The history of physics and European physics education     

Fabio Bevilacqua  Enrico Giannetto 《Science & Education》1996,5(3):235-246

In the last fifteen years a small group of European physicists has been working towards an approach to physics education based on the actual practices of physics research. The standard presentation through traditional textbooks plus didactic laboratory is rejected, and instead case studies contributing and borrowing from contemporary history, philosophy and sociology of science are provided. Analysis of original papers, scientific debates, institutional settings are often accompanied by reconstructions of important historical instruments. The resulting interplay between theories, instruments and experimental results offers a view of physics fascinating and entertaining, closer to the actual scientists' activities, deprived of many traditional ideological assumptions, open to the students interpretations and often in tune with contemporary findings of science educators. The group's activities are quietly flourishing, have acquired institutional recognition in the European Physical Society, and are now coordinated with the ones organized around the journal Science & Education and the International History, Philosophy and Science Teaching Group.  相似文献   

The Methodological Challenges of Measuring Student Learning,Degree Attainment,and Early Labor Market Outcomes in Higher Education     

Tatiana Melguizo  Gema Zamarro  Tatiana Velasco  Fabio J. Sanchez 《Journal of research on educational effectiveness》2017,10(2):424-448

The main objective of this study is to empirically test a number of theory-based models (i.e., fixed effects [FE], random effects [RE], and aggregated residuals [AR]) to measure the generic knowledge as well as the degree attainment rates and early labor outcomes gained by students in different programs and institutions in higher education. Our results show the importance of addressing the issue of student selection into programs and institutions in order to reduce selection bias, and they provide suggestive evidence in favor of using FE models. Our findings also confirm our hypotheses that rankings of specific college-program combinations change depending on the different educational and labor outcome measures considered. This finding emphasizes the need to use complementary indicators related to the mission of the specific postsecondary institutions that are being ranked. Given the sensitivity of the models to different model specifications, it is not clear whether they should be used to make any high-stakes decisions in higher education. They could, however, serve as part of a broader set of indicators to support programs and colleges as part of a formative evaluation.  相似文献   

Introducing micro-computers to micro-learners through play     

Theresa M. Rubens  Jennifer Poole  James L. Hoot 《Early Childhood Education Journal》1984,11(3):29-31

Computers, once available exclusively to wealthy industries, are now rapidly becoming as familiar in preschool and kindergarten classrooms as block and crayons. Articles making claims such as Learning by Computers at Age 4 and Computers Preparing Preschoolers for Kindergarten now permeate the news media. Increasing numbers of child care centers, attempting to maximize public interest in computers, now readily advertise Computer Tutor in their literature. Computer Tutor is often even listed above other important qualifications such as certified teachers and professional affiliations of centers.Theresa Rubens has had extensive experience working with children in both family day homes and child care centers. Jennifer Poole is the Nursery Director at the First United Methodist Church in Carrollton, TX. James L. Hoot is Assistant Professor of Early Childhood Education at North Texas State University in Denton, Texas.  相似文献   

The sensitivity of the alternative maximal accumulated oxygen deficit method to discriminate training status     

Alessandro M. Zagatto  Fabio Y. Nakamura  Fabio Milioni  Willian E. Miyagi  Rodrigo A. B. de Poli  Johnny Padulo 《Journal of sports sciences》2017,35(24):2453-2460

The purpose of the study was to investigate the sensitivity of an alternative maximal accumulated oxygen deficit (MAOD_ALT) method to discriminate the “anaerobic” capacity while comparing: least trained (LT) participants (n = 12), moderately trained (MT) participants (n = 12), endurance trained (ET) participants (n = 16), and rugby (RG) players (n = 11). Participants underwent a graded exercise test on a treadmill and a supramaximal effort for assessing MAOD_ALT. MAOD_ALT was calculated as the sum of oxygen equivalents from the phosphagen and glycolytic metabolic pathways. MAOD_ALT was significantly higher (P < 0.05) in RG (64.4 ± 12.1 mL · kg^?1) than in ET (56.8 ± 5.4 mL · kg^?1; effect size [ES] = 0.77; +13.5%), MT (53.8 ± 5.3 mL · kg^?1; ES = 1.08; +19.8%), and LT (49.9 ± 4.5 mL · kg^?1; ES = 1.50; +36.4%). In addition, the magnitude-based inference analysis revealed that MAOD_ALT was likely (LT vs. MT), very likely (MT vs. RG, and ET vs. RG) and most likely (LT vs. ET, and LT vs. RG) different between all groups, except for MT and ET, which presented an unclear difference. In conclusion, MAOD_ALT was sensitive enough to distinguish the “anaerobic” capacity in individuals with different training status, especially for RG players compared with LT participants and MT participants.  相似文献   

Dry Skulls and Cone Beam Computed Tomography (CBCT) for Teaching Orofacial Bone Anatomy to Undergraduate Dental Students     

Fabio Savoldi  Andy W. K. Yeung  Ray Tanaka  Lisa S. Mohammad Zadeh  Carla Montalvao  Michael M. Bornstein  James K. H. Tsoi 《Anatomical sciences education》2021,14(1):62-70

Learning bone anatomy of the skull is a complex topic involving three-dimensional information. The impact of the use of human dry skulls and cone beam computed tomography (CBCT) imaging was investigated in the teaching of undergraduate dental students. Sixty-four first-year students in the University of Hong Kong were randomly divided into eight groups. Four teaching methods were tested: (1) CBCT followed by standard lecture, (2) CBCT followed by lecture with skulls, (3) standard lecture followed by CBCT, and (4) lecture with skulls followed by CBCT. After each, students were given a multiple-choice questionnaire to assess their objective learning outcome (20 questions) and a questionnaire for their subjective satisfaction (10 statements). Surveys were assessed with Cronbach's alpha, Kendall's tau-b, and principal components analysis. Data were analyzed with Student's t-test and a one-way ANOVA (significance α = 0.05). Standard lecture followed by CBCT showed the highest learning outcome score (81.6% ± 14.1%), but no significant difference was present among four teaching methods. Cone beam computed tomography followed by lecture with skulls scored the highest overall subjective satisfaction (4.9 ± 0.8 out of 6), but no significant difference was present among teaching methods. Nevertheless, students' perception of learning was positively influenced by the use of skulls (P = 0.018). The timing of administration of the CBCT did not affect students' subjective satisfaction or objective learning outcome. Students perceived to learn more by using skulls, but their objective learning outcomes were not significantly affected. A discrepancy seems to exist between students' perception of learning and their effective performance.  相似文献   

Virtual Anthropology and its Application in Cultural Heritage Studies     

Antonio Profico  Luca Bellucci  Costantino Buzi  Fabio Di Vincenzo  Ileana Micarelli  Flavia Strani 《文物保护研究》2013,58(6):323-336

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The relative age effect among female Brazilian youth volleyball players     

Okazaki FH  Keller B  Fontana FE  Gallagher JD 《Research quarterly for exercise and sport》2011,82(1):135-139

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An exploration of the gap between highest and lowest ability readers across 20 countries     

Fabio Alivernini 《Educational studies》2013,39(4):399-417

The aim of the present study, based on data from 20 countries, is to identify the pattern of variables (at country, school and student levels), which are typical of students performing below the low international benchmark compared to students performing at the advanced performance benchmark, in the Progress in International Reading Literacy Study (PIRLS) 2006. The dependent variable of the analysis is a dichotomous variable, the values of which represent the two different performance groups of students. The independent variables are two sets of Organisation for Economic Co-operation and Development educational indicators, variables from PIRLS 2006 Reading Curriculum Questionnaire data, variables and indices based on data obtained from questionnaires for teachers, schools, parents and students. The analysis is based on classification and regression trees, which is a full hierarchical non-parametric method suited to detecting and interpreting complex reciprocal influences between a large number of independent variables. The results show that pupils’ performance can be predicted by the relationships between country-level variables (the changes in teachers’ salaries at the top of the salary scale), school context variables (e.g. percentages of students from economically affluent home) and home educational resources and variables at student level (e.g. students’ reading self-concept).  相似文献   

On the Real Limits of Self‐consciousness: Gazing Back at the Subversive Subject with Marco Bellocchio     

Fabio Vighi 《Culture, Theory & Critique》2013,54(2):147-161

Abstract

This article looks at Marco Bellocchio’s 2002 film My Mother’s Smile to re‐assess the central feature of Bellocchio’s cinema, i.e. its attempt to delineate a subjective strategy of subversion against a social order perceived as fundamentally repressive. In line with the director’s previous output, the film takes the Catholic Church and the family as its explicit polemical targets, endeavouring to unmask the nefarious ideological pressure they exercise on the ordinary individual in today’s Italian society. However, my reading draws on Lacanian psychoanalytic theory to try and locate the disavowed (unconscious) kernel of Bellocchio’s narrative. Deploying Lacan’s controversial musings on ‘the gaze’, ‘desire’ and ‘femininity’, I suggest that the true stance of rebellion voiced by the film’s protagonist hinges on his recognition that the inconsistency of the ideological predicament he consciously struggles against paradoxically coincides with the traumatic inconsistency at the heart of his own attitude of defiance.  相似文献   

Dribbling speed along curved paths predicts attacking performance in match-realistic one vs. one soccer games     

Robbie S Wilson  Nicholas M A Smith  Solange de Paula Ramos  Fabio Giuliano Caetano  Marcio Aparecido Rinaldo  Paulo Roberto Pereira Santiago 《Journal of sports sciences》2019,37(9):1072-1079

This study assessed whether a new, closed-skill dribbling or sprinting task could predict attacking performance in soccer. Twenty-five male players were recruited from the Londrina Junior Team Football Academy in Brazil and asked to either dribble the ball or sprint through five custom circuits that varied in average curvature (0–1.37 radians.m^?1). These measures were then validated using a realistic one vs. one competition in which each player acted as attacker or defender in turn (N = 1330 bouts). Sprinting (ICC = 0.96) and dribbling (ICC = 0.97) performances were highly repeatable for individual players. Average dribbling speed decreased non-linearly with increasing circuit curvature (F = 239.5; P < 0.001) from 5.19 ± 0.11 ms^?1 on the straightest path to 2.13 ± 0.03 ms^?1 on the curviest. Overall, dribbling but not sprinting performance predicted attacking success in the one vs. one competition, explaining more than 50% of the variation in attacking success alone (r_p = 0.70; P < 0.001). In conclusion, our new closed-skill dribbling assessment is a valid and reliable protocol to predict a soccer player’s success in attacking performance in one vs. one situation, and can be used to identify talented players.  相似文献