9. Kongress der Internationalen Vereinigung für die Geschichte der Leibeserziehung und des Sports (ISHPES)     

Vera Martinelli  Alexandra Preuß 《Sportwissenschaft》2006,36(2):227-229

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Databases on Human Rights Education     

Leßmann  Stefanie 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2002,48(3-4):287-292

International Review of Education -  相似文献   

Judging students' achievement goal orientations: Are teacher ratings accurate?     

Anna-Lena Dicke  Oliver Lüdtke  Ulrich Trautwein  Gabriel Nagy  Nicole Nagy 《Learning and individual differences》2012,22(6):844-849

Using the theoretical framework of achievement goal theory, this study investigated the accuracy of teachers' judgments of their students' motivation. Self-report data were gathered on the mastery, performance-approach, and performance-avoidance goals of 1140 German secondary school students (mean age = 14.24) in five academic subjects (English, Mathematics, German, second foreign language, and Biology). Their teachers in each of the five subjects (N = 176) were asked to judge students' achievement goals. Multilevel regression analyses revealed that teacher ratings of students' motivation statistically significantly predicted student ratings in all five subjects for mastery and performance-approach motivation, but not for performance-avoidance motivation. Assessment of differences in teachers' judgment accuracy across classrooms revealed some variability in teachers' ability to judge their students' mastery and performance-approach goals. Exploratory analyses showed that teaching experience, teacher gender, student age, and student gender did not systematically explain variation in judgment accuracy. Future research should examine other characteristics potentially influencing teachers' judgment accuracy and investigate the effect of teachers' judgment accuracy on students' motivation.  相似文献   

An evaluation of health and sexuality education in Turkish elementary school curricula     

Fatma Hazır Bıkmaz  Duygu S. Güler 《Sex education》2013,13(3):277-292

Research was undertaken to evaluate whether and to what extent the health‐related domains, including sexuality education, specified by the Development of Health Awareness in Adolescent Project Science Committee overlapped with the goals and objectives of the 2002/03 elementary school curricula (grades one to eight; ages 7–14 years) in Turkey. For this aim, the goals and objectives of the courses in the curricula that include health‐related and sexuality‐related subjects were compared by the seven domains with a total of 230 subcategories. The analysis demonstrated that 147 of the 230 subcategories matched the goals and objectives of the curricula with the highest frequencies in the domains of physical development, protection from detrimental‐external factors and healthy living habits. However, the domain of healthy beginning to life was found to have the lowest frequency. Moreover, subcategories such as pregnancy–birth, unintended pregnancy, sexual identity, changes in adolescence, sexual violence and abuse, birth control and sexual discrimination were not covered at all. These results are discussed in relation to the missing points that might have implications for policy and practice in health and sexuality education in Turkey.  相似文献   

Skilled but unaware of it: CAT undermines a test taker's metacognitive competence     

Tuulia M. Ortner  Eva Weißkopf  Friederike X. R. Gerstenberg 《European Journal of Psychology of Education - EJPE》2013,28(1):37-51

We investigated students' metacognitive experiences with regard to feelings of difficulty (FD), feelings of satisfaction (FS), and estimate of effort (EE), employing either computerized adaptive testing (CAT) or computerized fixed item testing (FIT). In an experimental approach, 174 students in grades 10 to 13 were tested either with a CAT or a FIT version of a matrices test. Data revealed that metacognitive experiences were not related to the resulting test scores for CAT: test takers who took the matrices test in an adaptive mode were paradoxically more satisfied with their performance the worse they had performed in terms of the resulting ability parameter. They also rated the test as easier the lower they had performed, but their estimates of effort were higher the better they had performed. For test takers who took the FIT version, completely different results were revealed. In line with previous results, test takers were supposed to base these experiences on the subjectively estimated percentage of items solved. This moderated mediation hypothesis was in parts confirmed, as the relation between the percentage of items solved and FD, FS, and EE was revealed to be mediated by the estimated percentage of items solved. Results are discussed with reference to feedback acceptance, errant self-estimations, and test fairness with regard to a possible false regulation of effort in lower ability groups when using CAT.  相似文献   

Lessons with Living Harvest Mice: An empirical study of their effects on intrinsic motivation and knowledge acquisition     

Matthias Wilde  Jona Samuel Hußmann  Simone Lorenzen  Annika Meyer  Christoph Randler 《International Journal of Science Education》2013,35(18):2797-2810

The aim of this study was to evaluate the effects of living animals on pupils’ intrinsic motivation and knowledge. Various studies from the late 1970s and 1980s stress the high effectiveness of authentic learning experiences in pupils’ knowledge acquisition. However, there are only few current empirical studies on this topic. The research question of our study is to assess whether the use of living animals in the biology classroom supports intrinsic motivation and knowledge acquisition. In a pre-/post-test design, 185 fifth graders received two different treatments: the experimental group (N?=?74) was taught with living harvest mice (Micromys minutus) and the control group (N?=?111) received lessons with the same content which was presented in short film clips on laptop computers. Knowledge acquisition was assessed with open-ended and closed questions, while intrinsic motivation was tested with an adapted version of the Intrinsic Motivation Inventory (IMI). There were no differences in knowledge acquisition between the treatments. However, the results of the IMI showed significant differences in favour of the experimental group in interest/enjoyment, perceived competence, and perceived autonomy. Thus, living animals exert a positive influence on motivation.  相似文献   

On the Roots of Difficulties in Learning about Cell Division: Process‐based analysis of students’ conceptual development in teaching experiments     

Tanja Riemeier  Harald Gropengießer 《International Journal of Science Education》2013,35(7):923-939

Empirical investigations on students’ conceptions of cell biology indicate major misunderstandings of scientific concepts even after thorough teaching. Therefore, the main aim of our research project was to investigate students’ difficulties in learning this topic and to study the impact of learning activities on students’ conceptions. Using the Model of Educational Reconstruction, a four‐phase design was carried out. Firstly, there was the clarification of science subject matter. Secondly, students’ conceptions were investigated, and finally, the learning activities were designed. An evaluation of these learning activities was carried out using five teaching experiments, each with three 9^th grade students (15–16 years, Grammar school). Interpretation of students’ “pathways of thinking” and their conceptual change during instruction was framed theoretically by experiential realism. Theoretical framework, methods and outcomes of the study may contribute to a deeper understanding of students’ ways of thinking in the field of cell biology and reveal the process of conceptual development by using well planned learning activities.  相似文献   

Teaching prospective teachers about fractions: historical and pedagogical perspectives     

Jungeun Park  Beste Güçler  Raven McCrory 《Educational Studies in Mathematics》2013,82(3):455-479

Research shows that students, and sometimes teachers, have trouble with fractions, especially conceiving of fractions as numbers that extend the whole number system. This paper explores how fractions are addressed in undergraduate mathematics courses for prospective elementary teachers (PSTs). In particular, we explore how, and whether, the instructors of these courses address fractions as an extension of the whole number system and fractions as numbers in their classrooms. Using a framework consisting of four approaches to the development of fractions found in history, we analyze fraction lessons videotaped in six mathematics classes for PSTs. Historically, the first two approaches—part–whole and measurement—focus on fractions as parts of wholes rather than numbers, and the last two approaches—division and set theory—formalize fractions as numbers. Our results show that the instructors only implicitly addressed fraction-as-number and the extension of fractions from whole numbers, although most of them mentioned or emphasized these aspects of fractions during interviews.  相似文献   

Learning experimentation through science fairs     

Jürgen Paul  Norman G. Lederman  Jorge Groß 《International Journal of Science Education》2016,38(15):2367-2387

Experiments are essential for both doing science and learning science. The aim of the German youth science fair, Jugend forscht, is to encourage scientific thinking and inquiry methods such as experimentation. Based on 57 interviews with participants of the competition, this study summarises students’ conceptions and steps of learning about experimentation, taking into account age disparities. Five distinct subdomains of learning were identified in which learning processes may occur. These subdomains are procedure, purpose, material, control, and time. The three separate age groups used slightly different concepts but all the participants took the same or very similar steps of learning independent of their age. Two main reasons for conceptual developments could be detected: Firstly, the participating students had the opportunity to work using methodology similar to the commonly accepted scientific path of knowledge. Secondly, due to communication processes during the competition, a purposive reflection of their own project was promoted. With respect to different educational levels, experimentation proves to be a complex scientific framework that will be learnt step by step throughout students’ education. We therefore argue for a stronger anchoring of research experiments embedded in open or authentic inquiry to be included in science lessons at school.  相似文献   

Educational Rehabilitation in the German Democratic Republic     

Klaus‐Peter Becker  Klaus‐Dietrich GROßE 《International Journal of Disability, Development & Education》1990,37(2):99-108

AN OVERVIEW of educational rehabilitation of persons with disabilities in the German Democratic Republic is given. The authors describe the education system, the health and welfare services as well as the forms of training of special educators for persons with disabilities. The topics are discussed in the context of the theoretical background and of the current political changes in the country.  相似文献