An Exploration of Pre-Service Teachers' Experiences in Outdoor ‘Places’ and Intentions for Teaching in the Outdoors     

Erica Blatt  Patricia Patrick 《International Journal of Science Education》2013,35(13):2243-2264

This study explores pre-service teachers' past interactions with ‘place’ in outdoor settings and how these experiences contribute to their current perceptions of the importance of taking their own students into the outdoors. Specifically, the researchers were interested in investigating if current pre-service teachers are part of the ‘nature-deficit disorder' generation described by Louv in his book, Last child in the woods: Saving our children from nature-deficit disorder (2005 Louv, R. (2005). Last child in the woods: Saving our children from nature deficit disorder. Chapel Hill, NC: Algonquin Books. [Google Scholar]), as a generation of children growing up without direct experiences in nature. Study participants included 148 undergraduate pre-service elementary teachers enrolled in science teaching methods instructional courses at an urban college in the Northeastern United States and two suburban universities in the Southeastern United States. Participants wrote essay responses after reading Louv's Last Child in the Woods in which they were asked to relate the reading to their own past experiences and their ideas about elementary science education. Results indicate that a large majority of participants (97%) describe significant youth experiences in the outdoors, view nature as important in varying ways (89.9%), and express a desire to expose their own students to the outdoors (65.5%). Key findings are illustrated with direct quotations from the pre-service teachers' essay responses, as they write vividly of their interactions in outdoor places, referred to as ‘place meanings'. Implications are presented for teacher educators working with pre-service teachers to build upon their outdoor experiences and prepare them for implementing nature-based instruction.  相似文献   

Exploring environmental identity and behavioral change in an Environmental Science course     

Erica N. Blatt 《Cultural Studies of Science Education》2013,8(2):467-488

This ethnographic study at a public high school in the Northeastern United States investigates the process of change in students’ environmental identity and proenvironmental behaviors during an Environmental Science course. The study explores how sociocultural factors, such as students’ background, social interactions, and classroom structures, impact the environmental identity and behavior of students. In this investigation, the identity theory of emotion of Stryker (2004) from the field of sociology is utilized in the interpretation of students’ reactions to classroom experiences as they proceed through the Environmental Science course. The participants in this study are an Environmental Science teacher and the 10–12th grade students in her Environmental Science elective course. The researcher collected data for a period of six months, attending class on a daily basis. Data was collected through participant observation, videotaping, interviews, and cogenerative dialogues. The results of this study inform science educators by illuminating important elements, such as students’ emotional responses to activities in class, conflicting elements of students’ identities, and students’ openness and willingness to critically reflect upon new information, which contribute to whether a student is likely to change their views towards the environment and pro-environmental behaviors.  相似文献   

The use of accelerometry in adolescents and its implementation with non-wear time activity diaries in free-living conditions     

Charlene Ottevaere  Inge Huybrechts  Femke De Meester  Ilse De Bourdeaudhuij  Magdalena Cuenca-Garcia  Stefaan De Henauw 《Journal of sports sciences》2013,31(1):103-113

Abstract

The aim of this study was to evaluate the use of a non-wearing time activity diary (hereafter non-wear activity diary) when using accelerometry in adolescents to provide insight into their physical activity levels. In total, 213 Belgian adolescents (89 boys, 124 girls) were eligible for this study. Adolescents wore an accelerometer for seven consecutive days and kept a non-wear activity diary. On the last day, they completed the International Physical Activity Questionnaire for Adolescents. The differences between the accelerometer data with and without use of the non-wear activity diary were significant for all physical activity intensities according to the Wilcoxon signed rank test. Bland-Altman plots showed that with more time spent in any physical activity intensity, the difference between including and not including the non-wear activity diary increased. The correlation coefficient between the International Physical Activity Questionnaire for Adolescents and the accelerometer data increased when the non-wear activity diary was included. Differences in the percentage of adolescents reaching the physical activity recommendations between the accelerometer data only and the accelerometer with the non-wear activity diary were significant. We conclude that if the non-wear activity diary data are not included, some adolescents could be misclassified as not being physically active according to the physical activity recommendations. It is therefore recommended to use a non-wear activity diary for gaining insight into the physical activity levels of individuals.  相似文献   

On distorting reality to comprehend distortion     

B Blatt 《Journal of learning disabilities》1984,17(10):627-628

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2BIC: taking your adventuring gear to organise pop‐up health information literacy sessions          下载免费PDF全文

Thomas Vandendriessche  Marleen Michels  Linda Stoop  Natasja Vissenaekens  Inge Discart 《Health information and libraries journal》2018,35(3):256-261

Academic libraries play an important role in the provision of health information literacy (IL) skills and there are many approaches to how these can be delivered. In this paper, guest writers Inge Discart and colleagues from KU Leuven Libraries 2Bergen Information Centre (2BIC) in Belgium discuss a pop‐up information literacy skills project. In particular, the article presents the findings from an initial information skills needs assessment conducted at the University, followed by how the concept of the pop‐up sessions was developed and promoted throughout the organisation. The paper identifies the variety of sessions offered and the format in which they were delivered, with final results on how these were received and which sessions were the most popular. This article provides insight into an alternative approach to health information skills delivery and the outcomes from it. H S  相似文献   

Differential Item Functioning on the SAT-M Braille Edition     

Randy Elliot Bennett  Donald A. Rock  Inge Novatkoski 《Journal of Educational Measurement》1989,26(1):67-79

This study attempted to pinpoint the causes of differential item difficulty for blind students taking the braille edition of the Scholastic Aptitude Test's Mathematical section (SAT-M). The study method involved reviewing the literature to identify factors that might cause differential item functioning for these examinees, forming item categories based on these factors, identifying categories that functioned differentially, and assessing the functioning o f the items comprising deviant categories to determine if the differential effect was pervasive. Results showed an association between selected item categories and differential functioning, particularly for items that included figures in the stimulus, items for which spatial estimation was helpful in eliminating at least two of the options, and items that presented figures that were small or medium in size. The precise meaning of this association was unclear, however, because some items from the suspected categories functioned normally, factors other than the hypothesized ones might have caused the observed aberrant item behavior, and the differential difficulty might reflect real population differences in relevant content knowledge  相似文献   

How social challenges affect children’s regulation and assignment quality in hypermedia: a process mining study     

Paans  Cindy  Onan  Erdem  Molenaar  Inge  Verhoeven  Ludo  Segers  Eliane 《Metacognition and Learning》2019,14(2):189-213

Metacognition and Learning - The present study investigated the extent to which 18 dyads in 5th and 6th grade, who experienced low levels of social challenge, differed from 12 dyads who experience...  相似文献   

Career satisfaction of postdoctoral researchers in relation to their expectations for the future     

Inge van der Weijden  Christine Teelken  Moniek de Boer  Mariske Drost 《Higher Education》2016,72(1):25-40

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Pedagogical staff in children’s day care centres in Germany – links between working conditions,job satisfaction,commitment and work-related stress     

Inge Schreyer  Martin Krause 《Early Years: An International Journal of Research and Development》2016,36(2):132-147

This article investigates links between staff working conditions in children’s day care centres (Kindertageseinrichtungen – known as Kitas in Germany), job satisfaction, commitment and perceived stress at work. Data are based on the nationwide, representative questionnaire survey AQUA (Arbeitsplatz und Qualität in Kitas – Workplace quality in children’s day care centres), a project conducted by the State Institute of Early Childhood Research in Munich. From the participants’ responses (N_total = 6606) regarding their working conditions, an index was established that permitted a categorisation into three groups of quality. Well-established instruments and scales were used to measure general job satisfaction and commitment. The Effort–Reward Imbalance (ERI) model by Siegrist and colleagues (2004) was used to examine stress at work. Results indicate that staff working under good conditions show higher job satisfaction, higher commitment values and less stress at work. Furthermore, distinct differences could be found between centre directors and staff without a leading function.  相似文献   

Environmental influences on incidents of alleged child abuse and neglect in New York State psychiatric facilities: toward an etiology of institutional child maltreatment     

E R Blatt  S W Brown 《Child abuse & neglect》1986,10(2):171-180

In order to gain a better understanding of the etiology of institutional child maltreatment, 232 allegations of child abuse and neglect in New York State Office of Mental Health operated facilities were investigated with the hypothesis that environmental stresses placed on professional child care workers can precipitate incidents of child maltreatment in institutional settings in the same way that stress and anxiety experienced by a parent can contribute to incidents of abuse in the home. The study focused on administrative policy decisions, patient census and admissions, seasonal influences, staffing levels and identifiable one-time disruptions in daily routines as potential contributors to institutional abuse. A multivariate regression analysis revealed a significant four-variable model for predicting the number of reports of abuse and neglect per month, R2 = .585, F(4,21) = 7.41, p less than .01. Potential preventive measures based on this model were suggested.  相似文献