Biology instruction using a generic framework of scientific reasoning and argumentation     

《Teaching and Teacher Education》2018

We investigated biology instruction—using a generic framework of scientific reasoning and argumentation (SRA) with eight epistemic activities—on how to foster student learning in biological literacy which had not been clarified in previous studies. Our analysis of videotaped biology lessons and student achievement showed varying frequencies in using these activities and their effects on achievement. Those students taught with more epistemic activities had higher achievement. We believe that the SRA framework can be a worthwhile methodical tool for teaching biology to foster student learning. Therefore, we draw practically orientated implications for educational research, practitioners, teacher educators, and curriculum developers.  相似文献   

Reconsidering the use of video clubs for student-teachers' learning during field placement: Lessons drawn from a longitudinal multiple case study     

《Teaching and Teacher Education》2018

Although video clubs have been used to support (student) teachers' learning through reflection upon practice, less attention has been paid to their potential use for supporting changes in participants' practice over a period of time. Prior work has also largely treated (student) teachers as an undifferentiated whole that benefits in similar ways from video clubs. In this study, we problematize this assumption by drawing on three cases of student teachers to exemplify three different learning paths while participating in a video club during field placement. Reflecting on these findings, we discuss implications for differentiating the video-club approach to address different student teachers.  相似文献   

影像反馈教学法在羽毛球选项课中的实验研究     

孙凯 《当代体育科技》2020,(12):135-136

本文以中国劳动关系学院学生为研究对象展开实验性研究,采用文献调查法、专家访谈法、问卷调查法、实验对比研究法、数理统计法等研究方法,通过对比在羽毛球选项课中应用影像反馈教学法与传统教学方法在调动学生积极性及各项技术动作等方面的实际差别,总结出影像反馈教学法在羽毛球选项课中的独特优势,同时归纳出高效、适合实际情况的影像反馈教学模式。  相似文献   

Affordances of using Multiple Videoed Events to construct a rich understanding of adult–child book readings     

Maria Nicholas 《International Journal of Research & Method in Education》2018,41(2):125-141

This paper explores the affordances of using video-based research to capture a multiplicity of events, along with multimodal representations when producing data related to adult–child book readings. In doing this we answer two questions: (1) why more than one event is needed when seeking a comprehensive collection of information for the purpose of analysis; and (2) why one mode of data production alone (e.g. audio recordings or note taking) is insufficient to record practice or interviews when richness is of priority. This research used three videoed events to produce data. These included videoing: (1) caregiver–child interactions during four shared book reading sessions, (2) interviews with caregivers immediately following each of the reading sessions and (3) video-stimulated discussions with caregivers within two months of the final shared book reading. In this paper, I contribute to discussions that highlight the affordances of using video-based research as a means of capturing the multimodal elements of an experience, which can contribute to the analysis and interpretation of data. I expand on this, however, to suggest that when coupled with a multiplicity of events, video-based research can be a means of pursuing richness via a method that has been criticized for its narrow subjectivity.  相似文献   

Triggering effects of mobile video marketing in nature tourism: Media richness perspective     

Ari Alamäki  Juho Pesonen  Amir Dirin 《Information processing & management》2019,56(3):756-770

The aim of this study was to investigate videos as potential triggers of behavior. Therefore, we applied the theories of triggers and media richness to learn about the triggering efficiency of mobile marketing videos on participants’ behavioral intentions. The experiment involved three distinct test groups, each comprising 41 student participants. From the perspective of media richness theory, we observed that the different kinds of videos had quite similar effects in terms of triggering behavioral changes. However, the mechanisms explaining why triggers were present differed for each video. Further, the results reveal that the consumer's position in the information search process was the most significant reason for the triggering of any kind of effect. In addition, the instructionally designed videos were able to exert an affective triggering effect: the more participants liked the video, the more it affected their participation intention and recall scores. This study extends the media richness research by demonstrating that the effects of media richness can vary within technically similar videos, as they form different logical connections among non-verbal visual cues related to a video's storyline.  相似文献   

Video Enhanced Reflective Practice (VERP): supporting the development of trainee educational psychologists’ consultation and peer supervision skills     

Sarah Murray  Jane Leadbetter 《Educational Psychology in Practice》2018,34(4):397-411

This article aims to seek trainee educational psychologists’ (TEPs) views about their experiences of using Video Enhanced Reflective Practice (VERP) to support their professional development, with a particular focus on consultation and peer supervision skills for the VERP guider. Participants engaged in three cycles of VERP, reflecting upon their practice using video clips of themselves. An action research design was implemented and views from trainee EPs and the Video Interaction Guidance (VIG) supervisor were sought, using semi-structured interviews. Hybrid Thematic Analysis was used in order to analyse the data. Findings suggest that VERP was generally a positive experience for trainees and their experiences highlighted the impact of observing themselves in practice, as opposed to retrospective reflection. Trainee EPs selected factors to consider within a ‘shared review’ and reflected on their experiences of being filmed, the strengths and the challenges of which are considered.  相似文献   

Exploring student hand-raising across two school subjects using mixed methods: An investigation of an everyday classroom behavior from a motivational perspective     

《Learning and Instruction》2020

Student hand-raising is an everyday behavior in classroom interactions with teachers. This research presents two studies that examine the variance in hand-raising and its relation to student motivation in two school subjects, Mathematics and Language Arts. Student hand-raising is introduced as an indicator of behavioral engagement. Study 1 investigated N = 397 high school students in 20 classrooms during a videotaped lesson in each subject. Multilevel regression analysis suggests that student motivation accounts for significant variance in hand-raising. The results show subject-specific differences: Student self-concept predicts hand-raising in Mathematics, while students' situational interest predicts their hand-raising in Language Arts. Students’ externally regulated motivation is predictive across both subjects. In Study 2, N = 14 high school students were interviewed about their hand-raising behavior. The results validate and extend the findings from Study 1. Finally, this research emphasizes the importance of fostering student hand-raising and discusses the implications for future research.  相似文献   

视频点播系统需求分析与测试方法探讨     

李晓丹  徐高翔 《科技广场》2005,(10):29-31

本文主要和大家探讨一下VOD视频点播系统的需求分析与系统测试的方法.这里介绍了在相同硬件条件下需要测试比较VOD系统的几个主要性能指标,并在产品的选购和对厂商的售后服务等方面提供一些建议.  相似文献   

《情报杂志》2003年、2004年载文统计分析   总被引：2，自引：0，他引：2  

纪绍平 《现代情报》2005,25(12):148-150

本文对《情报杂志》2003年、2004年载文情况进行统计分析，归纳出特点，得出该刊近两年发展的规律。为进一步办好刊物提供依据。  相似文献   

2005年《体育科学》的引文分析   总被引：2，自引：0，他引：2  

范丽雯  王玫  邴国强 《情报科学》2006,24(10):1512-1515,1536

通过对《体育科学》引文之引用文献、引用语种、引文类型、引文学科、引文作者等情况的分类统计分析，得出我国中文体育类核心期刊的现状及其呈现的数量特征和内在规律，以期对今后的学术研究提供参考。  相似文献