaft》2018,48(3):438-446

About two thirds of adults in Germany are overweight or obese. While an increase in the consumption of high-calorie food is considered the main cause, the influence of various forms of sedentary activities is still controversially discussed. The aim of the present study is to compare the body composition of hobby gamers with reference data collected throughout Germany and to examine the effects of intensive use of computer games (gaming) on body composition. A total of 68 male participants of a computer game event aged 18–46 years (27.9 years; 180.1?cm; 83.5?kg; BMI 25.7) were examined for fat mass, body cell mass, extracellular mass, body water and phase angle using bioelectrical impedance analysis (BIA, Nutriguard MS type, data input). Ten test persons were retested by means of segmental 8?electrode BIA after a 24?h interval during their visit to the event. As a reference sample, data from 278 male adults of the same age (27.9 years, 179.4?cm; 78.8?kg; BMI 24.5) were collected in 168 locations throughout Germany. The hobby gamers reported on average 37.1?h screen media usage per week. Compared to the reference sample, they showed a slightly higher body cell mass index (p?<?0.01, T?=?4.07), but no differences in fat mass index (p?=?0.96, T?=?0.05) and phase angle (p?=?0.90, T?=?0.12). A significant increase in body water (T₀: 48.2?l, T₀₊₂₄?_h: 49.3?l; p?=?0.04, T?=?2.39) and decrease in the phase angle of the lower extremities (T₀:?7.40, T₀₊₂₄?_h: ?6.85; p?<?0.01, T?=?5.40) was observed in the 24?h retest. Compared to the reference data collected throughout Germany, hobby gamers show no differences in health-relevant parameters of body composition. Nevertheless, after intensive gaming, a short-term increase in the amount of extracellular water in the lower extremities was found. Due to these disturbances in the water balance, the consequent execution of movement breaks during gaming is important.  相似文献   

A Sportful History of Christianity: The Case of Twentieth-Century Sweden     

Alexander Maurits 《国际体育史杂志》2018,35(1):27-42

Abstract

The sport movement was consolidated in Sweden during the first years of the twentieth century and grew rapidly from the 1920s and onward. Preceding and during these events, the Church of Sweden – the Lutheran state church – was losing its axiomatic position within Swedish society and church attendance was decreasing. In this situation, many perceived the sports movement as a rival to the church or even saw sport as a new religion. However, as the sport movement grew, prominent representatives within the Church of Sweden and other Christian denominations adopted a more pragmatic view of the sports movement in order to appeal to people outside the ranks of the church, especially male youth. The sport field soon became a missionary field. The aim of the current essay is to account for the collaborative as well as the sceptical voices not only in the Church of Sweden, but also within the substantial Swedish revival movements, i.e. the Pentecostal movement and the Mission Covenant Church of Sweden. Further, these events will be analyzed from a gender perspective, discussing what was simultaneously perceived as a secularization and feminization of Swedish Christianity.  相似文献