Book reviews     

Walter Dick  Andrew R. J. Yeaman Ph.D.  Erik Strommen 《Educational technology research and development : ETR & D》1995,43(4):71-78

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Development of single-session driving simulator-based and computer-based training for at-risk older drivers     

Judith H. J. Urlings  Erik Roelofs  Ariane Cuenen  Kris Brijs  Tom Brijs  Ellen M. M. Jongen 《Educational gerontology》2019,45(4):283-296

A possible path towards preserving and remediating driving skills while aging is driver training. Previous studies have yielded mixed results with respect to various types of interventions, such as classroom-based training, on-road driving classes and functional abilities training. The present study-incorporated training features found to be effective in previous older driver training studies, into both a computer-based and driving simulator-based intervention. The purpose of the present study was to investigate the effect of both training formats on general driving ability and specific aspects of driving in older drivers at risk of reduced driving abilities. Additionally, the effect of training on perceived task demand was studied, and learning capacity was considered as an influencing factor on training effectiveness. A total of 31 older drivers were randomly assigned to three groups: driving simulator-based training, computer-based training, and an active control group. The participants completed a cognitive assessment including evaluation of learning capacity and a self-assessment of task demand in various traffic situations. Additionally, participants took a driving simulator assessment. Knowledge of road signs, general driving and specific aspects of driving (i.e., average speed, response time to hazards) improved with training, although improvement was found to be evenly strong in all groups. Learning capacity did not influence training effectiveness, and no difference was found in perceived task demand before and after training. The proposed methodology to evaluate training effectiveness, focusing both on clinically relevant and detailed transfer effects can serve as an example for further studies in the field of driver training.  相似文献   

What do children think animals need? Developmental trends     

Olin E. Myers Jr  Carol D. Saunders  Erik Garrett 《Environmental Education Research》2004,10(4):545-562

Understanding how children think about the needs of animals may aid bridging from how they care about individual animals to caring about the environment more generally. This study explored changes with age in children's conceptions of animals' needs, including how such conceptions may extend beyond the individual animal to larger systems and conservation. During attendance at a North American zoo, 171 children between the ages of 4 and 14 years were interviewed and did drawings in response to questions about the needs of a favorite animal. The results reported here focus on developmental patterns. Animals' basic physiological needs were grasped at an early age. Understanding ecological and conservation needs showed the strongest developmental trends across the full age range, with some children showing early proficiency in ecological, but not conservation, concepts. Conservation and ecological thinking appeared to follow different trajectories, especially through middle childhood, when other dimensions than knowledge may cause increases in conservation conceptions. Educational implications include building on interest in individual animals; not underestimating even young children's ability to assemble ecological facts around an animal; emphasizing concrete ecological connections; and highlighting animals that children experience in their own lives. Considering the needs of animals offers a developmentally pre‐potent way to increase how children know and value multiple levels of biological organization.  相似文献   

Between Education and Opinion-Making     

Fooladi  Erik C. 《Science & Education》2020,29(5):1117-1138

The fields of science education and science communication are said to have developed as disparate fields of research and practice, operating based on somewhat different logics and premises about their audiences. As the two fields share many of the same goals, arguments have been made for a rapprochement between the two. Drawing inspiration from a historical debate between the scholars John Dewey and Walter Lippmann, the present article is a case-oriented theoretical contribution applying models from science education and science communication in relation to a current socio-scientific issue (SSI), the COVID-19 pandemic. The main question of interest is how selected didactic (didaktik) models from science education and science communication can contribute to shed light on the present situation of an ongoing pandemic specifically and socio-scientific issues in general. Three models are synthesised to give a new composite model that may help communicators and educators understand, discuss, and analyse complex socio-scientific issues. The model is subsequently applied on the apparently contradictory issue of Norwegian and Swedish governments’ very different responses to the pandemic, despite grounding their decisions on largely the same scientific evidence and advice. Contrast is made by comparison with another SSI, anthropogenic global warming (AGW). It is argued that the exchange and combination of didactic models from the two fields may open new spaces for cross-pollination and cross-fertilisation to the mutual benefit of both science education and science communication.

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The function of annotations in the comprehension of scientific texts: Cognitive load effects and the impact of verbal ability     

Erik Wallen  Jan L. Plass  Roland Brünken 《Educational technology research and development : ETR & D》2005,53(3):59-71

Students participated in a study (n=98) investigating the effectiveness of three types of annotations on three learning outcome measures. The annotations were designed to support the cognitive processes in the comprehension of scientific texts, with a function to aid either the process of selecting relevant information, organizing the information in memory, or integrating information with prior knowledge. Learning outcomes were measured by assessing student recall of facts, comprehension of the text, and mental model construction. Results show that different types of annotations facilitate different learning outcomes. In addition, we found that, compared to having only one type of annotation available, multiple types of annotations resulted in a higher cognitive load that resulted in lower performance, especially in tests of higher-level processing. This effect was stronger for low-verbal-ability learners, who showed lower peformance in treatments with multiple types of annotations than high-verbal-ability learners.  相似文献   

Education of the deaf in Australia and Norway: a comparative study of the interpretations and applications of inclusion     

Hyde M  Ohna SE  Hjulstadt O 《American annals of the deaf》2005,150(5):415-426

Inclusion is a term and process that is culturally, politically, medically, philosophically, and historically relative in its interpretations in the education of the deaf. The present study is a comparative analysis of two substantially different education systems for deaf students, those of Norway and Australia. The study objective was to elucidate the sources of some of these differences and to examine the interpretations and applications of inclusion that are inherent in the two countries' policies and practices, and in recent research evaluations. Significant differences exist in the national contexts and in the manner in which inclusion is understood and applied in Norway and Australia; the study reports on recent research examinations of inclusion in the two countries and finds that the transitions from policy to practice seem questionable.  相似文献   

A multifactorial injury prevention intervention reduces injury incidence in Physical Education Teacher Education students     

L. Goossens  G. Cardon  E. Witvrouw  A. Steyaert  D. De Clercq 《European Journal of Sport Science》2016,16(3):365-373

Physical Education Teacher Education (PETE) students are at considerable risk for non-contact sports injuries of the lower extremities. Multifactorial injury prevention interventions including exercises have been successful in sports populations, but no such study has ever been performed in PETE students. This study investigated the efficacy of a multifactorial injury prevention intervention on injury incidence reduction in PETE students. PETE students in the intervention group (n = 154) and in the control group (n = 189) registered sports injuries prospectively. The intervention lasted one academic year and consisted of an injury awareness programme and preventive strategies, implemented by the PETE sports lecturers. Differences in injury incidence between the intervention and control group were tested by Poisson regression Wald tests. There was a trend towards significantly lower incidence rate (2.18 vs. 2.73; p = 0.061) in the intervention group compared with the control group. Students in the intervention group had significantly less acute, first-time and extracurricular injuries. The largest reduction was observed for injuries during unsupervised practice sessions. A multifactorial injury prevention intervention embedded into a regular PETE programme is a promising and feasible strategy to prevent injuries in PETE students. Further research is needed to investigate whether the results may be generalised to other PETE programmes.  相似文献   

Heterogeneity of student perceptions of the classroom climate: a latent profile approach     

Katerina?SchenkeEmail author  Erik?Ruzek  Arena?C.?Lam  Stuart?A.?Karabenick  Jacquelynne?S.?Eccles 《Learning Environments Research》2017,20(3):289-306

Student perceptions are a pivotal point of measurement for understanding why classroom learning environments are effective. Yet there is some evidence that student perceptions cannot be reliably aggregated at the classroom level and, instead, could represent idiosyncratic experiences of students. The present study examines whether heterogeneity in student perceptions of the classroom climate has implications for student achievement. We use data from 1428 seventh grade students in 75 mathematics classrooms from the Michigan Study of Adolescent and Life Transitions. Three dimensions of student perceptions of the classroom were measured: emotional support, autonomy support and performance focus. To obtain a measure of heterogeneity, we first reduced the data using latent profile analysis to describe profiles of students’ perceptions of the classroom. Next, we quantified the heterogeneity of student perceptions within classrooms using Simpson’s D. Classroom-level heterogeneity (Simpson’s D) of students’ perceptions was negatively associated with students’ mathematics achievement, even after controlling for individual- and classroom-level previous achievement, student’s prior perceptions and other variables. Findings suggest that measures of heterogeneity in student perceptions might be important for understanding classroom- and teacher-level effects on student outcomes.  相似文献   

Basic education for rural development     

Erik Raymaekers  Myriam Bacquelaine 《Prospects》1985,15(3):455-470

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Review:Protein folding pathology in domestic animals     

GRUYS Erik 《Journal of Zhejiang University. Science. B》2004,(10)

Fibrillar proteins form structural elements of cells and the extracellular matrix. Pathological lesions of fibrillar microanatomical structures, or secondary fibrillar changes in globular proteins are well known. A special group concerns histologically amorphous deposits, amyloid. The major characteristics of amyloid are: apple green birefringence after Congo red staining of histological sections, and non-branching 7-10 nm thick fibrils on electron microscopy revealing a high content of cross beta pleated sheets. About 25 different types of amyloid have been characterised. In animals, AA-amyloid is the most frequent type. Other types of amyloid in animals represent: AIAPP (in cats), AApoAI, AApoAII, localised AL-amyloid, amyloid in odontogenic or mammary tumors and amyloid in the brain. In old dogs Ap and in sheep APrPsc-amyloid can be encountered. AA-amyloidosis is a systemic disorder with a precursor in blood, acute phase serum amyloid A (SAA). In chronic inflammatory processes AA-amyloid can be depos  相似文献