Participants’ views of the use of video in lesson study in higher education in Spain: An exploratory multiple case study     

Gabriel Hervas  José Luis Medina  María Paz Sandín 《Journal of Research on Technology in Education》2020,52(4):461-473

Abstract

Lesson study (LS) is a process through which teachers design, teach and discuss a lesson collaborating with colleagues. Sometimes, it includes video recording the lesson so teachers can use videos to later discuss the lesson and its improvement, however, there is little research addressing the consequences of doing it. This article investigates participants’ perceptions and use of video within LS. Results show that participants perceived video in LS as viable and with potential to stimulate reflection and to improve lessons, but also evince that video affects the outcomes, management and sustainability of LS. We analyze and discuss its potential and the challenges it poses, suggesting ideas for its implementation.  相似文献   

Can we encourage girls’ mobility towards science-related careers? Disconfirming stereotype belief through expert influence     

Leila Selimbegovic  Armand Chatard  Gabriel Mugny 《European Journal of Psychology of Education - EJPE》2007,22(3):275-290

A study was conducted to explore expert influence as a possible way to encourage girls’ mobility towards math- and science-related careers. High school students were exposed to an expert source presenting “scientific evidence” that contrary to stereotype, girls are better than boys in all subject domains. Beliefs related to stereotype content, self-evaluations and intentions to engage in math- and science-related careers were assessed before and after exposure to influence. While most participants were influenced at the level of stereotype content, only girls who did not personally believe the stereotype prior to influence, and boys who did, increased their intentions to engage in math/science-related careers. Implications of the findings are discussed, with an emphasis on the possible ways to influence girls who firmly believe in the stereotype.  相似文献   

A Dark Knight for public education: Using Batman as an apparatus of diffraction with neoliberal education reform     

Gabriel Huddleston 《Review of Education, Pedagogy & Cultural Studies》2016,38(5):468-489

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Book Reviews     

Gabriel Moran 《Religious education (Chicago, Ill.)》2013,108(4):490-502

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Designing a flashcard with knowledge pills for learning to solve chemistry exercises     

Angeles Cancela  Angel Sanchez 《European Journal of Engineering Education》2012,37(4):366-374

Nowadays, universities tend to promote more learner-centred learning, creating a more interactive and motivational environment for students and teachers. This paper describes an expanded framework to help chemical educators to construct a quiz for solution of chemical exercises in their courses. The novelty of this contribution is that the proposed tool combines a flashcards-based method with knowledge pills. The framework has three levels: definition of problem for a teacher; the quiz; use of the quiz for the student. The tool could provide predefined or automatically generated exercises of chemicals. Students could practise where and whenever they like via the Internet. Theirs answers would be registered automatically by the tool and if the students have doubts about any of the questions, they can see a knowledge pill with a teacher explanation about the solution of the exercise. Moreover, they would be able to check their scores from the tests. Once the flashcards were designed and produced, the opinions of other lecturers and students about them were considered. Both groups considered that the tool could be useful to improve the students’ learning process. For future work, this design will be used with the students and its effectiveness will be analysed.  相似文献   

A Psychometric Evaluation of the Self-Presentational Efficacy Scale     

Larkin Lamarche  Kimberley L. Gammage  Philip J. Sullivan  David A. Gabriel 《Measurement in physical education and exercise science》2013,17(2):120-134

This study examined the psychometric properties of the Self-Presentational Efficacy Scale (SPES) developed by Gammage, Hall, and Martin Ginis (2004 Gammage, K. L., Hall, C. R. and Martin Ginis, K. A. 2004. Self-presentation in exercise contexts: Differences between high and low frequency exercisers. Journal of Applied Social Psychology, 34: 1638–1651. [Crossref], [Web of Science ®] , [Google Scholar]). University students (196 men and 269 women) completed the SPES and measures of social physique anxiety, fear of negative evaluation, and physical activity. Participants also completed the SPES a second time. A series of multivariate data analyses were conducted to examine the SPES's factor structure. Confirmatory factor analysis indicated a 3-factor model, with each factor representing a distinct latent variable. Acceptable internal consistency and test–retest reliability were found. Evidence of concurrent validity with respect to sex and exercise status was demonstrated. Convergent validity was also shown, as relationships to exercise participation and self-presentational anxiety were found. Future research should assess the reliability and validity of the SPES in other samples and the relative and unique contribution of the three factors in predicting exercise-related outcomes.  相似文献   

How clicker use facilitates existing pedagogical practices in higher education: data from interdisciplinary research on student response systems     

Angel Hoekstra  Stefanie Mollborn 《Learning, Media and Technology》2012,37(3):303-320

This article identifies how clicker use can support or augment existing principles of good teaching across different disciplines in higher education. While many of these principles will be familiar to instructors, the link between student response system (SRS) use and existing pedagogical methods is still often unclear, even for scholars who are well read in the literature. Functioning as a resource for both novices and instructors who have already incorporated clickers into their courses, this article synthesizes existing literature and offers empirical data from five courses in three disciplines to show how SRSs can be used to support contemporary pedagogical goals. The authors discuss five exemplary practices, providing sample clicker questions along the way, to show how clickers can be used to facilitate active learning in large courses.  相似文献   

Research as a vital action in the DIPEC territory     

Ana MarÍa Perez Aguirre  Patricia Zorzoli  Paula Ramirez  Ramona Oviedo  Dora Vai  Gabriel Lopardo 《Educational Action Research》2013,21(1):51-60

The authors present the Didáctica de las Prácticas Escolares Cotidianas – The Didactics of Everyday School Practice (DIPEC). From their point of view, it owes its specificity to certain special characteristics, one of which is the inevitable presence of concrete, immediate teaching action, which presents particular problems and therefore particular ways of dealing with them. This article includes an example of a problematic situation, the way it was handled using Paulo Freire's methodology and the action subsequently developed.  相似文献   

Memoria y competencia inferencial en niños: un estudio preliminar     

Angel Rivière  María Teresa Cascallana 《Infancia y Aprendizaje》2013,36(25):105-113

Resumen

Se contrasta la hipótesis de un posible efecto de facilitación mediante la representación previa de unas premisas sobre la competencia lógica de niños de nueve años. Los resultados no permiten confirmar la incidencia de ese efecto cuando la tarea exigida está por encima de la competencia lógica actual de los sujetos.  相似文献   

Memoria incidental e intencional en preescolares     

Miguel Angel González  Francisco Valle 《Infancia y Aprendizaje》2013,36(27-28):223-235

Resumen

En general, se ha mantenido que los niños en edad preescolar recuerdan mejor en tareas de aprendizaje incidental que en las de aprendizaje intencional. En este estudio se ha reexaminado esta cuestión y se ha visto que no existe tal diferencia. Niños de 3 a 5 reconocieron de modo semejante una serie de objetos y dibujos, tanto si se les había advertido previamente que debían recordar como si no. El estudio ha demostrado asimismo, y en concordancia con otros trabajos, que el recuerdo no es independiente del nivel de conocimiento ni de la edad del niño. En virtud de estos resultados se hace una interpretación de la memoria infantil acorde con la teoría de los niveles de procesamiento.  相似文献