Why Use Multiple Representations in the Mathematics Classroom? Views of English and German Preservice Teachers     

Anika Dreher  Sebastian Kuntze  Stephen Lerman 《International Journal of Science and Mathematics Education》2016,14(2):363-382

Dealing with multiple representations and their connections plays a key role for learners to build up conceptual knowledge in the mathematics classroom. Hence, professional knowledge and views of mathematics teachers regarding the use of multiple representations certainly merit attention. In particular, investigating such views of preservice teachers affords identifying corresponding needs for teacher education. However, specific empirical research is scarce. Taking into account the possible role of culture, this study consequently focuses on views about using multiple representations held by more than 100 English and more than 200 German preservice teachers. The results indicate that there are culture-dependent aspects of preservice teachers’ views, but also that there are common needs for professional development.  相似文献   

From childhood nature experiences to adult pro-environmental behaviors: An explanatory model of sustainable food consumption     

Erica Molinario  Caterina Lorenzi  Flavia Bartoccioni  Paola Perucchini  Sebastian Bobeth  Agathe Colléony 《Environmental Education Research》2020,26(8):1137-1163

Abstract

In two studies, the role of nature experiences and social norms during childhood is explored next to adulthood biospheric values, connectedness to nature, environmental identity, and objective knowledge in relation to pro-environmental behaviors. Study 1 (N?=?185) tested the hypothesized model in the realm of general pro-environmental behaviors and sustainable fruit consumption on a sample of students. Study 2 (N?=?155) tested the model in the realm of sustainable seafood consumer choice on a general population sample. Path analyses show consistent results across samples. Results show that childhood nature experiences and exposure to pro-environmental social norms during childhood are related to adulthood development of connectedness with nature and biospheric values; these, in turn, help in shaping adulthood environmental self-identity ultimately influencing the enactment of sustainable food choices during adulthood. These findings point toward the relevance of childhood experiences for pro-environmental behaviors as compared to the provision of information. The role of objective knowledge across samples is inconsistent, thus requiring future investigations.  相似文献   

Out by More than One Degree: Politics and Organizational Change Within an Australian University     

Sebastian De Brennan 《Educational Research for Policy and Practice》2006,5(2):73-100

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Science Academies’ summer research fellowship programme for students and teachers–2017     

K. L. Sebastian 《Resonance》2016,21(9):861-861

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The Development of Clustering in Episodic Memory: A Cognitive-Modeling Approach     

Sebastian S. Horn  Ute J. Bayen  Martha Michalkiewicz 《Child development》2021,92(1):239-257

Younger children’s free recall from episodic memory is typically less organized than recall by older children. To investigate if and how repeated learning opportunities help children use organizational strategies that improve recall, the authors analyzed category clustering across four study-test cycles. Seven-year-olds, 10-year-olds, and young adults (N = 150) studied categorically related words for a free-recall task. The cognitive processes underlying recall and clustering were measured with a multinomial model. The modeling revealed that developmental differences emerged particularly in the rate of learning to encode words as categorical clusters. The learning curves showed a common pattern across age groups, indicating developmental invariance. Memory for individual items also contributed to developmental differences and was the only factor driving 7-year-olds’ moderate improvements in recall.  相似文献   

Molecular mechanism of heterogeneous catalysis     

R. S. Swathi  K. L. Sebastian 《Resonance》2008,13(6):548-560

Gerhard Ertl, the German physical chemist, was awarded the Nobel Prize in chemistry for the year 2007, for his contributions in the area of surface science. His painstaking work led to a microscopic understanding of heterogeneous catalysis in industrially important chemical reactions. These include the Haber-Bosch process for the production of ammonia, and the catalytic oxidation of carbon monoxide. (left) R S Swathi is a Senior Research Fellow at the Department of Inorganic and Physical Chemistry, working with Prof. K L Sebastian. Her research interests include theoretical study of resonance energy transfer involving various donor-acceptor systems. (right) K L Sebastian is a Professor at the Department of Inorganic and Physical Chemistry, Indian Institute of Science. His area of interest is theoretical chemistry.  相似文献   

Comprehending animations: Effects of spatial cueing versus temporal scaling     

Sebastian Fischer  Stephan Schwan 《Learning and Instruction》2010,20(6):465-475

In the present experiment the animation of the operating mechanism of a pendulum clock was used in order to compare the effects of spatial cueing with those of temporal scaling on the comprehension of the animation. The presentation speed of the clock mechanism (normal vs. fast) and signalling cues to three different parts of the mechanism (weight, pendulum, and an irrelevant gear as blinking elements) were used in a 2 × 3 between subjects design with 144 participants. It was found that compared to normal speed condition, understanding was improved in the fast speed condition, but was unaffected by any of the cueing conditions. The results indicate that, although guidance of attention to relevant parts of an animation is often seen as a key to effective instructional design, the way temporal manipulations affect understanding is independent from local attention guiding.  相似文献   

Editorial     

Sebastian Gurciullo 《档案与原稿》2013,41(2):69-70

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Revisit,Reform, and Redesign: A Novel Dissection Approach for Demonstrating Anatomy of the Orbit for Continuing Professional Development Education     

Sebastian Cotofana  Diana L. Gavril  Konstantin Frank  Thilo L. Schenck  Wojciech Pawlina  Nirusha Lachman 《Anatomical sciences education》2021,14(4):505-512

Advanced postgraduate medical education for health-care professionals is constantly evolving. Understanding facial anatomy and especially its vascular system is crucial when performing soft tissue filler injections to avoid adverse events including tissue loss or irreversible blindness. Standard anatomical resources often fall short of elucidating clinically relevant concepts in more highly specialized areas of interest. A novel dissection approach for demonstrating the anatomy of the lateral orbit was presented at scientific meetings to participants from dermatology, plastic surgery, and general practice. Results from the post-course online survey (n = 52) were analyzed. The results of the survey reveal a high educational impact and a high clinical relevance of the novel dissection approach. In addition, the majority of respondents (97.7%; n = 51) felt that the exposed anatomical structure of the orbit and face improved their ability to safely perform cosmetic procedures on the face. More experienced respondents who had previously attended at least five cadaveric dissections were more likely to strongly agree that reviewing anatomy through this novel dissection approach increased their confidence in avoiding periorbital vascular danger zones. As minimally invasive outpatient procedures continue to evolve, practicing physicians and mid-level providers often face the challenge of having to reconcile preexisting anatomical knowledge with new clinical practice. Skills required to navigate high impact anatomy include visualization of structures that form the navigational landscape and avoidance of key danger zones. The novel dissection approach to the lateral orbit reflects the increasing focus on revisiting, reforming, and redesigning anatomy for continuing professional development activities.  相似文献   

Introductory Course on Satellite Navigation     

Kaspar Giger  J.  Sebastian Knogl 《美中教育评论》2012,(12):1034-1043

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