Considerations of force plate transitions on centre of pressure calculation for maximal velocity sprint running     

Timothy A. Exell  Marianne J.R. Gittoes  Gareth Irwin  David G. Kerwin 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):532-541

The aims of this study were to evaluate the accuracy of centre of pressure (COP) data obtained during transition of load across the boundary between two force plates, and secondly to examine the effect of such COP data on joint kinetics during sprint running performances. COP data were collected from two piezoelectric force plates as a trolley wheel was rolled across the boundary between the plates. Position data for the trolley were collected using an opto-electronic motion analysis system for comparison with COP data. Mean COP errors during transition across the plate boundary were 0.003 ± 0.002 m relative to a control point. Kinematic and kinetic data were also collected from eight athletes during sprint running trials to demonstrate the sensitivity of the inverse dynamics analysis to COP error for the ground contact phase of the dynamic movement trials. Kinetic sensitivity to the COP error was assessed during the entire stance phase for the ankle, knee, and hip joints and was less than 5% and 3% for joint moment and power data, respectively. Based on the small COP error during transition across plate boundaries, it is recommended that foot contacts overlapping two force plates may be included in inverse dynamics analyses.  相似文献   

Sense of place in environmental education     

Alex Kudryavtsev  Richard C. Stedman  Marianne E. Krasny 《Environmental Education Research》2012,18(2):229-250

Although environmental education research has embraced the idea of sense of place, it has rarely taken into account environmental psychology-based sense of place literature whose theory and empirical studies can enhance related studies in the education context. This article contributes to research on sense of place in environmental education from an environmental psychology perspective. We review the components of sense of place, including place attachment and place meanings. Then we explore the logic and evidence suggesting a relationship between place attachment, place meanings, pro-environmental behavior, and factors influencing sense of place. Finally, based on this literature we propose that in general environmental education can influence sense of place through a combination of direct place experiences and instruction.  相似文献   

Teaching for Emergent Disciplinary Drawing in Science? Comparing Teachers’ and Children’s Ways of Representing Science Content in Early Childhood Classrooms     

Areljung  Sofie  Skoog  Marianne  Sundberg  Bodil 《Research in Science Education》2022,52(3):909-926

Research in Science Education - This classroom-based study aims to contribute knowledge about children’s opportunities to make use of drawing to make meaning in science. Employing a social...  相似文献   

From Words to Concepts: Focusing on Word Knowledge When Teaching for Conceptual Understanding Within an Inquiry-Based Science Setting     

Berit S. Haug  Marianne Ødegaard 《Research in Science Education》2014,44(5):777-800

This qualitative video study explores how two elementary school teachers taught for conceptual understanding throughout different phases of science inquiry. The teachers implemented teaching materials with a focus on learning science key concepts through the development of word knowledge. A framework for word knowledge was applied to examine the students’ level of word knowledge manifested in their talk. In this framework, highly developed knowledge of a word is conceptual knowledge. This includes understanding how the word is situated within a network of other words and ideas. The results suggest that students’ level of word knowledge develops toward conceptual knowledge when the students are required to apply the key concepts in their talk throughout all phases of inquiry. When the students become familiar with the key concepts through the initial inquiry activities, the students use the concepts as tools for furthering their conceptual understanding when they discuss their ideas and findings. However, conceptual understanding is not promoted when teachers do the talking for the students, rephrasing their responses into the correct answer or neglecting to address the students’ everyday perceptions of scientific phenomena.  相似文献   

Talk about categories versus individuals (generics vs. non-generics)     

Susan A. Gelman  Marianne G. Taylor  Simone P. Naguyen 《Monographs of the Society for Research in Child Development》2004,69(1):64-75

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Action Learning—a learning and teaching method in the preparation programme for supervisors of midwives   总被引：2，自引：2，他引：2  

Marianne Mead  Carole Yearley  Chris Lawrence  Cathy Rogers 《Action Learning: Research and Practice》2006,3(2):175-186

Supervision of midwives is a statutory responsibility, which provides a mechanism for support and guidance to every practising midwife in the United Kingdom. To be eligible for appointment as a supervisor, midwives are required to undertake a preparation programme successfully. Because of the changing nature of the professional role and education, the level of the programme of preparation has evolved from an attendance course, to programmes delivered at diploma, degree and, more recently, Masters' level. In collaboration with clinical colleagues and the statutory authorities, the University of Hertfordshire has presented a programme of preparation at Masters' level since 1997. Revalidation in 2001 provided the opportunity to review the learning and teaching methods, and a decision was made to use Action Learning as an important component of the new programme that commenced in 2002. Alongside the normal university quality assessment mechanisms, a systematic evaluation was undertaken to explore the acceptability and perceived usefulness of Action Learning by the students of the second and third cohorts. This paper presents the findings of this evaluation.  相似文献   

Responses of academe to quality reforms in higher education: A comparative study of england and Sweden   总被引：1，自引：2，他引：1  

Marianne Bauer  Mary Henkel 《Tertiary Education and Management》1997,3(3):211-228

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Critical Science and the History of Child Development's Influence on Early Education Research     

Marianne N. Bloch 《Early education and development》1991,2(2):95-108

Often early childhood educators who fail to frame their research or research methods in positivist traditions or theories of developmental psychology find themselves marginalized in their own field. A reason for the lack of recognition or acceptance of critical theoretical perspectives in early childhood education is the century-long domination of psychological and child development perspectives in the field of early childhood. A second reason relates to the important separate institutional histories of early and elementary education in the United States within academia. This paper explores both the disciplinary and institutional history of early childhood education in an effort to explain the continuing lack of acceptance of critical science perspectives in the field. The costs of this reliance in the past and for the future are discussed.  相似文献   

How Children Regulate their Own Collaborative Learning     

Rijkje Dekker  Marianne Elshout-Mohr  Terry Wood 《Educational Studies in Mathematics》2006,62(1):57-79

In this article we analyze the dialogic learning of one pair of students in order to investigate how these students cope with a collaborative learning situation in the classroom. Our aim is to substantiate the claims that not only are young students (8 year olds) capable of solving mathematical problems collaboratively, but that they also take an active role in regulating their collaborative learning activities. More specifically, our claim is that children appear to apply constructs of “mathematical level raising”, “social interaction” and “division of time” to steer their own collaborative learning and that they are rather successful in balancing these three aspects. The analysis is exploratory, but this new perspective on collaborative learning is relevant theoretically and consequential for classroom practice.  相似文献   

Teacher Interventions Aimed at Mathematical Level Raising During Collaborative Learning   总被引：1，自引：2，他引：1  

Rijkje Dekker  Marianne Elshout-Mohr 《Educational Studies in Mathematics》2004,56(1):39-65

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