‘Discover,Understand, Implement,and Transfer’: Effectiveness of an intervention programme to motivate students for science     

Kerstin Schütte  Olaf Köller 《International Journal of Science Education》2013,35(14):2306-2325

Considerable research has focused on how best to satisfy modern societies’ needs for skilled labour in the field of science. The present study evaluated an intervention programme designed to increase secondary school students’ motivation to pursue a science career. Students from 3 schools of the highest educational track participated for up to 2 years in the intervention programme, which was implemented as an elective in the school curriculum. Our longitudinal study design for evaluating the effectiveness of the intervention programme included all students at the grade levels involved in the programme with students who did not participate serving as a control group. Mixed-model analyses of variance showed none of the intended effects of the intervention programme on science motivation; latent growth models corroborated these results. When the programme began, students who enrolled in the science elective (n?=?92) were already substantially more motivated than their classmates (n?=?228). Offering such an intervention programme as an elective did not further increase the participating students’ science motivation. It seems worthwhile to carry out intervention programmes with talented students who show (comparatively) little interest in science at the outset rather than with highly motivated students who self-select into the programme.  相似文献   

Analyzing effective communication in mathematics group work: The role of visual mediators and technical terms     

Andreas Ryve  Per Nilsson  Kerstin Pettersson 《Educational Studies in Mathematics》2013,82(3):497-514

Analyzing and designing productive group work and effective communication constitute ongoing research interests in mathematics education. In this article we contribute to this research by using and developing a newly introduced analytical approach for examining effective communication within group work in mathematics education. By using data from 12 to 13-year old students playing a dice game as well as from a group of university students working with a proof by induction, the article shows how the link between visual mediators and technical terms is crucial in students’ attempts to communicate effectively. The critical evaluation of visual mediators and technical terms, and of links between them, is useful for researchers interested in analyzing effective communication and designing environments providing opportunities for students to learn mathematics.  相似文献   

The Application of Social Network Analysis to Team Sports     

Dean Lusher  Garry Robins  Peter Kremer 《Measurement in physical education and exercise science》2013,17(4):211-224

This article reviews how current social network analysis might be used to investigate individual and group behavior in sporting teams. Social network analysis methods permit researchers to explore social relations between team members and their individual-level qualities simultaneously. As such, social network analysis can be seen as augmenting existing approaches for the examination of intra-group relations among teams and provide detail of team members' informal connections to others within the team. Social network analysis is useful in addressing the issue of interdependencies in the data inherent in team structures. Social network terms are introduced and explained by way of an example team, software and resources are discussed, and a statistical approach to social network analysis is introduced.  相似文献   

The Inner World of Israeli Secondary School Teachers: work centrality,job satisfaction and stress     

Lya Kremer‐Hayon  Zahava Goldstein 《比较教育学》1990,26(2-3):284-298

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Movement planning reflects skill level and age changes in toddlers     

Chen YP  Keen R  Rosander K  von Hofsten C 《Child development》2010,81(6):1846-1858

Kinematic measures of children's reaching were found to reflect stable differences in skill level for planning for future actions. Thirty-five toddlers (18-21 months) were engaged in building block towers (precise task) and in placing blocks into an open container (imprecise task). Sixteen children were retested on the same tasks a year later. Longer deceleration as the hand approached the block for pickup was found in the tower task compared with the imprecise task, indicating planning for the second movement. More skillful toddlers who could build high towers had a longer deceleration phase when placing blocks on the tower than toddlers who built low towers. Kinematic differences between the groups remained a year later when all children could build high towers.  相似文献   

Peer activities on Web-learning platforms—Impact on collaborative writing and usability issues     

Paolo Davoli  Matteo Monari  Kerstin Severinson Eklundh 《Education and Information Technologies》2009,14(3):229-254

The importance of groupware tools in e-learning practice is increasing, because of their educational relevance and of the importance of group abilities in today’s job activities. The paper addresses some critical issues of asynchronous collaborative tools hosted in Web-learning platforms. A model to capture user quality perceptions for these tools is presented, and an investigation conducted in three case studies where e-learning platforms were used to share and comment on written works is reported in detail. Quantitative and qualitative data are used in a complementary way to capture the complexity of educational collaborative activities. The impact of technologies on work organization, writing and peer-feedback activities is discussed. Users dedicated more time to feedback activities than they would have in real-life contexts, and paid more attention to the style and content of their writing. Communication was more focused and honest than in real life (even though more distant and at the risk of misunderstanding), and its indirectness encouraged shy and impaired people. Usability problems emerged from platform design, educators’ choices and server-side settings; Web-based systems seem to pose specific usability issues when users are required a strong active role; compatibility issues highlight the need for a closer Web standard compliance.

Kerstin Severinson EklundhEmail:

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Changes in attitudes toward education during teacher training     

Liya Kremer  Michael Moore 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1978,24(4):511-513

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Attenuation of blocking with the omission of a delayed US     

Edwin Kremer  Thomas Specht  Robert Allen 《Learning & behavior》1980,8(4):609-616

Two experiments used rats in a CER paradigm to examine the relationship between static-cue conditioning and the attenuation of blocking with a US-omission procedure. Experiment 1 showed that the attenuation of blocking was correlated with static-cue conditioning. Experiment 2 showed that manipulations that normally enhance static-cue conditioning resulted in the attenuation of blocking effect. The implications of these results for current theories of Pavlovian conditioning are discussed.  相似文献   

Does Self-image Matter? Client’s Self-image, Behaviour and Evaluation of a Career Counselling Session: An Exploratory Study     

Gunnar Schedin  Kerstin Armelius 《International journal for the advancement of counseling》2008,30(3):189-201

This exploratory study addresses differences in self-image as a client characteristic in career counselling by using the Structural Analysis of Social Behaviour (Benjamin, L., Journal of Consulting and Clinical Psychology, 64(6), 1203–1212, 1996; Benjamin, L., Journal of Personality Assessment, 66(2), 248–266, 1996) and an adaptation (Andersson, W.P, and Niles, S.P., The Career Development Quarterly, 48(3), 251–263, 2000) of the Therapist Intention List (Hill C. E and O’Grady K. E., Journal of Counseling Psychology, 32(1), 3–22, 1985; Hill et al., Journal of Counseling Psychology, 35(3), 222–233, 1988). Expected and experienced behaviour of self and other, recalled helpful and non-helpful events during sessions, and evaluation of sessions were compared between two clients with identified positive self-image and two clients with identified negative self-image. The results indicated that the clients with a positive self-image compared to clients with a negative self-image expected more positive behaviours and experienced more positive in-session behaviours from both themselves and from the counsellor; they recalled more positive and fewer negative events in-session and they evaluated their session more positively. Implications for career counselling are discussed.  相似文献   

Educational usage of Facebook and academic achievement in distance university students: Mediated by basic needs satisfaction     

Yotyodying  Sittipan  Dettmers  Swantje  Erdal  Kerstin  Jonkmann  Kathrin 《Education and Information Technologies》2022,27(4):4905-4924

Education and Information Technologies - Facebook has been widely used among students, not only for socializing, but also for educational purposes. However, it is much less clear whether...  相似文献