Learning to Play Soccer: Lessons on Meta-cognition from Video Game Design     

Amy Price  Dave Collins  John Stoszkowski  Shane Pill 《Quest (Human Kinetics)》2018,70(3):321-333

Over the past decade, there has been ongoing debate relating to the use of suitable pedagogical approaches for designing learning environments to develop skillful games players. There has, however, been little consideration of the “digital age of learning” and the global success of the digital video game industry. Using the educational work of James Gee, this article attempts to rationalize how a “digital video games approach” differs from other learner-centered pedagogies currently employed for teaching and coaching games. Examination of the literature suggests that the learning gains from Teaching Games for Understanding and the Constraints Led Approach ignore the meta-cognitive dimension of learning how to play games—surely an important consideration for long-term development. Accordingly, by drawing on experiences from digital video game design, we examine how games practitioners might utilize such an approach for meta-cognition in coaching or teaching practice to stimulate player learning.  相似文献   

Biology Undergraduates' Misconceptions about Genetic Drift     

TM Andrews  RM Price  LS Mead  TL McElhinny  A Thanukos  KE Perez  CF Herreid  DR Terry  PP Lemons 《CBE life sciences education》2012,11(3):248-259

This study explores biology undergraduates' misconceptions about genetic drift. We use qualitative and quantitative methods to describe students' definitions, identify common misconceptions, and examine differences before and after instruction on genetic drift. We identify and describe five overarching categories that include 16 distinct misconceptions about genetic drift. The accuracy of students' conceptions ranges considerably, from responses indicating only superficial, if any, knowledge of any aspect of evolution to responses indicating knowledge of genetic drift but confusion about the nuances of genetic drift. After instruction, a significantly greater number of responses indicate some knowledge of genetic drift (p = 0.005), but 74.6% of responses still contain at least one misconception. We conclude by presenting a framework that organizes how students' conceptions of genetic drift change with instruction. We also articulate three hypotheses regarding undergraduates' conceptions of evolution in general and genetic drift in particular. We propose that: 1) students begin with undeveloped conceptions of evolution that do not recognize different mechanisms of change; 2) students develop more complex, but still inaccurate, conceptual frameworks that reflect experience with vocabulary but still lack deep understanding; and 3) some new misconceptions about genetic drift emerge as students comprehend more about evolution.  相似文献   

Considering ‘teacher resilience’ from critical discourse and labour process theory perspectives     

Anne Price  Caroline Mansfield  Andrew McConney 《British Journal of Sociology of Education》2012,33(1):81-95

This article considers the construct of ‘teacher resilience’ from critical discourse and labour process perspectives in order to cast new light on what has been traditionally viewed from a psychological perspective. In this respect, the construct of resilience is placed in the broad political landscape of teachers’ work and the labour process of teaching, within a neoliberal globalised economic paradigm. Importantly, this article argues that any conceptualisations of teacher resilience should be critically appraised and not simply ‘taken for granted’. While the concept of developing ‘teacher resilience’ as a means, for example, of addressing alarmingly high rates of early career teacher attrition may sound like a good idea, it is important to consider the way such constructs can be used to shape and potentially control teacher identity and the nature of teachers’ work.  相似文献   

Computer-based feedback and goal intervention: learning effects     

Alfred Valdez 《Educational technology research and development : ETR & D》2012,60(5):769-784

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Fostering geospatial thinking in science education through a customisable smartphone application     

Sara Price  Paul Davies  William Farr  Carey Jewitt  George Roussos  George Sin 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(1):160-170

Enhanced capabilities of modern smartphones offer the potential to design tools that support new forms of teaching and learning. Increased access to mobile‐networked environments and geospatial systems provide opportunities for developing new educational experiences that support a geospatial approach to science, fostering new ways of thinking about science. However, designing effective innovative educational mobile applications remains a challenge. Applications need to be accessible to teachers that are not tech‐savvy as well as those that are, foster active learning pedagogies, enable flexible and creative use, as well as fit within the curriculum. This paper describes a smartphone application developed together with pre‐service science teachers, designed to be customisable by teachers while supporting a geospatial approach to science education. The design process and trial illustrate application use, how it supports a geospatial approach to science education and raises issues around mobile technologies, teacher pedagogies and adoption.  相似文献   

The dark side of social support: Understanding the role of social support,drinking behaviors and alcohol outlets for child physical abuse     

Bridget Freisthler  Megan R. Holmes  Jennifer Price Wolf 《Child abuse & neglect》2014

The purpose of this study is to examine how parental drinking behavior, drinking locations, alcohol outlet density, and types of social support (tangible, emotional, and social companionship) may place children at greater risk for physical abuse. Data on use of physical abuse, drinking behaviors, types of social support, social networks, and demographic information were collected via telephone interviews with 3,023 parent respondents in 50 cities in California. Data on alcohol outlet density were obtained by the California Department of Alcoholic Beverage Control. Multilevel Poisson models were used to analyze data for the drinking levels in the entire sample and dose-response drinking models for drinkers. Social companionship support was related to more frequent use of physical abuse. Having a higher percentage of social companionship support network living within the neighborhood was related to more frequent physical abuse in the full sample. This relationship was moderated by on-premise alcohol outlet density. With regards to drinking behaviors, drinking behaviors from ex-drinkers to frequent heavy drinkers used physically abusive parenting practices more often than lifetime abstainers. The dose-response models show that each additional drinking event at a bar or home/party was related to more frequent use of physical abuse. Practitioners working with parents who abuse their children should be aware that not all social support is beneficial. Findings build evidence that child maltreatment is influenced by the interaction between individual and ecological factors.  相似文献   

Competency-Based Talent Management: Three Perspectives in an Academic Library     

Lorelei Rutledge  Sarah LeMire  Melanie Hawks  Alfred Mowdood 《图书馆管理杂志》2013,53(3):235-250

ABSTRACT

This article describes how the University of Utah's J. Willard Marriott Library implemented a competency-based talent management system across the organization to address organizational, departmental, and individual needs. Success of the implementation was mixed. Designing human resources systems around core competencies made organizational values and goals concrete but proved unsustainable in the long-term. Using core competencies to shape departmental goals, coach staff and library faculty, and onboard new employees proved beneficial at the middle management level.  相似文献   

Interactive group activity: a socially mediated tool for opening an interpretive space in classroom research     

Barbara Whyte  Deborah Fraser  Viv Aitken  Graham Price 《International journal of qualitative studies in education》2013,26(8):1019-1040

An ongoing challenge in classroom research is to understand children’s perspectives on their learning. While learning is highly individual, it is also significantly social and this raises methodological challenges. An Interactive Group Activity (IGA) is one of several data collection strategies used during the action research phase of the Connecting Curriculum, Connecting Learning project (2010–2011) focusing on arts-based curriculum integration. This article concentrates on the IGA tool as a means of uncovering children’s meaning making following an extended period of learning. Of particular note is the use of an arts pedagogical device to introduce the IGA to children, a device that frames the purpose of the task. In effect, the IGA acts as a group assessment device underlining the socially mediated nature of children’s learning. This article describes how the IGA tool evolved, gives its form and structure, argues for its affordances and suggests possibilities for its wider use.  相似文献   

Explaining Individual Differences in Reading: on the orthographic component of word recognition     

Ivar Bråten  Alfred Lie  Rune Andreassen 《Scandinavian Journal of Educational Research》2013,57(4):389-399

This article first presents a conception of word recognition involving both phonological and orthographic processes. Three different explanations about the origin of orthographic processes in word recognition are then discussed. These explanations are: (1) differences in orthographic memory, (2) differences in phonological processes and (3) differences in leisure time reading. In accord with the third explanation, it is argued that automatic orthographic word recognition is directly dependent on children's amount of reading practice in an out‐of‐school setting. Educational implications of this emphasis on leisure time reading effects are also discussed.  相似文献   

A New Type of Sunday School Lessons     

Ira M. Price∗ Ph.D. 《Religious education (Chicago, Ill.)》2013,108(1)

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