Introduction     

Øyvind L. Martinsen 《Scandinavian Journal of Educational Research》2013,57(3):227-233

Abstract

The popularity of twins and non‐twins at school was studied longitudinally. Eight categories of pupils were distinguished by classifying them according to sex and twin type: monozygotic, dizygotic same‐sex, and dizygotic opposite‐sex as well as male and female non‐twins. Popularity ratings done by classmates on two different occasions at 11 and 13 years of age were analyzed. Differences in popularity between categories as well as changes in popularity over time were considered. The main results obtained seem to confirm and extend earlier findings reported in the literature about popularity differences between twins and non‐twins. For popularity change a relative similarity between categories was found significant, which implies that all categorical differences in popularity change can be better explained by the categorical differences in popularity at age 13 than by those at age 11.  相似文献   

Investigating Students' Perceived Discipline Relevance Subsequent to Playing Educational Computer Games: A Personal Interest and Self-Determination Theory Approach     

Øystein Sørebø  Reidar Hæhre 《Scandinavian Journal of Educational Research》2013,57(4):345-362

The purpose of this study is to explain students' perceived relevance of playing an educational game as a means for development of discipline competence. Based on self-determination theory and the concept of personal interest, we propose that: Satisfying students' basic needs for competence, autonomy, and relatedness when playing educational games is critical for arousal of intrinsic motivation in learning-through-gaming; Students' interest in the core subject and their intrinsic motivation in learning-through-gaming are important for their perceptions of how relevant they believe the gaming session is for the discipline they are studying. The results from an empirical study indicate that arousal of intrinsic motivation in the ongoing gaming session is more important than pre-gaming interest in the core subject for participants' post-gaming perception of how relevant such gaming is as a means for developing their discipline competence. The results also indicate that satisfying basic needs for competence, autonomy, and relatedness is critical for arousal of intrinsic gaming motivation. Our findings have implications for the choice of pedagogical means when utilizing educational games as a complementary alternative to traditional learning methods. To that end, we offer directions for future research.  相似文献   

Dramatic Science. A Critical Review of Drama in Science Education     

Marianne Ødegaard 《Studies in Science Education》2013,49(1):75-101

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Movement pattern and physiological response in recreational small-sided football – effect of number of players with a fixed pitch size     

Morten B. Randers  Christina Ørntoft  Marie Hagman  Jens J. Nielsen  Peter Krustrup 《Journal of sports sciences》2018,36(13):1549-1556

Recreational soccer is an effective health-promoting activity, but it is unclear how different game formats influence internal and external load. Thus, to be able to advise how to maximise the outcome of recreational football, we examined movement pattern and physiological response in 11 untrained men (32.6 ± 6.7 yrs, 23.3 ± 4.9 fat%, 43.4 ± 5.3 ml·min^?1·kg^?1) during three football sessions comprising 4 × 12 min of 3v3, 5v5 or 7v7 with a constant pitch size of 20 × 40 m. Movement pattern, heart rate (HR), blood lactate and RPE were measured during and after the 12-min periods. Greater (P < 0.05) total distance and high-speed distance was covered during 3v3 than 5v5 (14 and 30%) and 7v7 (15 and 75%). Mean HR was higher in 3v3 (85.7 ± 5.7%HRmax) and 5v5 (84.2 ± 5.1%HRmax) than in 7v7 (80.7 ± 4.6%HRmax, P < 0.05) and percentage time >90%HR was higher in 3v3 (43 ± 18%, P < 0.05) than in 5v5 (28 ± 21%) and 7v7 (18 ± 14%). Blood lactate was higher in 3v3 (7.4 ± 2.7 mmol·l^?1) than in 7v7 (4.5 ± 2.2 mmol·l^?1, P < 0.001) but not in 5v5 (6.1 ± 2.1 mmol·l^?1, P = 0.061). RPE was higher in 3v3 (6.7 ± 2.3, P < 0.01) than in 5v5 (5.2 ± 2.2) and 7v7 (4.3 ± 2.3). In conclusion, higher external and internal load was found with fewer players, when the pitch size is fixed.  相似文献   

Motivation for reading comprehension     

Øistein Anmarkrud  Ivar Bråten 《Learning and individual differences》2009,19(2):252-256

In a sample of 104 Norwegian ninth-grade students, we examined whether perceived reading efficacy and reading task value uniquely predicted the comprehension of a social studies text after variance associated with gender, achievement in the domain, topic knowledge, deeper strategies, and surface strategies had been removed through forced-order hierarchical multiple regression analysis. Results showed that even after removing variance from these variables, the motivation constructs accounted for additional variance. However, only reading task value was a statistically significant positive predictor of reading comprehension, whereas the relationship between reading efficacy and reading comprehension did not reach statistical significance. Thus, reading task value seems particularly important because it can override the contributions of other important constructs. In terms of education, the findings suggest that an emphasis on cognitive constructs such as prior knowledge and strategic text-processing should not make us overlook the specific importance of promoting motivation for reading comprehension.  相似文献   

‘So,how does one define a friendship?’: Identifying friendship among students using AAC in inclusive education settings*     

Jørn Østvik  Borgunn Ytterhus  Susan Balandin 《欧洲特需教育杂志》2018,33(3):334-348

The characteristics of friendships among children who use augmentative and alternative communication (AAC) are not well understood. Research on friendships among children without disabilities has identified similarity to each other as a key characteristic among friends. The aim of this study was to identify and describe the friendships between students using AAC and fellow students in Norwegian mainstream public schools. Participants were students using AAC in first to fourth class, fellow students, parents, and staff. Data were analysed using a constructive grounded theory approach. The participants provided diverse reports about the friendships, although all students using AAC reported having friendships at school. The friendships were described by parents and staff as superficial and students using AAC were seldom perceived as playmates by fellow students. The results indicated that friendships between students using AAC and fellow students were often unilateral. The results are discussed along with the implications for future research.  相似文献   

Identity and Culture: theorising emergent environmentalism     

Justin Dillon  Elin Kelsey  Ana Maria Duque‐Aristizabal 《Environmental Education Research》1999,5(4):395-405

This article critically examines the methodology and findings of the emergent environmentalism research project as reported in Environmental Education Research (EER), 4(4). We challenge both the ontological stance implicit in the research as well as its explicit epistemology. We argue for a wider theoretical underpinning to the research and specifically advocate the use of identity theories to explain personal and social phenomena. We also argue for the use of theoretical frameworks that empower rather than ‘capture’ cultural groups.  相似文献   

Prisoners’ academic motivation,viewed from the perspective of self-determination theory: Evidence from a population of Norwegian prisoners     

Manger  Terje  Hetland  Jørn  Jones  Lise Øen  Eikeland  Ole Johan  Asbjørnsen  Arve E. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2020,66(4):551-574

International Review of Education - The study presented in this article explores prisoners’ academic motivation structure from the theoretical perspective of self-determination theory, using...  相似文献   

Quality Culture: understandings,boundaries and linkages     

LEE HARVEY  BJØRN STENSAKER 《European Journal of Education》2008,43(4):427-442

As part of the process of enhancing quality, quality culture has become a taken-for-granted concept intended to support development and improvement processes in higher education. By taking a theoretical approach to examining quality culture, starting with a scholarly examination of the concept of culture, and exploring how it is related to quality, quality improvement and quality assurance, the aim of this paper is to create a better understanding of how one can make sense of quality culture, its boundaries but also its links to the fundamental processes of teaching and learning.  相似文献   

Learning to Teach Through Teaching and Being Taught     

Karl Øyvind Jordell 《Scandinavian Journal of Educational Research》2013,57(2):131-144

Teacher shortage has been a problem in northern Norway for decades. The authorities have taken steps to stimulate the supply of teachers in these regions through economic incentives and decentralized or part‐time teacher education. The full effect of these measures cannot be fully evaluated till the early or middle 1990s. In this article, structure and assessments of first and second generation decentralized and part‐time teacher education are referred. Even though this approach to teacher education has been disputed, it now seems to be accepted by most interest groups. The main problems of these programs seem to be related to the pressures on students trying to fill multiple roles (student, part‐time teacher, mother), and the supervision of students.  相似文献