Neuroanatomy Learning: Augmented Reality vs. Cross-Sections     

Dylan J.H.A. Henssen  Loes van den Heuvel  Guido De Jong  Marc A.T.M. Vorstenbosch  Anne-Marie van Cappellen van Walsum  Marianne M. Van den Hurk  Jan G.M. Kooloos  Ronald H.M.A. Bartels 《Anatomical sciences education》2020,13(3):353-365

Neuroanatomy education is a challenging field which could benefit from modern innovations, such as augmented reality (AR) applications. This study investigates the differences on test scores, cognitive load, and motivation after neuroanatomy learning using AR applications or using cross-sections of the brain. Prior to two practical assignments, a pretest (extended matching questions, double-choice questions and a test on cross-sectional anatomy) and a mental rotation test (MRT) were completed. Sex and MRT scores were used to stratify students over the two groups. The two practical assignments were designed to study (1) general brain anatomy and (2) subcortical structures. Subsequently, participants completed a posttest similar to the pretest and a motivational questionnaire. Finally, a focus group interview was conducted to appraise participants’ perceptions. Medical and biomedical students (n = 31); 19 males (61.3%) and 12 females (38.7%), mean age 19.2 ± 1.7 years participated in this experiment. Students who worked with cross-sections (n = 16) showed significantly more improvement on test scores than students who worked with GreyMapp-AR (P = 0.035) (n = 15). Further analysis showed that this difference was primarily caused by significant improvement on the cross-sectional questions. Students in the cross-section group, moreover, experienced a significantly higher germane (P = 0.009) and extraneous cognitive load (P = 0.016) than students in the GreyMapp-AR group. No significant differences were found in motivational scores. To conclude, this study suggests that AR applications can play a role in future anatomy education as an add-on educational tool, especially in learning three-dimensional relations of anatomical structures.  相似文献   

What’s in a name: dimensions of social learning in teacher groups     

E. Vrieling  A. van den Beemt  M. de Laat 《Teachers and Teaching》2016,22(3):273-292

Induced by a literature review, this paper presents a framework of dimensions and indicators highlighting the underpinning aspects and values of social learning within teacher groups. Notions of social networks, communities of practice and learning teams were taken as the main perspectives to influence this social learning framework. The review exercise resulted in four dimensions: (1) practice, (2) domain and value creation, (3) collective identity and (4) organization. The indicators corresponding to these dimensions serve as the foundation for understanding social learning in practice. The framework of dimensions and indicators can be of assistance for researchers as well as teacher groups that aim to assess their views on social learning and analyse whether these views fit the learning goals of the group or that adjustments are required. In this way, learning processes within groups of teachers can be improved.  相似文献   

Employment and Achievement in a Problem‐Based Curriculum     

Marianne M. M. van den Hurk  Henk J. M. van Berkel 《Higher Education in Europe》2005,30(2):229-236

The purpose of this study is twofold: first, to examine to what extent the time students work on paid jobs is related to study‐time (class attendance and time devoted to self‐study) and second, to what extent the time students work on paid jobs is related to achievement. A number of 120 students from the problem‐based Faculty of Health Sciences in the Netherlands kept a time‐diary. Academic achievement was measured by using scores on the block‐test. The results showed that working about four to eight hours per week on paid jobs (as opposed to working less than four hours per week or to working intensively, more than 8 hours per week) actually is positively related to study‐time. Test‐scores are not significantly different among students who are not working on jobs, work some hours, or work a lot.  相似文献   

Does teachers’ pedagogical content knowledge affect their fluency instruction?     

H. T. G. Van den Hurk  A. A. M. Houtveen  W. J. C. M. Van de Grift 《Reading and writing》2017,30(6):1231-1249

The relation is studied between teachers’ pedagogical content knowledge of reading and the quality of their subsequent classroom behaviour in teaching fluent reading. A confirmatory factor analysis model with two latent variables is tested and shows adequate goodness-of-fit indices. Contrary to our expectations, the results of structural equation modelling reveal a small but significant γ-value of .29, indicating that only 8% of the variance in teachers’ classroom behaviour in teaching fluent reading is accounted for by teachers’ pedagogical content knowledge of reading. Presumably teacher knowledge is not as stable and conclusive as one might think. More research is needed in determining the factors that work restricting for teachers in putting their knowledge into classroom practice. It is recommended that preservice and in-service teacher training should not be limited to transfer of knowledge, but should also assist teachers in designing and performing effective fluent reading instruction.  相似文献   

Positive teacher–student relationships go beyond the classroom,problematic ones stay inside     

Luce C. A. Claessens  Jan van Tartwijk  Anna C. van der Want  Helena J. M. Pennings  Nico Verloop  Perry J. den Brok 《The Journal of educational research》2017,110(5):478-493

The authors voice teachers' perceptions of their interpersonal experiences with students in both positive and problematic relationships. Interview data from 28 teachers were examined by coding utterances on teacher and student interactions. Results indicate that teachers defined the quality of the relationship mostly by the level of communion (friendly vs. hostile), instead of by the level of agency (in control vs. powerless). Analyses of mentioned teacher and student behavior show a friendly interactional pattern for positive relationships and a hostile pattern for problematic ones. In teachers' perceptions, positive and problematic relationships also differed in context where encounters take place and topic of talk. Contrary to interactions in problematic relationships, encounters in positive relationships were mostly situated outside the classroom context and conversations during these encounters covered a wide range of topics. Implications for teacher education programs are discussed.  相似文献   

The Misspecification of the Covariance Structures in Multilevel Models for Single-Case Data: A Monte Carlo Simulation Study     

Mariola Moeyaert  Maaike Ugille  John M. Ferron  S. Natasha Beretvas  Wim Van den Noortgate 《Journal of Experimental Education》2016,84(3):473-509

The impact of misspecifying covariance matrices at the second and third levels of the three-level model is evaluated. Results indicate that ignoring existing covariance has no effect on the treatment effect estimate. In addition, the between-case variance estimates are unbiased when covariance is either modeled or ignored. If the research interest lies in the between-study variance estimate, including at least 30 studies is warranted. Modeling covariance does not result in less biased between-study variance estimates as the between-study covariance estimate is biased. When the research interest lies in the between-case covariance, the model including covariance results in unbiased between-case variance estimates. The three-level model appears to be less appropriate for estimating between-study variance if fewer than 30 studies are included.  相似文献   

“None of the Kings on Earth is Their Equal in ʿaṣabiyya”: The Mongols in Ibn Khaldūn's Works     

Josephine van den Bent 《Al-Masaq: Islam & the Medieval Mediterranean》2016,28(2):171-186

The rise of the Mongol empire was a shock to the Arab world and led many Arab authors to describe these conquerors in decidedly negative terms. The great historian Ibn Khaldūn also discusses the Mongols' rise and their conquests. As a nomadic people they challenged and defeated sedentary populations and founded their own dynasties. Consequently, the Mongol conquests perfectly fit Ibn Khaldūn's theories on ?a?abiyya – which is superior in nomadic groups – and the rise and fall of dynasties. For the Maghrebi historian, the rise of the Mongols was a natural step in the course of history. This consequently colours his view of the Mongols and affects the way he portrays them, especially regarding the themes of violence and religion – recurring themes in many contemporary works dealing with the Mongols – and in his depiction of the Turco-Mongolian conqueror Timur, who is presented in a more favourable light by Ibn Khaldūn than he is in many contemporary works.  相似文献   

The Dutch language anterior cruciate ligament return to sport after injury scale (ACL-RSI) – validity and reliability     

Anton J. Slagers  Inge H. F. Reininga  Inge van den Akker-Scheek 《Journal of sports sciences》2017,35(4):393-401

The ACL-Return to Sport after Injury scale (ACL-RSI) measures athletes’ emotions, confidence in performance, and risk appraisal in relation to return to sport after ACL reconstruction. Aim of this study was to study the validity and reliability of the Dutch version of the ACL-RSI (ACL-RSI (NL)).

Total 150 patients, who were 3–16 months postoperative, completed the ACL-RSI(NL) and 5 other questionnaires regarding psychological readiness to return to sports, knee-specific physical functioning, kinesiophobia, and health-specific locus of control. Construct validity of the ACL-RSI(NL) was determined with factor analysis and by exploring 10 hypotheses regarding correlations between ACL-RSI(NL) and the other questionnaires. For test–retest reliability, 107 patients (5–16 months postoperative) completed the ACL-RSI(NL) again 2 weeks after the first administration. Cronbach’s alpha, Intraclass Correlation Coefficient (ICC), SEM, and SDC, were calculated. Bland–Altman analysis was conducted to assess bias between test and retest.

Nine hypotheses (90%) were confirmed, indicating good construct validity. The ACL-RSI(NL) showed good internal consistency (Cronbach’s alpha 0.94) and test–retest reliability (ICC 0.93). SEM was 5.5 and SDC was 15. A significant bias of 3.2 points between test and retest was found.

Therefore, the ACL-RSI(NL) can be used to investigate psychological factors relevant to returning to sport after ACL reconstruction.  相似文献   

Arts participation and the three faces of time: A reflection on disentangling the impact of life stage,period and socialization on arts participation,exemplified by an analysis of the US arts audience     

Andries van den Broek 《Cultural Trends》2013,22(1):46-53

Arts participation bears the threefold imprint of time: people's life stage (age), their earlier socializing imprint (cohort) and the historical circumstances of the moment (period). A proper understanding of these three effects is of great importance in understanding the present and future sizes and preferences of arts audiences. Such understanding implies disentangling those three effects properly, rather than overlooking or confusing them. An example of how that might be done is presented here with regard to arts participation in the US.  相似文献   

Interpersonal Teacher Behaviour and Student Outcomes     

Perry den Brok  Mieke Brekelmans  Theo Wubbels 《School Effectiveness & School Improvement》2013,24(3-4):407-442

In this study, the effectiveness of secondary education teachers' interpersonal behaviour is investigated by analysing data from 2 samples: a study on 45 Physics teachers and their 3rd-year classes and a study on 32 English as a Foreign Language (EFL) teachers and their 3rd-year classes. Teacher interpersonal behaviour was studied by means of students' perceptions of this behaviour, collected with the Questionnaire on Teacher Interaction (QTI). These perceptions include 2 important dimensions: Influence and Proximity. Results of multilevel analyses with various covariates indicated that Influence and Proximity were positively related to both cognitive and affective outcomes. Interpersonal behaviour explained up to more than half of the variance in student outcomes at the teacher-class level. The outcomes suggest that interpersonal behaviour as perceived by students may be an important variable for educational effectiveness researchers.  相似文献