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1.
Barreto Lucas Passos Rodrigues Adriana Araújo Dutra de Oliveira Giordanna Camilla Bié de Almeida Laila Thayanne Gomes Felix Matheus Augusto Campelo Silva Penha de Souza Quadros Ana Luiza Macedo Andrea Mara Mortimer Eduardo Fleury 《Research in Science Education》2021,51(1):135-152
Research in Science Education - This research draws on Legitimation Code Theory (LCT) to understand the epistemic dimension of the higher education classroom discourse of a professor who is well... 相似文献
2.
Charbel Niño El-Hani Eduardo Fleury Mortimer 《Cultural Studies of Science Education》2007,2(3):657-702
In this paper, we offer an intermediate position in the multiculturalism/universalism debate, drawing upon Cobern and Loving’s
epistemological pluralism, pragmatist philosophies, Southerland’s defense of instructional multicultural science education,
and the conceptual profile model. An important element in this position is the proposal that understanding is the proper goal
of science education. Our commitment to this proposal is explained in terms of a defense of an ethics of coexistence for dealing
with cultural differences, according to which social argumentative processes—including those in science education—should be
marked by dialogue and confrontation of arguments in the search of possible solutions, and an effort to (co-)live with differences
if a negotiated solution is not reached. To understand the discourses at stake is, in our view, a key requirement for the
coexistence of arguments and discourses, and the science classroom is the privileged space for promoting an understanding
of the scientific discourse in particular. We argue for “inclusion” of students’ culturally grounded ideas in science education,
but in a sense that avoids curricular multicultural science education, and, thus, any attempt to broaden the definition of
“science” so that ideas from other ways of knowing might be simply treated as science contents. Science teachers should always
take in due account the diversity of students’ worldviews, giving them room in argumentative processes in science classrooms,
but should never lose from sight the necessity of stimulating students to understand scientific ideas. This view is grounded
on a distinction between the goals of science education and the nature of science instruction, and demands a discussion about
how learning is to take place in culturally sensitive science education, and about communicative approaches that might be
more productive in science classrooms organized as we propose here. We employ the conceptual profile model to address both
issues. We expect this paper can contribute to the elaboration of an instructional multicultural science education approach
that eliminates the forced choice between the goals of promoting students’ understanding of scientific ideas and of empowering
students through education.
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| Eduardo Fleury MortimerEmail: |
3.
Chantal Bard Michelle Fleury Lise Carrière Madeleine Hallé 《Research quarterly for exercise and sport》2013,84(2):267-273
Abstract This study was designed to investigate the visual search patterns of gymnastics judges. The subjects were four national judges (experienced) and three local judges (novice). Three dependent variables were measured: the number and the location of ocular fixations during the evaluation of a gymnast's performance, and the number of errors made by the judges. Ocular fixations were studied by the corneal reflection technique with a NAC Eye-Movement Recorder. There was no statistical difference in the number of fixations for both groups of judges. However, the expert judges had 27% less fixations than the novice judges. A statistical difference was found between expert judges and novice judges for the location of fixations; experts had more fixations on the upper part of the gymnast's body, while novices concentrated their attention on the legs. The type of routine significantly affected the number of fixations; more fixations were found for optional routines. There was no statistical difference in the number of judgment errors made by the two groups of judges. However, novice judges detected only half the gymnast's errors detected by the expert judges. 相似文献
4.
M. Garcin A. Fleury N. Ansart L. Mille-Hamard V. Billat 《Research quarterly for exercise and sport》2013,84(3):351-361
The purpose of the present investigation was to compare the content of 8 weeks of training in young endurance-trained male and female runners and study the potential impact of this training content on performance. Fourteen men and 11 women performed two criterion exercises until exhaustion on an outdoor track before and after the 8-week training period. The first test was a graded exercise to determine maximal aerobic velocity (Mav), the velocity at the lactate concentration threshold (v-Tlac), and the velocity at delta 50 (vΔ50: the velocity halfway between Mav and v-Tlac). The second test was a constant run at vΔ50 to determine the time to exhaustion at this velocity (tlimvΔ50). Training logs were used to monitor the self-directed training sessions. The results showed that the women had a lower training volume but trained at higher exercise velocities than the men. However, they presented similar values as the men for expected temporary performance capacity and did not improve their performance (Mav and tlimvΔ50) over the 8-week period. After the training period, only v-Tlac (absolute and relative values) was slightly but significantly increased by training. These results could be due to the fact that both men and women did not train more than 10% of the total distance run at exercise velocities equal to or higher than their Mav and did not increase their training load during the 8-week training period. We suggest that changes in training content during the season, such as severe (long-duration or high-intensity) training sessions, may have improved their performance capacity. 相似文献
5.
Flávia Maria Teixeira dos Santos Eduardo Fleury Mortimer 《International Journal of Science Education》2013,35(9):1095-1110
In this article we analyse the interaction between a high school chemistry teacher and her students from two different classes, emphasizing how emotions, affects and feelings contributed to, or obstructed, the dynamic of interactions. The data come from an ethnographic research approach and include videotapes of the lessons, interviews and field notes. Using the distinction introduced by Damasio between primary and secondary emotions, and between emotions and feelings, we describe how the background feelings emerged in different ways in the two classrooms. In class B, the relationships were constructed in a friendly way from the very beginning. The positive emotions that contributed to raising positive background feelings occurred in a high number and frequency. In class A, the picture was completely different, with a higher number and frequency of negative emotions. Thus, emotions and background feelings that were constructed differently in each classroom were at the heart of the different outcomes in terms of attitudes towards chemistry that arose in the two classrooms. In the paper, we also discuss the implication of this kind of analysis for science teaching generally. 相似文献
6.
This article presents an examination of an academic program for older adults, offered at a junior‐college level educational institution in Montreal, Quebec. The authors recount the main events of the history of this francophone program and explain its underlying principles. They trace the evolution of the program within the college structure and examine its pedagogy. As well, they offer several results of the program and consider its future prospects. The authors conclude that the program, seen as a social practice, bears a significance for educational gerontology, for education, and for the larger context of contemporary society. 相似文献
7.
Like neighbourhoods, companies or housing, schools are considered a location for which the student must develop feelings of attachment and identification. The purpose of this research is to test a path model in which the evaluation of the image of the scholastic institution plays a role in the process of sociospatial identification in the school place; this identification is itself involved in the development and maintenance of positive academic self‐esteem. Two hundred and seventy‐eight students registered at secondary schools participated in the research by responding to a questionnaire composed of a series of scales. The results show a good fit between the model and the data, since the students’ self‐esteem proved to be partially explained by the quality of their identification with their institution. The status of the level of sociospatial identification as a mediator variable was also confirmed. 相似文献
8.
Garcin M Fleury A Ansart N Mille-Hamard L Billat V 《Research quarterly for exercise and sport》2006,77(3):351-361
The purpose of the present investigation was to compare the content of 8 weeks of training in young endurance-trained male and female runners and study the potential impact of this training content on performance. Fourteen men and 11 women performed two criterion exercises until exhaustion on an outdoor track before and after the 8-week training period. The first test was a graded exercise to determine maximal aerobic velocity (Mav), the velocity at the lactate concentration threshold (v-Tlac), and the velocity at delta 50 (v delta50: the velocity halfway between Mav and v-Tlac). The second test was a constant run at v delta50 to determine the time to exhaustion at this velocity (tlimv delta50). Training logs were used to monitor the self-directed training sessions. The results showed that the women had a lower training volume but trained at higher exercise velocities than the men. However they presented similar values as the men for expected temporary performance capacity and did not improve their performance (Mav and tlimv delta50) over the 8-week period. After the training period, only v-Tlac (absolute and relative values) was slightly but significantly increased by training. These results could be due to the fact that both men and women did not train more than 10% of the total distance run at exercise velocities equal to or higher than their Mav and did not increase their training load during the 8-week training period. We suggest that changes in training content during the season, such as severe (long-duration or high-intensity) training sessions, may have improved their performance capacity. 相似文献
9.
Freitas Maria Ester de Bertero Carlos Osmar Fleury Maria Tereza Leme Mariotto Fábio Luiz Silva André Luis 《Tertiary Education and Management》2016,22(4):267-286
This article analyzes the theoretical and practical aspects of the academic internationalization process, through the main events and pathways developed over the 60 years of the EAESP/FGV, the São Paulo Business School of the Getulio Vargas Foundation (Brazil). A survey was conducted of former directors, coordinators of the main international programs and all school faculty (266 professors) about their training and international activities. EAESP/FGV has developed a diverse and consolidated international career, surpassing the activities related to teaching and student mobility. However, there are some opportunities to deepen internationalization as a strategic brand of the institution. 相似文献
10.
Research in Science Education - 相似文献