Personal Activity Trackers and the Quantified Self     

Matthew B. Hoy 《Medical reference services quarterly》2013,32(1):94-100

ABSTRACT

Personal activity trackers are an inexpensive and easy way for people to record their physical activity and simple biometric data. As these devices have increased in availability and sophistication, their use in daily life and in medicine has grown. This column will briefly explore what these devices are, what types of data they can track, and how that data can be used. It will also discuss potential problems with trackers and how librarians can help patients and physicians manage and protect activity data. A brief list of currently available activity trackers is also included.  相似文献   

Supporting Teachers on Science‐focused School Trips: Towards an integrated framework of theory and practice     

Jennifer DeWitt  Jonathan Osborne 《International Journal of Science Education》2013,35(6):685-710

Although science centres and museums are important educational resources, school trips to these places are not often conducted in a manner that could maximise learning. In addressing this issue, a Framework for Museum Practice (FMP) is proposed, derived from the perspectives of Cultural Historical Activity Theory, theories of intrinsic motivation, and research into conceptual learning. It is hypothesised that this theoretically derived framework, if implemented by museum educators, can potentially lead to the creation of resources for teachers that would enable them to make better use of the learning opportunities afforded by school trips, and to maximise the impact on pupil learning, including their affective experience. This paper also describes how the framework was used to guide the development of resources to be used in conjunction with a science museum trip. The resources were tested by two primary school teachers and their classes, and the data were analysed for evidence of teacher and student behaviour consistent with the design principles in the FMP. Findings lend some empirical support for the FMP and suggest that it may offer a guide for the development of museum‐provided resources, which would have the potential to improve the utilisation by teachers of informal science institutions and, consequently, their impact on pupil learning.  相似文献   

Effects of a Collaborative Science Intervention on High Achieving Students’ Learning Anxiety and Attitudes toward Science     

Zuway‐R. Hong 《International Journal of Science Education》2013,35(15):1971-1988

This study investigated the effects of a collaborative science intervention on high achieving students’ learning anxiety and attitudes toward science. Thirty‐seven eighth‐grade high achieving students (16 boys and 21 girls) were selected as an experimental group who joined a 20‐week collaborative science intervention, which integrated and utilized an innovative teaching strategy. Fifty‐eight eighth‐grade high achieving students were selected as the comparison group. The Secondary School Student Questionnaire was conducted to measure all participants’ learning anxiety and attitudes toward science. In addition, 12 target students from the experimental group (i.e., six active and six passive students) were recruited for weekly classroom observations and follow‐up interviews during the intervention. Both quantitative and qualitative findings revealed that experimental group students experienced significant impact as seen through increased attitudes and decreased anxiety of learning science. Implications for practice and research are provided.  相似文献   

Analysing teachers' operations when teaching students: what constitutes scientific theories?     

Mona O. Holmqvist  Clas Olander 《International Journal of Science Education》2013,35(7):840-862

ABSTRACT

The aim of the study is to analyse teachers’ efforts to develop secondary school students’ knowledge and argumentation skills of what constitutes scientific theories. The analysis is based on Leontiev’s three-level structure of activity (activity, action, and operation), as these levels correspond to the questions why, what, and how content is taught. The unit of analysis was a school development project in science education, where design-based interventions were conducted. Data comprised notes and minutes from eight meetings, plans, and video recordings of the lessons, and a written teacher evaluation. The teachers’ (n = 7) learning actions were analysed to identify (a) concept formation in science education, (b) expressions of agency, (c) discursive manifestations of contradictions, and (d) patterns of interaction during the science interventions. Three lessons on what constitutes scientific theories were implemented in three different student groups (n = 24, 23, 24), framed by planning and evaluation meetings for each lesson. The results describe (1) the ways in which teachers became more skilled at ensuring instruction met their students’ needs and (2) the ways in which teachers’ operations during instruction changed as a result of their developed knowledge of how to express the content based on theoretical assumptions.  相似文献   

基于合著网络的＂百人计划＂入选者学术合作特征分析     

白晨  彭洁 《数字图书馆论坛》2013,(2):53-58

文章分析了“百人计划”中环境、能源和材料领域入选者的合作特征,以“中国高层次科技人才信息数据库”中收录的“百人计划”入选者发表的SCI论文为样本,分析了入选者合作发表论文量、合作规模、合作频次和合著网络特征,最后为中国高层次学术带头人的培养提出了建议。  相似文献   

How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development     

Ian M. Kinchin  David B. Hay  Alan Adams 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):43-57

This paper describes a qualitative approach to analysing students' concept maps. The classification highlights three major patterns which are referred to as 'spoke', 'chain' and 'net' structures. Examples are given from Year 8 science classes. The patterns are interpreted as being indicators of progressive levels of understanding. It is proposed that identification of these differences may help the classroom teacher to focus teaching for more effective learning and may be used as a basis for structuring groups in collaborative settings. This approach to analysing concept maps is of value because it suggests teaching approaches that help students integrate new knowledge and build upon their existing naive concepts. We also refer to the teacher's scheme of work and to the National Curriculum for science in order to consider their influence in the construction of understanding. These ideas have been deliberately offered for early publication to encourage debate and generate feedback. Further work is in progress to better understand how students with different conceptual structures can be most appropriately helped to achieve learning development.  相似文献   

Learning Through Computational Modeling     

《学校用计算机》2013,30(1-2):143-152

Summary

When thinking of reasoning, problem solving, communication, and connecting related ideas, the tool of choice in nearly every discipline is the microcomputer. Furthermore, unlike the traditional calculator, the modern classroom computer has an unparalleled ability to implement both graphical and procedural components of mathematics understanding in a single unified object. By students' creation and utilization of mathematically relevant computer-based objects, this dual encapsulation provides them with a unique opportunity to see both the form of representation and their actions utilizing this representation simultaneously.

This paper suggests that the object-oriented environments that modern technology enables are ideally suited to parallel and facilitate the ability of students to take a broader variety of action upon objectsof a nature and kind hitherto unknown. These student-controlled actionsupon these mathematically powerful and computer-enabled objectshave the potential for creating classroom environments that both surpass the pale hopes of the integrated learning system and surprise those wedded to a conservative view of Piagetian developmental levels.  相似文献   

The challenge of managing boundary-spanning research activities: Experiences from the Swedish context     

Niclas Adler  Maria Elmquist 《Research Policy》2009,38(7):1136-1149

Contemporary and future challenges when managing research involve coping with emerging prerequisites which include, among other things, a new knowledge production discourse, new research funding methods and new ways for international collaboration. Managers for boundary-spanning research activities need to combine the sometimes opposing logics and perspectives of the multiple stakeholders—the individual researchers searching for independence, sustainability and freedom and others searching for integration, relevance and predictability. Based on a collaborative research set-up including interviews, discussions and workshops with major Swedish research funding agencies, research program managers, experienced industry partners and key stakeholders, the paper identifies six main managerial challenges: (i) lack of focus on research management and unsatisfying prerequisites, (ii) weak identity and low status of the role of the research managers, (iii) few incentives for research management, (iv) lack of leadership development opportunities for researchers, (v) multiple (and sometimes contradictory) expectations from different stakeholders, and (vi) sustained funding. Finally, the managerial implications of these challenges for universities and funding agencies are discussed.  相似文献   

金属标准电极电位,电离势和活动顺序     

金建华 《青海师专学报》2000,20(3):81-82

在气相中,金属原子失去电子的难易用电离势数值大小来衡量,在水溶液中,金属原子失去电子能力的难易用电离热数值大小来衡量。本文从金属的标准电极电势,电离势分别讨论金属活动顺序。  相似文献   

粉煤灰与大掺量粉煤灰混凝土     

裴锐  张莹婕 《辽宁科技学院学报》2000,2(3):6-7,10

论述了粉煤灰在混凝土中的作用机理及粉煤灰对混凝土性能的改善,并结合本溪市的粉煤灰排放情况提出了推广和使用大掺量粉煤灰混凝土的优越性。  相似文献