The knowledge base and text recall: Evidence from a short-term longitudinal study     

Wolfgang Schneider  Joachim Krkel 《Contemporary educational psychology》1989,14(4)

In a short-term longitudinal study, we investigated how domain-specific knowledge in soccer influences the amount of text recall and comprehension in elementary school and junior high school children of high and low overall aptitudes. Both level of soccer knowledge and overall aptitude were varied in a factorial design. Third, fifth, and seventh grade children were given several measures of text recall and comprehension and were retested on these measures about 1 year later. Performance was more a function of soccer knowledge than of aptitude level.  相似文献   

Location-based smartphone games in the context of environmental education and education for sustainable development: fostering connectedness to nature with Geogames     

Joachim Schneider  Steffen Schaal 《Environmental Education Research》2018,24(11):1597-1610

Abstract

Geogames are complex location-based games for smartphones and they are part of a critical discussion within the community of environmental education. The aim of the study is to asses if smartphone games are suitable to foster connectedness to nature and if there are differences between a complex Geogame and a less-demanding treasure hunt. For this purpose, two established scales are used in a pre-post-test-design: the inclusion of nature in self (INS) and the disposition to connect to nature (DCN). Furthermore, the game-related enjoyment was controlled. The results reveal a significant increase of the INS for both game formats, with the strongest effect for the former more nature distant subjects. The DCN-scale shows a similar tendency but not a significant gain. Between the game formats, no significant difference is detectable. So, the main effect seems to be the location-based activity in nature guided by smartphones, not the complexity of a Geogame.  相似文献   

Die Bedeutung des pädagogisch-psychologischen Wissens für die Qualität der Klassenführung und den Lernzuwachs der Schüler/innen im Physikunterricht     

Gerlinde Lenske  Wolfgang Wagner  Joachim Wirth  Hubertina Thillmann  Eva Cauet  Sven Liepertz  Detlev Leutner 《Zeitschrift für Erziehungswissenschaft》2016,19(1):211-233

In the present study it was investigated whether the pedagogical knowledge of teachers has an influence on the process quality of physics instruction and on the learning achievement of students as well. Pedagogical knowledge, conceptualized as knowledge about strategies in classroom instruction that is domain-general and relevant for teaching behaviors, was measured using a paper-and-pencil test with two scales: one scale on declarative knowledge, the other on conditional-procedural knowledge (Lenske et al. 2015). As a basic aspect of the process quality of classroom instruction, classroom management was assessed using video ratings of two lessons from each participating teacher. Students’ learning achievement was assessed using standardized domain-specific knowledge tests in a pretest-posttest design. The sample included 34 teachers from higher-track secondary schools and their students (N?=?993). A complex bootstrapping mediation model shows that teachers’ pedagogical knowledge, mediated by their classroom management, has a positive effect on their students’ learning achievement.  相似文献   

Selective revealing in open innovation processes: The case of embedded Linux   总被引：3，自引：0，他引：3  

Joachim Henkel 《Research Policy》2006,35(7):953-969

This paper provides a quantitative study (N = 268) of patterns of free revealing of firm-developed innovations within embedded Linux, a type of open source software (OSS). I find that firms, without being obliged to do so, contribute many of their own developments back to public embedded Linux code, eliciting and indeed receiving informal development support from other firms. That is, they perform a part of their product development open to the public—an unthinkable idea for traditionally minded managers. Such openness obviously entails the challenge of protecting one's intellectual property. I find that firms address this issue by revealing selectively. They reveal, on average, about half of the code they have developed, while protecting the other half by various means. Revealing is strongly heterogeneous among firms. Multivariate analysis can partly explain this heterogeneity by firm characteristics and the firm's purpose behind revealing. An analysis of reasons for revealing and of the type of revealed code shows that different types of firms have different rationales for openness. Implications for management are that the conflict between downsides and benefits of openness appears manageable. Provided selective revealing is practiced deliberately, the opportunities of open development dominate.  相似文献   

Perfectionism and training performance: The mediating role of other-approach goals     

Daniel J. Madigan  Joachim Stoeber  Troy Culley  Louis Passfield  Andrew P. Hill 《European Journal of Sport Science》2018,18(9):1271-1279

Recent research found perfectionistic strivings to predict performance in a novel basketball task among novice basketball players. The current study builds on this research by examining whether this is also the case for performance in a familiar basketball training task among experienced basketball players, and whether achievement goals mediated any observed relationships. Perfectionistic strivings, perfectionistic concerns, and 3?×?2 achievement goals were assessed prior to basketball training performance in 90 basketball players (mean age 20.9 years). Regression analyses showed that perfectionistic strivings predicted better performance. Furthermore, mediation analyses showed that other-approach goals (e.g. beliefs that one should and can outperform others) accounted for this relationship. The findings suggest that perfectionistic strivings may predict better performance in both novel and familiar athletic contexts. In addition, beliefs about the importance and ability to outperform others may explain this relationship.  相似文献   

Perfectionism predicts injury in junior athletes: Preliminary evidence from a prospective study     

Daniel J. Madigan  Joachim Stoeber  Dale Forsdyke  Mark Dayson  Louis Passfield 《Journal of sports sciences》2018,36(5):545-550

According to the stress–injury model (Williams & Andersen, 1998), personality factors predisposing athletes to elevated levels of stress may increase the risk of injury. As perfectionism has been associated with chronic stress, it may be one such personality factor. So far, however, no study has investigated the relationships between perfectionism and injury utilising a prospective design. Therefore, the present study examined perfectionistic strivings, perfectionistic concerns and injury in 80 junior athletes from team and individual sports (mean age 17.1 years; range 16–19 years) over 10 months of active training. The results of logistic regression analyses showed that perfectionism positively predicted injury, but only perfectionistic concerns emerged as a significant positive predictor. The likelihood of sustaining an injury was increased by over two times for each 1 SD increase in perfectionistic concerns. The findings suggest that perfectionistic concerns may be a possible factor predisposing athletes to an increased risk of injury.  相似文献   

Parallel assessment of nutrition and activity in athletes: validation against doubly labelled water, 24-h urea excretion, and indirect calorimetry     

Koehler K  Braun H  De Marees M  Fusch G  Fusch C  Mester J  Schaenzer W 《Journal of sports sciences》2010,28(13):1435-1449

The assessment of nutrition and activity in athletes requires accurate and precise methods. The aim of this study was to validate a protocol for parallel assessment of diet and exercise against doubly labelled water, 24-h urea excretion, and respiratory gas exchange. The participants were 14 male triathletes under normal training conditions. Energy intake and doubly labelled water were weakly associated with each other (r = 0.69, standard error of estimate [SEE] = 304 kcal x day(-1)). Protein intake was strongly correlated with 24-h urea (r = 0.89) but showed considerable individual variation (SEE = 0.34 g kg(-1) x day(-1)). Total energy expenditure based on recorded activities was highly correlated with doubly labelled water (r = 0.95, SEE = 195 kcal x day(-1)) but was proportionally biased. During running and cycling, estimated exercise energy expenditure was highly correlated with gas exchange (running: r = 0.89, SEE = 1.6 kcal x min(-1); cycling: r = 0.95, SEE = 1.4 kcal x min(-1)). High exercise energy expenditure was slightly underestimated during running. For nutrition data, variations appear too large for precise measurements in individual athletes, which is a common problem of dietary assessment methods. Despite the high correlations of total energy expenditure and exercise energy expenditure with reference methods, a correction for systematic errors is necessary for the valid estimation of energetic requirements in individual athletes.  相似文献   

The interplay between individual and collective knowledge: technologies for organisational learning and knowledge building   总被引：1，自引：0，他引：1  

Joachim?KimmerleEmail author  Ulrike?Cress  Christoph?Held 《知识管理研究与实践》2010,8(1):33-44

This article presents a framework model that defines knowledge building as a co-evolution of cognitive and social systems. Our model brings together Nonaka's knowledge-creating theory and Luhmann's systems theory. It is demonstrated how collaborative knowledge building may occur – in an ideal situation – within an organisation, when people interact with each other using shared digital artefacts. For this purpose, three different technologies are introduced as examples: social-tagging systems, pattern-based task-management systems, and wikis. These examples have been chosen to demonstrate that knowledge building can occur with respect to both declarative and procedural knowledge. The differences and similarities between these technologies, as far as their potential for organisational knowledge building is concerned, are discussed in the light of the framework model.  相似文献   

Book reviews     

George F. Kneller  Renate Nestvogel  Jean-Pierre Jallade  Volker Lenhart  Gabriel Carron  J. R. Liesch  W. D. Wall  Jürgen Schriewer  Dale C. Paul  William J. Platt  Joachim Köhler  T. Neville Postlethwaite  D. La Verne Buckley 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1978,24(1):81-106

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Transfer of metacognitive skills in self-regulated learning: an experimental training study     

Schuster  Corinna  Stebner  Ferdinand  Leutner  Detlev  Wirth  Joachim 《Metacognition and Learning》2020,15(3):455-477

Metacognition and Learning - Training interventions for self-regulated learning foster the use of strategies and skills as well as their transfer to new learning tasks. Because cognitive strategies...  相似文献