Effects of an aerobic fitness test on short- and long-term memory in elementary-aged children     

Jennifer L. Etnier  Paul M. Sprick  Jeffrey D. Labban  Chia-Hao Shih  Stephen M. Glass  Jarod C. Vance 《Journal of sports sciences》2020,38(19):2264-2272

ABSTRACT

Meta-analytic evidence supports that exercise has benefits for short-term memory (STM) and long-term memory (LTM). However, only three studies with children have tested the differential effects of exercise on STM and LTM. The purpose of this study was to examine the effects of an aerobic fitness test on STM and LTM and to consider the moderating effects of grade level. Children (7–13 years of age) were randomly assigned to either perform an aerobic fitness test before (exercise prior) or after (exercise post) performing the Rey Auditory Verbal Learning Test (RAVLT) to assess memory. Memory was tested again after approximately 24 hours. There were significant differences in memory performance as a function of grade with 4^th and 6^th graders consistently outperforming 2^nd graders. For learning, Day 1 Retention, 24-hr recall, and Day 2 Retention, the exercise prior group performed better than the exercise post group. It is concluded that an aerobic fitness test performed prior to a declarative memory test benefits LTM as compared to when the aerobic fitness test is performed after the memory test.  相似文献   

Blended learning in higher education: professional development in a Hong Kong university     

Jennifer Catharine Evans  Hennie Yip  Kannass Chan  Christine Armatas  Ada Tse 《高等教育研究与发展》2020,39(4):643-656

ABSTRACT

Online learning has become a ubiquitous part of the educational landscape and how teachers are supported in developing approaches to teaching online is a fundamental aspect of the students’ learning experience. Based on the implementation of a professional development course on becoming an online teacher offered in a blended learning mode at one university in Hong Kong, this article proposes that offering this type of professional development in a blended mode is very effective in facilitating enhanced usage of the university’s learning management system. In a blended mode, teachers are actively engaged with blended learning and were found to make more extensive use of features/tools in Blackboard after they attended the professional development course. Results support that offering professional development in a blended mode provides teachers with an authentic student perspective, at the same time as they take guided steps in the teacher’s role in blended learning.  相似文献   

Individual and cultural factors in teachers’ attitudes towards inclusion: A meta-analysis     

《Teaching and Teacher Education》2020

The success of inclusive education is dependent upon classroom teachers implementing adaptations for children with disabilities. Given that willingness to make such adaptations is influenced by teacher attitudes, the current study examined teachers’ attitudes towards inclusive education through a meta-analysis of 64 samples that were found via a systematic literature search. The results indicated that teachers hold a positive attitude towards inclusion of children with disabilities in mainstream schools and that these attitudes are moderated by an interplay of cultural and demographical factors. The findings offer a renewed basis for intervention research into improving educational opportunities for children around the world.  相似文献   

Actions for sociopolitical consciousness in a high school science class: A case study of ninth grade class with predominantly indigenous students     

Bhaskar Upadhyay  Erin Atwood  Baliram Tharu 《科学教学研究杂志》2020,57(7):1119-1147

This case study explores how a group of Grade 9 students engaged in sociopolitical discourses and actions in a science class in a mostly indigenous student school in Nepal. The study used sociopolitical consciousness (SPC) as a framework to document and understand indigenous students’ SPC-oriented science interactions and subsequent social change actions. We used ethnographic methods of data collection over 6 months. The study focused on the actions of 4 girls and 2 boys belonging to the indigenous Tharu group. Data were analyzed using iterative qualitative methods. The study findings show that students are capable of engaging in critical thinking, critical reflecting, and taking actions for social change. Additionally, students are competent to link their experiences with social, structural, and political discrimination to the relevant science content they learn. The study presents four thematic findings related to SPC and science teaching and learning: Fostering social justice awareness in science class, fostering structural understanding of inequities in sickle cell disease, fostering sociopolitical actions for sickle cell disease, and the teacher's activist pedagogy for SPC in science learning. Implications of the study are that culturally relevant pedagogy helps indigenous students to become sociopolitically more aware of the links between science and social change. Adding aspects of critical pedagogies in science teaching could encourage students to become more sociopolitically reflective about science learning.  相似文献   

指向武术核心素养的中小学武术有效教学策略与方法设计     

柴广新  孙有平 《武汉体育学院学报》2020,54(4):87-92

为了有效促进学生武术核心素养的培育,针对我国武术教学中存在套路内容“繁难”、教法单一、重“形”轻“击”、重知识灌输,轻自主性培养、重教师的“教”,轻学生的“学”“学生不喜欢武术课”等一系列问题,提出了有效促进武术认知、武术运动能力、武术人格培育的原则,基于此原则,对“化难为易”策略、“化浅为深”策略、“化无趣为有趣”策略、“化技术为实践”策略、“知新温故”等策略进行了具体探索性设计,并对上述策略的具体实施方法进行了阐述,为中小学武术教学改革提供现实指导。  相似文献   

Teaching to discuss controversial public issues in fragile times: Approaches of Israeli civics teacher educators     

《Teaching and Teacher Education》2020

Civics teachers play a critical role in maintaining classroom environments that encourage discussions of controversial public issues. Thus, preparing new teachers to consider the role of such discussions is crucial. Building on theories of teacher knowledge development, this study explores how Israeli civics teacher-educators conceptualize discussions as part of their courses. The findings present four approaches that include: discussion as a pedagogical practice; discussion as a means for reflection; discussion as a way to bring the curriculum to life; and discussion as a vehicle that represents disciplinary content. Based on these findings, the role of discussion as an educational goal, not just a secondary means, will be argued.  相似文献   

What should teacher educators know about technology? Perspectives and self-assessments     

《Teaching and Teacher Education》2020

This article offers a first look at teacher educators’ (N = 336) perceptions of their technology competencies based on the Teacher Educator Technology Competencies (TETCs; Foulger, Graziano, Schmidt-Crawford, & Slykhuis, 2017). The participants generally rated their competence levels highly in relation to the TETCs. Although many participants reported that the TETCs adequately reflected the competencies required of them, they suggested various additions and changes to the TETCs. This mixed-method study advances understanding of teacher educators’ perceptions of the importance of various competences to their work and offers feedback from the field regarding which competencies might be missing from the TETCs.  相似文献   

Positivity and quality of college life of business students: The mediating role of learning approaches     

《Studies in Educational Evaluation》2020

Drawing upon the causal agency theory, this study examined the direct and indirect (via learning approaches) links between positivity and quality of college life (QCL) of business students in a transitioning market, Vietnam. Two studies were conducted to test these relationships using structural equation modeling. Findings from study 1, based on a sample of 428 business students, showed that positivity was positively related to QCL. Further, deep learning approaches mediated the relationship between positivity and QCL. Findings from study 2, based on a sample of 416 business students, reconfirmed the role of positivity in QCL. However, the indirect relationship between positivity and QCL was not significant, demonstrating that surface learning approaches did not mediate the relationship between positivity and QCL. The findings contribute to the literature on positivity in higher education by confirming the overarching role that positivity plays, directly and indirectly (via deep learning approaches), in QCL.  相似文献   

苏北高职院校体育教学改革实施中教师阻抗的现象学分析及消除策略     

姜龙  秦博  骆勇 《体育科技文献通报》2020,(4):26-27,31

本文将教师阻抗定义为由于自身或外界因素导致教师对现有体育教学改革表现出的不满、反对、甚至抵制心理和行为。研究以教师阻抗为问题切入点,重点探究教师阻抗的内在原因。具体分析内容包括:现有体育教学改革实施现状、体育教师态度真相、冷落改革,阻抗缘由,并结合阻抗缘由提供相关消解建议。本研究主要以现象学研究方法作为方法论基础,由悬置与还原、体验与描述、反思与归纳、本质的呈现作为重点环节,参照Pollio的现象学研究方法流程,采用深度访谈,访谈对象20人,每轮访谈结束后及时将访谈录音转录为文本形式,访谈文本132571字。对访谈文本采取归纳与演绎相结合的形式,精简提炼并进行具体论证分析。结论:(1)高职院校体育改革情况并不理想,阻抗现象真实存在;(2)体育教师内心支持改革,主观排斥现象罕见,阻抗现象另有他因;(3)体育教师阻抗主要由于教师对公共体育课程教学指导纲要无从下手,各校围绕体育教学改革中需要变更新的大纲、教学方法、评价方式等工作茫然无措所导致。以此建议多安排一线教师参加培训学习;制定更为客观、易操作的教学方法和评价方式应用于高职院校体育教学一线;增大资金及人力投入;提高教师文化自信等方面,消除改革中出现的部分教师阻抗,也为高职体育改革提出一些思路。  相似文献   

“人本主义”视角下的高校公共体育教学改革探究     

沈文熹 《体育科技文献通报》2020,(4):87-88

"人本主义"是素质教育改革持续推进的重要教学理念,对于当前高校开展公共体育课程教学改革工作具有积极意义。本文细致分析了"人本主义"对于高校公共体育教学改革的意义,重点阐述了高校公共体育课程教学改革过程中存在着的不足,并提出了一些科学有效的公共体育教学改革策略,为全面有效提升高校公共体育教学水平提供一定参考。  相似文献