Modification of a School Programme in the Deutsches Museum to Enhance Students’ Attitudes and Understanding     

Olga Stavrova  Detlef Urhahne 《International Journal of Science Education》2013,35(17):2291-2310

The study examines the nature, conditions, and outcomes of student learning from an organised guided tour in the Deutsches Museum in Munich. The instructional methods that best support students’ cognitive and affective learning as well as how students’ motivational and emotional states influence their achievement were investigated. A sample of 96 secondary school students took part in two different versions of a guided tour on an energy topic. The tours varied in the degree of support of students’ active involvement, group work, and the variety of general activities offered during the tour. The data collected indicate that both tour versions led to an increase in student understanding of the visit topic to nearly the same extent. However, the version stimulating students’ active participation, group work, and including a larger variety of activities aroused more positive attitudes. Students of the modified school programme showed higher interest and intrinsic motivation, felt more competent, and were less bored after the guided tour. In addition, the results suggest that students’ visit‐related emotional states predict the degree of their post‐visit topic understanding, even when demographics and prior knowledge are taken into consideration.  相似文献   

The impact of impairment on kinematic and kinetic variables in Va’a paddling: Towards a sport-specific evidence-based classification system for Para Va’a     

Johanna S. Rosén  Anton Arndt  Victoria L. Goosey-Tolfrey  Barry S. Mason  Michael J. Hutchinson  Olga Tarassova 《Journal of sports sciences》2013,31(17):1942-1950

ABSTRACT

Para Va’a is a new Paralympic sport in which athletes with trunk and/or leg impairment compete over 200 m. The purpose of this study was to examine the impact of impairment on kinematic and kinetic variables during Va’a ergometer paddling. Ten able-bodied and 44 Para Va’a athletes with impairments affecting: trunk and legs (TL), legs bilaterally (BL) or leg unilaterally (UL) participated. Differences in stroke frequency, mean paddling force, and joint angles and correlation of the joint angles with paddling force were examined. Able-bodied demonstrated significantly greater paddling force as well as knee and ankle flexion ranges of movement (ROM) on the top hand paddling side compared to TL, BL and UL. Able-bodied, BL and UL demonstrated greater paddling force and trunk flexion compared to TL, and UL demonstrated larger bottom hand paddling side knee and ankle flexion ROM compared to BL. Significant positive correlations were observed for both male and female athletes between paddling force and all trunk flexion angles and ROM in the trunk and pelvis rotation and bottom hand paddling side hip, knee and ankle flexion. The results of this study are important for creating an evidence-based classification system for Para Va’a.  相似文献   

The mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation amongst adolescent students     

Olga Bakadorova  Diana Raufelder 《European Journal of Psychology of Education - EJPE》2014,29(3):347-366

It is now well known that adolescence is frequently marked by a decline in students' achievement motivation, which in turn is often associated with a decline in individual school self-concept. Less is known about the mediating role of socio-motivational support in the association between individual school self-concept and achievement motivation. The current study examined the interplay of individual school self-concept, socio-motivational support and achievement motivation in a large sample of seventh and eighth grade students (N?=?1,088; M _Age?=?13.7) in secondary schools in Brandenburg, Germany. Structural equation modeling was used to test the associations between individual school self-concept, socio-motivational support, and achievement motivation. The results showed that the teacher–student relationship as well as “teachers as positive motivators” mediated the association between individual school self-concept and achievement motivation. In contrast, neither “peers as positive motivators” nor the student–student relationship mediated this association. These results support the notion that maintaining a positive teacher–student relationship as well as encouraging teachers in the role of positive motivators could be an effective starting point for prevention and intervention programs aimed at offsetting the decline in individual school self-concept and achievement motivation during adolescence.  相似文献   

Collaboration at the Troy University Libraries     

Erin E. Boyd  Olga Casey  Ruth Elder  Jana Slay 《Cataloging & classification quarterly》2013,51(1-3):202-213

With relatively new staff in all the Troy University campus libraries technical services departments, it was critical to collaborate on policies and procedures for consistency. Developing an online manual housed on a wiki that could be used and contributed to by staff on all three campuses was essential to this goal. Multi-campus meetings and online discussions are additional methods we use to promote collaboration. This article will include a literature review of collaboration and wikis along with methods the Troy University Libraries Technical Services departments are using to establish communication across the campuses.  相似文献   

The Treatment of Substance Use Disorders in Ukraine     

Olga Zaporozhets  Nick J. Piazza  John M. Laux 《International journal for the advancement of counseling》2015,37(2):117-123

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The Cost of Higher Education to Students and Parents in Russia: Tuition Policy Issues     

Olga Bain 《Peabody Journal of Education》2013,88(3-4):57-80

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An authoring and learning kit for digital electronics     

Olga Beltcheva  Domenico Ponta  & Giorgio Da Bormida 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(1):15-24

A multimedia component kit for digital electronics authoring and learning is presented. It is based on a sophisticated structuring mechanism and a flexible link management scheme. Components available on the Internet facilitate sharing and reuse of educational software during the authoring process, make possible the support of all phases of the learning process, and allow students to achieve their desired depth of understanding. Emphasis is put on the implementation of a great number of components based on simulation and animation that provide a high level of interactivity and allow some presentation difficulties inherent in the subject to be overcome. An analysis of the impact of using the kit for authoring and learning is currently being performed.  相似文献   

Erratum to “Comparative analysis on the archaeological content of imagery from Google Earth” [in press]     

Dimitris Kaimaris  Olga Georgoula  Petros Patias  Efstratios Stylianidis 《Journal of Cultural Heritage》2011,12(4):501

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Using service quality monitoring to support library management decisions: A case study from Estonia     

Olga Einasto 《International Information and Library Review》2009,41(1):12-20

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Dialogue in religious education lessons – possibilities and hindrances in the Estonian context     

Olga Schihalejev 《British Journal of Religious Education》2009,31(3):277-288

This paper discusses the limitations and potentials for dialogue in religious education (RE) classes on the basis of observations of Estonian RE lessons. I investigated how the way of asking questions contributes to the dialogue in the classroom. Additionally I investigated how students’ readiness to engage in dialogue is influenced by others’ responses to their contributions. I examined what happens in a classroom, by observing and analysing patterns of interaction in RE lessons in two schools. Video‐ethnographic data collection was combined with stimulated recall. Incident‐analysis stemming from conversational analysis was used to interpret the data. On the basis of these analyses and interpretations, we can conclude that the teacher‐centred habit of instruction is a main impediment to dialogue. A teacher’s positive reinforcement of answers does not contribute to dialogue between students but rather to the assumption that the correct answer has already been given and to reliance on the teacher’s arguments. Also, open questions do not work always as facilitators of dialogue, but rather can be felt as intimidating.  相似文献