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1.
S A Al-Abood K Davids S J Bennett D Ashford M Martinez Marin 《Journal of sports sciences》2001,19(7):507-520
In the visual perception perspective of observational learning, the manipulation of relative and absolute motion information in visual demonstrations optimally directs learners' search towards appropriate task solutions. We assessed the effect of emphasizing transformational information and removal of structural information using point-light kinematic displays in approximating the model's relative motion patterns. Participants viewed computer-simulated point-light demonstrations or normal video demonstrations before and intermittently throughout 100 acquisition trials with knowledge of results on an underarm modified-dart aiming task. On the next day, all participants performed 20 retention trials without demonstrations. The kinematics of spatial and temporal coordination and control variables were examined relative to the model's action, as well as performance scores. The results indicated that approximation of the model's spatial and temporal coordination and control patterns was achieved after observation of either type of demonstrations. No differences were found in movement outcomes. In a second experiment, the effects of manipulating absolute motion information by slow-motion demonstrations were examined relative to real-time demonstrations. Real-time demonstrations led to a closer approximation to the model's spatial and temporal coordination patterns and better outcome scores, contradicting predictions that slow-motion displays convey intact relative motion information. We speculate that the effect of visual demonstration speed on action perception and reproduction is a function of task constraints--that is, novelty or familiarity of relative motion of demonstrated activities. 相似文献
2.
This study focuses on the experience of 20 Spanish faculty members who teach students with disabilities. We conducted semi‐structured individual and group interviews, and analysed the data using an inductive system of categories and codes. The results of this work describe the difficulties that faculty members encountered when including students with disabilities, and how they attended, through reasonable adjustments, to the educational needs of their students. Their testimonies produced a profile of professionals who recognise their own shortcomings while valuing the actions that they have undertaken in order to meet the needs of their students. From their perspective, these actions were more closely linked to their own willingness and the students’ efforts than to the training they had received on disability. In this sense, the present study shows that universities must provide more meaningful training in the field of disability and make firm institutional commitments to supporting their faculty members. 相似文献
3.
The main topic of this article is architectural barriers and infrastructures as identified by university students with disabilities. The data presented is part of a much wider research project, sponsored by Spain’s Ministry of Economy and Competition. A biographical-narrative methodology was used for this study. The results presented have been classified based on one of five barrier types: urban (barriers that are outside the actual university campus), transport (public transportation and personal vehicles), building (obstacles inside university buildings), environmental (those elements within the classroom, including furniture, excessive noise or inadequate temperatures) and communication (these are divided into signposting and barriers when accessing information). Lastly, a variety of questions are considered in the conclusions which indicate that universities still need a certain degree of adaptation and readjustment to really be accessible and inclusive, in keeping with the principles of universal design. 相似文献
4.
The main aim of this study was to determine how gymnasts are affected by the removal of vision when executing simple moves. A secondary aim was to establish whether crucial sensory cues exist for blindfolded gymnasts. Eight expert gymnasts were asked to maintain a straight displacement during three types of blindfolded locomotion: walking, steering a wheelchair and verbally ordering a second person pushing their wheelchair. In the first two conditions,active displacement made proprioceptive cues available to update the body trajectory. In the last condition, however, proprioceptive cues were greatly reduced, since the gymnasts displaced passively. The performance of the gymnasts was compared to that of eight experts in other non-gymnastic sports (control group). The results showed that the participants veered in all conditions. However, except in the verbal condition, the gymnasts departed less from linearity than the controls. We conclude that: (1) even for a simple motor task, gymnasts' performance is altered by eliminating vision; (2) compared with other sportsmen and women, gymnasts are better able to deal with the absence of vision when proprioceptive cues are available. These findings suggest two possible explanations: (1) gymnasts are more able to ‘pick up' crucial information and (2) a gymnast's proprioceptive system is more sensitive. 相似文献
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6.
N. Marin A. Benarroch E. Jimenez Gomez 《International Journal of Science Education》2013,35(3):225-238
For twenty years, social constructivism has been a paradigm in science teaching and not an easy bedfellow for piagetian constructivism, even though both have had the same thing in mind… a study of the learner. For this reason we attempt to find connections and bridges between them so that both may be enriched, to the benefit of science teaching. 相似文献
7.
Page-Reeves Janet Marin Ananda Moffett Maurice DeerInWater Kathy Medin Douglas 《Cultural Studies of Science Education》2019,14(1):177-197
Cultural Studies of Science Education - This paper discusses findings from 40 ethnographically inspired interviews with 21 Native science professionals conducted in two iterative phases (21 in... 相似文献
8.
This article is based on a previous Spanish study, which aimed to analyze the existence of barriers and aid for 44 students with disabilities enrolled at University. A qualitative methodology was used to collect data. The results analyze both the support and the obstacles provided by new technologies, the opinion students have of technologies in education, and how they affect their academic lives. Some of the training requirements of the faculty members regarding the pedagogical use of these technologies are also described. The conclusions display the university as an institution with potential for improvement, where certain technological limitations persist, thus leading one to believe that as an institution, it must exercise self-criticism and implement measures to facilitate an inclusive education. 相似文献
9.
Marin Manolescu 《Higher Education in Europe》2006,31(1):83-93
The reform of the Romanian system of initial and in‐service teacher education is facing similar pressures to those experienced by other European countries' teacher education systems. In particular, the drive towards greater professionalization of teaching careers and university training for teachers. In Romania this process has vacillated between continuity and change, following a path marked by hesitations, recurrences, even temporary renunciation, and important acquisitions. At present, the new institutions that have assumed the role of initial teacher training for primary school and preschool, seem to be evolving irreversibly, in accordance with European institutional practices and structures and with the Bologna Process. The system of in‐service training for primary school and preschool has undergone serious reconsideration in recent years. The quality of this process is ensured by a strategy that regulates the existence of a free market for educational services, by the adoption of a transferable credits system, and by the establishment of standards for in‐service training programs. 相似文献
10.
Saleh A. Al-Abood Keith Davids Simon J. Bennett Derek Ashford Manuel Martinez Marin 《Journal of sports sciences》2013,31(7):507-520
In the visual perception perspective of observational learning, the manipulation of relative and absolute motion information in visual demonstrations optimally directs learners’ search towards appropriate task solutions. We assessed the effect of emphasizing transformational information and removal of structural information using point-light kinematic displays in approximating the model’s relative motion patterns. Participants viewed computer-simulated point-light demonstrations or normal video demonstrations before and intermittently throughout 100 acquisition trials with knowledge of results on an underarm modified-dart aiming task. On the next day, all participants performed 20 retention trials without demonstrations. The kinematics of spatial and temporal coordination and control variables were examined relative to the model’s action, as well as performance scores. The results indicated that approximation of the model’s spatial and temporal coordination and control patterns was achieved after observation of either type of demonstrations. No differences were found in movement outcomes. In a second experiment, the effects of manipulating absolute motion information by slowmotion demonstrations were examined relative to real-time demonstrations. Real-time demonstrations led to a closer approximation to the model’s spatial and temporal coordination patterns and better outcome scores, contradicting predictions that slow-motion displays convey intact relative motion information. We speculate that the effect of visual demonstration speed on action perception and reproduction is a function of task constraints ‐ that is, novelty or familiarity of relative motion of demonstrated activities. 相似文献