排序方式： 共有9条查询结果，搜索用时 15 毫秒
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Michail Lubomirov Michailov Jiří Baláš Stoyan Kolev Tanev Hristo Stoyanov Andonov Jan Kodejška Lee Brown 《Research quarterly for exercise and sport》2018,89(2):246-254
Purpose: An advanced system for the assessment of climbing-specific performance was developed and used to: (a) investigate the effect of arm fixation (AF) on construct validity evidence and reliability of climbing-specific finger-strength measurement; (b) assess reliability of finger-strength and endurance measurements; and (c) evaluate the relationship between finger flexor all-out test scores and climbing ability. Methods: To determine the effect of AF, 22 male climbers performed 2 maximal strength and all-out tests with AF (shoulder and elbow flexed at 90°) and without AF (shoulder flexed at 180° and elbow fully extended). To determine reliability, 9 male climbers completed 2 maximal strength tests with and without AF and an all-out and intermittent test without AF. Results: The maximal strength test without AF more strongly determined climbing ability than the test with AF (r2 = .48 and r2 = .42 for sport climbing; r2 = .66 and r2 = .42 for bouldering, respectively). Force and time variables were highly reliable; the rate of force development and fatigue index had moderate and low reliability. The maximal strength test with AF provided slightly higher reliability than without AF (intraclass correlation coefficient [ICC] = 0.94, ICC = 0.88, respectively). However, smaller maximal forces were achieved during AF (484 ± 112 N) than without AF (546 ± 132 N). All-out test average force had sufficiently high reliability (ICC = 0.92) and a relationship to sport climbing (r2 = .42) and bouldering ability (r2 = .58). Conclusion: Finger strength and endurance measurements provided sufficient construct validity evidence and high reliability for time and force parameters. Arm fixation provides more reliable results; however, the position without AF is recommended as it is more related to climbing ability. 相似文献
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Kaplar Marija Radović Slaviša Veljković Kristina Simić-Muller Ksenija Marić Miroslav 《International Journal of Science and Mathematics Education》2022,20(2):411-433
International Journal of Science and Mathematics Education - The purpose of this study is to analyse the effects of the Interactive Learning Materials Triangle (iLMT) on the learning and knowledge... 相似文献
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Tan Esther de Weerd Jacob Gerolf Stoyanov Slavi 《Educational technology research and development : ETR & D》2021,69(2):607-626
Educational technology research and development - Concept mapping facilitates the externalisation and internalisation of knowledge by individuals during collaborative knowledge construction.... 相似文献
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Ivar Vermeulen Camiel J. Beukeboom Anika Batenburg Arthur Avramiea Dimo Stoyanov Bob van de Velde 《Communication methods and measures》2015,9(4):253-279
Publication bias promotes papers providing “significant” findings, thus incentivizing researchers to produce such findings. Prior studies suggested that researchers’ focus on “p < .05” yields—intentional or unintentional—p-value misreporting, and excess p-values just below .05. To assess whether similar distortions occur in communication science, we extracted 5,834 test statistics from 693 recent communication science ISI papers, and assessed prevalence of p-values (1) misreported, and (2) just below .05. Results show 8.8% of p-values were misreported (74.5% too low). 1.3% of p-values were critically misreported, stating p < .05 while in fact p > .05 (88.3%) or vice versa (11.7%). Analyzing p-value frequencies just below .05 using a novel method did not unequivocally demonstrate “p-hacking”—excess p-values could be alternatively explained by (severe) publication bias. Results for 19,830 p-values from social psychology were strikingly similar. We conclude that publication bias, publication pressure, and verification bias distort the communication science knowledge base, and suggest solutions to this problem. 相似文献
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The aim of this paper is to explore further an under-developed area – how drivers of curriculum, pedagogy and assessment conceptions and practices shape the creation and uses of technologically based resources to support mathematics learning across informal, non-formal and formal learning environments. The paper considers: the importance of mathematics learning in informal and non-formal as well as formal settings; how curriculum focuses on pedagogy supporting these needs, contrasting this focus in England and Serbia; and in these contexts, the roles of homework, the potential of technologies and the roles of the teacher. Technological developments to support mathematics learning for 11- to 14-year-old pupils in the two countries are explored and contrasted, and ways that recent developments inform our understandings of formal, informal and non-formal learning through learning activities, learning support and settings are modelled. The conception of ‘extended pedagogies’ is introduced; implications are outlined. 相似文献
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Slavi?StoyanovEmail author Paul?Kirchner 《Educational technology research and development : ETR & D》2004,52(2):41-54
The article presents empirical evidence for the effectiveness and efficiency of a modified version of Trochim's (1989a, b)
concept mapping approach to define the characteristics of an adaptive learning environment. The effectiveness and the efficiency
of the method are attributed to the support that it provides in terms of elicitation, sharing, reflection and representation
of knowledge. It produced valuable results in a very short time as compared to classical techniques such as questionnaires
and interviews. The interpretation of data suggests some theoretical considerations and practical solutions for the design
and development of an adaptive e-learning environment. The research also points to a number of ways to improve the technique
in terms of time for discussing ideas, visualization, and explicit support for generating unconventional ideas.
This small-scale study was conducted in the framework of ALFANET project (2002). ALFANET (Active Learning for Adaptive Internet)
is a Fifth Framework Information Society Technology (IST) project funded by European Commission (European Communities, IST
2001-33288, 2002). Within the ALFANET project (2002), Working package 1 “User Requirements and Specifications” is dedicated
to the study and analysis of users' needs in relation with adaptive e-learning in organizations. One of the primary outcomes
of the project will be a working prototype of a learning management system (LMS) with intelligent personalization capabilities. 相似文献
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Radović Slaviša Hummel Hans G. K. Vermeulen Marjan 《Learning Environments Research》2022,25(3):803-822
Learning Environments Research - The relationship between experience (through practice) and knowledge (by theory) is becoming increasingly important in contemporary educational research and... 相似文献
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