Exploring socio-ecological factors influencing active and inactive Spanish students in years 12 and 13     

José Devís-Devís  Vicente J. Beltrán-Carrillo  Carmen Peiró-Velert 《Sport, Education and Society》2015,20(3):361-380

This paper explores socio-ecological factors and their interplay that emerge from a qualitative study and influence adolescents' physical activity and sport participation. A total of 13 boys and 7 girls active and inactive adolescents, from years 12 and 13 and different types of school (state and private), participated in semi-structured interviews. It followed a purposeful sampling selection from participants who participated in a previous larger study on physical activity levels. Findings highlight the influence of personal and social interplay, such as perceived competence, obesity and teasing from peers, and new social demands and personal preferences in adolescents' (dis)engagement in physical activity and sport. They also stand out how social and environmental factors affect their participation, such as family, boy/girlfriends, physical education and rural/urban places of residence. These factors appear to have an important impact on the construction of (in)active identities during late adolescence. Policy makers, exercise professionals and educators should be aware of these factors in order to improve health promotion strategies and social policies. Some recommendations are also indicated in the paper.  相似文献   

What do science teachers consider when selecting formative assessment tasks?     

Debra Tomanek  Vicente Talanquer  Ingrid Novodvorsky 《科学教学研究杂志》2008,45(10):1113-1130

The purpose of this qualitative exploratory study was to identify factors that influenced prospective and experienced secondary level science teachers' reasoning as they evaluated or selected tasks to formatively assess their students' understanding of scientific concepts. The analysis of the coded written responses revealed two categories of factors that influenced the teachers' reasoning: (1) characteristics of the task and (2) characteristics of students or the curriculum. Characteristics of the task related to qualities of the task regardless of the learning environment in which it would be used, such as the level of student thinking demanded by a task. Characteristics of the students and the curriculum related to the learning environment in which an assessment task would be implemented, such as students' abilities to complete the task. Both prospective and experienced teachers' task evaluations were influenced by the same factors related to the characteristics of the task, although their interpretations of the meaning of each factor varied. In addition, experienced teachers' task evaluations were more likely than prospective teachers to be influenced by factors related to characteristics of students and the curriculum. The findings are discussed as a conceptual framework that presents the identified factors along three different dimensions: (1) the influence of task, student, and curriculum characteristics, (2) the influence of expectations for success, and (3) the influence of teaching experience. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1113–1130, 2008  相似文献   

Physical imagery and nobiliary distinction in Don Juan Manuel's libro de los estados: a pedagogical representation of the body in Medieval Castile     

Miguel Vicente Pedraz 《国际体育史杂志》2013,30(2):26-39

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Library Challenges in Latin America: The Digital Context     

Chloé Vicente 《图书馆管理杂志》2013,53(5-6):359-368

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Cultural Memory Banking in Preservice Science Teacher Education     

Vicente C. Handa  Deborah J. Tippins 《Research in Science Education》2012,42(6):1201-1217

This study focused on the exemplification of cultural memory banking as an ethnographic tool to understand cultural practices relevant to science teaching and learning in a rural coastal village in a central island of the Philippine archipelago. Using the collaborative action ethnography as a research methodology, 10 prospective science teachers and a science teacher educator/doctoral candidate formed a research team and documented community funds of knowledge relevant to science teaching and learning through their participation in a Community Immersion course. The study employed the use of the cultural memory banking as a meditational tool to analyze, make sense of, and represent interview, focus-group discussion, and observation data, among others, for the development of culturally relevant science lessons. Originally used as an anthropological tool to preserve cultural knowledge associated with the cultivation of indigenous plant varieties, the cultural memory banking, as adapted in science education, was used, both as a data collection and analytic tool, to locate relevant science at the intersection of community life. The research team developed a cultural memory bank exemplar, ??Ginamos: The Stinky Smell that Sells,?? to highlight the learning experiences and meaning-making process of those involved in its development. Dilemmas and insights on the development and use of cultural memory banking were discussed with respect to issues of knowledge mining and mainstreaming of indigenous/local funds of knowledge, troubling the privileged position of Western-inspired nature of science.  相似文献   

Teacher–student interaction in joint word problem solving. The role of situational and mathematical knowledge in mainstream classrooms     

Javier Rosales  Santiago Vicente  Jose M. Chamoso  David Muñez  Josetxu Orrantia 《Teaching and Teacher Education》2012

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A further step forward in measuring journals’ scientific prestige: The SJR2 indicator     

Vicente P. Guerrero-Bote  Félix Moya-Anegón 《Journal of Informetrics》2012,6(4):674-688

A new size-independent indicator of scientific journal prestige, the SJR2 indicator, is proposed. This indicator takes into account not only the prestige of the citing scientific journal but also its closeness to the cited journal using the cosine of the angle between the vectors of the two journals’ cocitation profiles. To eliminate the size effect, the accumulated prestige is divided by the fraction of the journal's citable documents, thus eliminating the decreasing tendency of this type of indicator and giving meaning to the scores. Its method of computation is described, and the results of its implementation on the Scopus 2008 dataset is compared with those of an ad hoc Journal Impact Factor, JIF(3y), and SNIP, the comparison being made both overall and within specific scientific areas. All three, the SJR2 indicator, the SNIP indicator and the JIF distributions, were found to fit well to a logarithmic law. Although the three metrics were strongly correlated, there were major changes in rank. In addition, the SJR2 was distributed more equalized than the JIF by Subject Area and almost as equalized as the SNIP, and better than both at the lower level of Specific Subject Areas. The incorporation of the cosine increased the values of the flows of prestige between thematically close journals.  相似文献   

Estructura semántica y estrategias infantiles en la solución de problemas verbales de adición     

Vicente Bermejo  Purificación Rodríguez 《Infancia y Aprendizaje》2013,36(39-40):71-81

Resumen

Se analizan los diferentes factores que pueden influir en la solución de problemas verbales aditivos, insistiéndose sobre todo en la incidencia de la estructura semántica de los mismos y en su expresión verbal. Dos grupos de niños de segundo de preescolar y otros de primero de EGB pasan pruebas aditivas de combinación e igualación. Los resultados confirman que la dificultad de las tareas depende, entre otras variabes, de la estructura semántica de las mismas, del lugar que ocupa la incógnita o dato desconocido y de la disponibilidad de ayudas en la resolución de los problemas. Además, las estrategias utilizadas por los niños son función de la edad de los mismos y del tipo de problema planteado. Se señalan también algunas de las implicaciones educativas que se desprende de este trabajo.  相似文献   

Prospective primary teachers’ self-efficacy and emotions in science teaching     

María Brígido  Ana Belen Borrachero  Maria Luisa Bermejo  Vicente Mellado 《欧洲师范教育杂志》2013,36(2):200-217

The self-efficacy of prospective primary teachers was studied, considering in particular the relationship of that construct with the emotions they expect to experience as future science teachers, differentiating between when they will be teaching the content of the ‘nature sciences’ (biology and geology) and that of the ‘hard sciences’ (physics and chemistry). The study instrument was a questionnaire completed by 188 prospective primary school teachers in their initial education at the University of Extremadura during the academic year 2009/2010. The results showed them to mostly have positive emotions towards nature sciences and negative towards the hard sciences. While their beliefs concerning their self-efficacy are significantly related to their emotions about their future teaching of the hard sciences, high self-efficacy was significantly correlated with more positive emotions and fewer negative emotions towards physics and chemistry.  相似文献   

School Chemistry: The Need for Transgression     

Vicente Talanquer 《Science & Education》2013,22(7):1757-1773

Studies of the philosophy of chemistry over the past 15 years suggest that chemistry is a hybrid science which mixes scientific pursuits with technological applications. Dominant universal characterizations of the nature of science thus fail to capture the essence of the discipline. The central goal of this position paper is to encourage reflection about the extent to which dominant views about quality science education based on universal views of scientific practices may constrain school chemistry. In particular, we discuss how these predominant ideas restrict the development of chemistry curricula and instructional approaches that may better support the learning of the ideas and practices that studies of the philosophy of chemistry suggest are at the core of the discipline. Our analysis suggests that philosophical studies about the nature of chemistry invite us to transgress traditional educational boundaries between science and technology, inquiry and design, content and process, and to reconceptualize school chemistry as a paradigmatic techno scientific subject. To support these changes, chemical education researchers should expand the scope of their investigations to better understand how students and teachers reason about and engage in more authentic ways of chemical thinking and doing.  相似文献