Problem‐based distance learning of energy issues via computer network     

Goran Adelsköld  Kjell Aleklett  Rune Axelsson  Jan Blomgren 《Distance Education》1999,20(1):129-143

Problem‐based learning (PBL) modified for distance education (PBDiL = Problem‐Based Distance Learning) has been used for teaching energy issues at Uppsala University, Sweden. Collaborative learning in groups of seven to eight students was enabled by computer communication and enhanced the use of Internet. Two different teaching methods have been tried and are compared, both being influenced by methods used in conventional face‐to‐face PBL. The problem presentation was entirely built on pictures, and examination through student reports was successful. A student remark, ‘I study on my own but yet not alone’ shows the importance of social contact.  相似文献   

Changes in the relation between cognitive and metacognitive skills during the acquisition of expertise   总被引：2，自引：0，他引：2  

Marcel Veenman  Jan J. Elshout 《European Journal of Psychology of Education - EJPE》1999,14(4):509-523

This paper focuses on the transformation of general metacognitive skills of novices into domain-specific regulatory procedures of experts, and the relation of those skills to intelligence. Research has shown that the general metacognitive skills of novices, although partly correlated to intelligence, additionally contribute to learning outcome on top of intelligence. The metacognitive skills of experts appear to be domainspecific and unrelated to intelligence. Two experiments were conducted. The objective of the first experiment was to confirm and generalize these earlier results concerning the relation of intellectual ability, metacognitive skillfulness and learning of novices vs. advanced subjects. The objective of the second experiment was to investigate this relation under different conditions of task complexity. It was hypothesized that advanced subjects would regress to more novice-like behavior under very complex learning conditions (i.e., general metacognitive skills and intelligence would re-appear as combined predictors of learning outcome). On the other hand, low intelligent novices, irrespective of their metacognitive skillfulnes, were expected to fail on very complex problems. Results partly confirmed these hypotheses. Implications for the conditions under which metacognitive experiences should be implemented, are being discussed.  相似文献   

Learning without frontiers: Building integrated responses to diverse learning needs     

Jan Visser  David Berg 《Educational technology research and development : ETR & D》1999,47(3):101-114

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Good Intentions Are Not Enough: A Story of Collaboration in Science, Education, and Technology     

Angelo Collins  Lynne Bercaw  Amy Palmeri  Jan Altman  Marcy Singer-Gabella  Todd Gary 《Journal of Science Teacher Education》1999,10(1):3-20

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Professional knowledge affects action-related skills: The development of preservice physics teachers' explaining skills during a field experience     

Christoph Kulgemeyer  Andreas Borowski  David Buschhüter  Patrick Enkrott  Maren Kempin  Peter Reinhold  Josef Riese  Horst Schecker  Jan Schröder  Christoph Vogelsang 《科学教学研究杂志》2020,57(10):1554-1582

Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross-lagged panel design to examine the relationship between professional knowledge and actions in one particular instructional situation: explaining physics. Pre- and post a field experience (one semester), 47 preservice physics teachers from four different universities were tested for their content knowledge (CK), PCK, pedagogical knowledge (PK), and action-related skills in explaining physics. The study showed that joint professional knowledge (the weighted sum of CK, PCK, and PK scores) at the beginning of the field experience impacted the development of explaining skills during the field experience (β = .38**). We interpret this as a particular relationship between professional knowledge and science teachers' action-related skills (enacted PCK): professional knowledge is necessary for the development of explaining skills. That is evidence that personal PCK affects enacted PCK. In addition, field experiences are often supposed to bridge the theory-practice gap by transforming professional knowledge into instructional practice. Our results suggest that for field experiences to be effective, preservice teachers should start with profound professional knowledge.  相似文献   

Embedding inquiry-based practices in schools: The strategic role of school leaders     

Femke Geijsel  Wouter Schenke  Jan van Driel  Monique Volman 《European Journal of Education》2020,55(2):233-247

The context of this study were research and development projects in Dutch secondary education, particularly funded by government to combine practice-based research with school development goals for inquiry-based culture. Aiming at better understanding of the strategic role that school leaders play in embedding inquiry-based practices in schools, the research question of this study was to explore to what extent and how do school leaders use the opportunity of participating in funded research and development projects for encouraging and integrating inquiry-based practices in their schools? Differences concerning the integration of inquiry-based working in the school as professional learning community were examined, distinguishing between school leaders’ strategies of capacity building. Twenty-eight school leaders of Dutch secondary schools, involved in nineteen projects, were interviewed retrospectively. Analyses showed the majority of the school leaders to be convinced that inquiry-based working is important for their schools’ development as a professional community. Their strategies for achieving school level project significance differed in school leaders’ successive attention on personal or interpersonal capacity building with regard to inquiry-based practices. Moreover, while some school leaders were actively involved with capacity building right from the start of the research and development projects projects, almost two-third of the school leaders developed interest in inquiry-based practices during the projects and started to enact in the final year of the project. In discussing the results, it is proposed that the interaction of strategy and context needs further study, for instance to inform peer learning among school leaders that are novice and experienced in inquiry-based practices as a means to develop the school as a professional learning community.  相似文献   

Structural evolution of protein-biofilms: Simulations and experiments     

Schmitt Y  Hähl H  Gilow C  Mantz H  Jacobs K  Leidinger O  Bellion M  Santen L 《Biomicrofluidics》2010,4(3):32201

The control of biofilm formation is a challenging goal that has not been reached yet in many aspects. One unsolved question is the role of van der Waals forces and another is the importance of mutual interactions between the adsorbing and the adsorbed biomolecules ("critical crowding"). In this study, a combined experimental and theoretical approach is presented, which fundamentally probes both aspects. On three model proteins-lysozyme, α-amylase, and bovine serum albumin-the adsorption kinetics is studied experimentally. Composite substrates are used enabling a separation of the short- and the long-range forces. Although usually neglected, experimental evidence is given for the influence of van der Waals forces on the protein adsorption as revealed by in situ ellipsometry. The three proteins were chosen for their different conformational stabilities in order to investigate the influence of conformational changes on the adsorption kinetics. Monte Carlo simulations are used to develop a model for these experimental results by assuming an internal degree of freedom to represent conformational changes. The simulations also provide data on the distribution of adsorption sites. By in situ atomic force microscopy we can also test this distribution experimentally, which opens the possibility to, e.g., investigate the interactions between adsorbed proteins.  相似文献   

Schooling for the long-term: elite education and temporal accumulation     

Jan Nespor 《Zeitschrift für Erziehungswissenschaft》2014,17(3):27-42

How do we make sense of educational strategies that stretch across decades and generations? Taking the case of elite bankers in the US, this article argues that part of the strength of their education is its ability to accumulate and protect learning over the long-term, through long-term education strategies and structures. Synthesizing key recent texts on banking, the article describes four of these strategies—institutional wormholes, biographically entrained field structures, quasi-school structures, and inter-generational folding. These are tentative identifications: the article is a conceptual foray, an effort to define a problematic of the long-term in elite schooling, with implications for education in general.  相似文献   

Just One More Episode: Predictors of Procrastination with Television and Implications for Sleep Quality     

Liese Exelmans  Adrian Meier  Leonard Reinecke  Jan Van Den Bulck 《Mass Communication and Society》2019,22(5):654-685

Sleep experts have raised concern over the effects of electronic media use on sleep. To date, few studies have looked beyond the effects of duration and frequency of media exposure or examined the underlying mechanisms of this association. As procrastinatory media use has been related to lower well-being, we used data from two survey studies (N₁ = 821, N₂ = 584) to investigate (a) predictors of procrastinatory TV viewing and (b) the link between procrastinatory TV viewing and sleep quality. Findings from both studies indicate that those with a stronger viewing habit, higher TV involvement, and an eveningness preference reported more procrastinatory TV viewing. Procrastinatory TV viewing was related to subjective sleep quality, sleep latency, sleep efficiency, and daytime dysfunction. This association was fully mediated by perceived stress. As sleep is key for the replenishment of self-control, procrastinators may be setting themselves up to fail at self-regulating, a situation exacerbated by the omnipresence of media in today’s society.  相似文献   

EDITORIAL     

Brian Dorn  Jan Vahrenhold 《Computer Science Education》2018,28(2):113-116

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