What Makes the Finnish Different in Science? Assessing and Comparing Students' Science Learning in Three Countries     

Cornelia Geller  William J. Boone  Hans E. Fischer 《International Journal of Science Education》2013,35(18):3042-3066

  相似文献   

Presenting theoretical ideas prior to inquiry activities fosters theory‐level knowledge     

Christof Wecker  Alexander Rachel  Eva Heran‐Dörr  Christine Waltner  Hartmut Wiesner  Frank Fischer 《科学教学研究杂志》2013,50(10):1180-1206

  相似文献   

How Stephen Mather Sold the Park Service Idea     

Kenneth P. Fischer 《The Journal of environmental education》2013,44(4):21-24

  相似文献   

Sex differences in secondary school success: why female students perform better   总被引：1，自引：0，他引：1  

Franziska Fischer  Johannes Schult  Benedikt Hell 《European Journal of Psychology of Education - EJPE》2013,28(2):529-543

School success is closely linked to intelligence but also to non-cognitive factors such as achievement motivation. The present study examines which non-cognitive factors predict secondary school grades and looks at reasons why female students tend to outperform their male counterparts. A sample of 554 German freshman students provided measures of general intelligence, achievement motivation, science course choice, self-efficacy, self-perceived academic achievement, and test anxiety. Results show that achievement motivation, self-perceived academic achievement, and sex significantly contribute to the final secondary school success above intelligence. Females’ advantage in final secondary school grades becomes even larger after controlling for general intelligence. This advantage can be explained by females’ higher achievement motivation. Showing more compensatory effort as well as self-control and taking more pride in their own productivity helps females to outperform their male counterparts at secondary school.  相似文献   

ATTITUDES ABOUT AGING AND GENDER AMONG YOUNG,MIDDLE AGE,AND OLDER COLLEGE-BASED STUDENTS     

Sarah B. Laditka  Mary Fischer  James N. Laditka  David R. Segal 《Educational gerontology》2013,39(5):403-421

Using an updated version of the Aging Semantic Differential, 534 younger, middle age, and older participants from a college community rated female and male targets categorized as ages 21–34 and 75–85. Participants also provided views about their own aging. Repeated measures of analysis of variance examined attitudinal differences by age and gender of targets, and by participant age and gender. Female targets were viewed more positively than males by most rater groups. Older targets were viewed more positively by older participants than by other age groups. Older participants had more positive views about their own aging than did participants of younger or middle ages.  相似文献   

Teaching the Importance and Use of Web-Based Services to Assist Clients in Obtaining Public Benefits     

Mary Keegan Eamon  Chi-Fang Wu  Gabriela Moroney  Melissa Cundari 《Journal of Teaching in Social Work》2013,33(2):143-158

Research suggests that social work students and practitioners are not particularly sensitive to assessing clients' economic hardship, nor when needed to assist clients in accessing relevant resources such as public benefits. To enhance students' understanding of the importance of engaging in these activities, this article provides educational content on the frequent occurrence and negative effects of poverty, advantages of receiving public benefits, barriers to program participation, and social work values and educational requirements. Examples of web-based services, an efficient strategy to assist economically disadvantaged clients in accessing public benefits, are then provided. Finally, teaching applications are drawn from the previous sections.  相似文献   

The Use of Additional Information in Problem-Oriented Learning Environments     

Gräsel  Cornelia  Fischer  Frank  Mandl  Heinz 《Learning Environments Research》2000,3(3):287-305

Self-directed learning with authentic and complex problems (problem-oriented learning) requires that learners observe their own learning and use additional information when it is appropriate (e.g. hypertextual information in computer-supported learning environments). Research results indicate that learners in problem-oriented learning environments often have difficulties using additional information adequately, and that they should be supported. Two studies with a computer-supported problem-oriented learning environment in the domain of medicine analysed the effects of strategy instruction on the use of additional information and the quality of the problem representation. In Study 1, an expert model was used for strategy instruction. Two groups were compared: one group with strategy modelling and one group without. Strategy modelling influenced the frequency of looked-up hypertextual information, but did not influence the quality of learners' problem representations. This could be explained by difficulties in applying the general hypertext information to the problem. In Study 2, the additional information was presented in a more contextualised way as graphical representation of the case and its relevant concepts. Again, two groups were compared: one with a strategy instruction text and one without. Strategy instruction texts supported an adequate use of this graphical information by learners and had an effect on the quality of their problem representations. These findings are discussed with respect to the design of additional help systems in problem-oriented learning environments. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Value‐Added Consulting: Teaching Clients How to Fish     

Daryl Fischer 《Curator: The Museum Journal》2001,44(1):83-96

Abstract With shrinking resources and expanding agendas, more and more museums are relying on consultants to provide expertise when time and resources are critical. Consultants can also provide another benefit that has not been widely discussed within the museum community: professional development opportunities. For museum staff members the process of working side by side with consultants can create valuable learning experiences that multiply the value of consulting fees. When consultants collaborate with their clients they may serve as coaches, partners, mentors, questioners or change agents. This article gives examples of each model and suggests which are best suited to different types of projects, team configurations, staff experience levels and project timelines. It also discusses the kinds of institutional investment museums must make in order to realize this potential for capacity building. Planning and budgeting for value‐added consulting means not only setting aside money for fees, but also budgeting time and resources for collaboration between staff and consultants.  相似文献   

Opportunities and challenges of Higher Education institutions in Europe: An analysis from a business model perspective     

Thorsten Posselt  Nizar Abdelkafi  Luise Fischer  Cyrine Tangour 《Higher Education Quarterly》2019,73(1):100-115

During the last decades, there has been increasing interest in the role of the university as a key stakeholder and agent in innovation and regional development. In the face of new technologies, especially growing digitalisation and new societal and economic challenges, this paper proposes to reconsider the role of the university in the innovation system. More particularly, we introduce the idea of a business model for the entrepreneurial university of the future and develop nine conceptual theses. The theses are based on four elements of a business model concept: value proposition, creation, delivery and capture. With the help of the nine theses, we aim to trigger new discussions regarding policy implications for the future university in Europe.  相似文献   

Associated ACL risk factors differences during an unanticipated volleyball blocking movement     

David Zahradnik  Daniel Jandacka  Gabriela Beinhauerova  Joseph Hamill 《Journal of sports sciences》2020,38(20):2367-2373

ABSTRACT

The lateral tilt of the arms accompanied by trunk lateral tilt is a typical blocking manoeuvre in volleyball. However, during this unanticipated blocking movement, an associated risk of ACL injury may result. The aim of the present study was to compare associative ACL risk factors at the initial contact and the first and second peak of VGRF during an unanticipated blocking movement with different arm positions. Synchronized kinematic and kinetic data were collected for each trial of each condition. Student paired t-tests and effect size were used to determine differences between two conditions (S – with arms straight up from the body) and (T – with the arms and trunk laterally tilted). The results showed that the T condition significantly decreases knee flexion, increases VGRF at the foot contact, first peak force and increases the valgus moment at the first peak force. The values of the associated risk factors for a non-contact ACL injury appear to be related to the tilted arm position accompanied by trunk tilt towards to right lower limb during landing. The players should be taught to land with greater knee flexion and, if possible, a double-leg landing to decrease right lower limb loading during the blocking manoeuvre.  相似文献