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Marianne Wikgren 《Library & information science research》2001,23(4):291
The Internet is a convenient but complex source for health information used by an increasing number of health consumers. Especially for people suffering from a chronic illness (e.g., diabetes), information seeking forms a part of the daily management of the disease, a “project of life.” This study of Web texts examines the citation patterns for a specific and controversial health issue: the beneficial or hazardous use of dietary chromium supplementation in diabetes self-management. Texts from different categories of Web sources (scientific, professional, educational, and commercial sources, as well as diabetes discussion groups) were analyzed in order to study how knowledge is transferred between sources, and how diabetics participating in discussion groups refer to and make sense of the information from different sources on the Internet. The citation patterns suggest that deviations from the traditional models of scientific knowledge dissemination can occur in the Internet environment. 相似文献
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Expanding opportunities to learn to support inclusive education through drama‐enhanced literacy practices 下载免费PDF全文
Sultan Kilinc Kathleen Farrand Kathryn Chapman Michael Kelley Jenny Millinger Korbi Adams 《British Journal of Special Education》2017,44(4):431-447
This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year‐long programme that integrates drama strategies into literacy practices within real‐classroom contexts. Inclusive education refers to ensuring equal opportunities to access and participation in learning activities for all students. Cultural‐historical activity theory was used to understand and unpack the drama practices. Twelve semi‐structured focus group interviews were conducted with 19 preschool teachers. The data were analysed via constant‐comparative and interpretive methods. The study findings showed that EYEPlay PD practices enhanced inclusive learning settings for diverse groups of students by increasing access and expanding opportunities to learn, and supporting a positive learning environment. 相似文献
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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
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The focus of this paper is on a group of pupils with reading and writing difficulties who have been participating in an intervention study using assistive technology. That intervention study contained supervised training sessions with reading and writing tasks using an iPad with special supportive applications. The current study is a qualitative investigation of whether there has been any transfer from the intervention, to the pupils’ everyday school activities. Interviews with pupils and their teachers and observations during classroom lectures have been used to collect data. The results show that the pupils were positive to the assistive technology (the applications on the iPads), they found the apps easy to learn how to use and they appreciated the benefits they could give. Even so, only a few of the pupils had found use for and continued to use the tools after the intervention period finished. Possible reasons are that when the novelty wore off, students reverted to their usual study habits and that older students with many teachers and different classrooms were less able to adapt to using the apps. To improve transfer, it is suggested to introduce assistive technology earlier to students, in the younger grades, before study habits have been formed and to inform teachers about the use of AT in the classroom, including what is available and how it can benefit students. 相似文献
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Elizabeth L. Adams Lesley W. Vandermark J. Luke Pryor Riana R. Pryor Rachel M. VanScoy Craig R. Denegar 《Journal of sports sciences》2017,35(9):828-834
This study examined the separate and combined effects of heat acclimation and hand cooling on post-exercise cooling rates following bouts of exercise in the heat. Seventeen non-heat acclimated (NHA) males (mean ± SE; age, 23 ± 1 y; mass, 75.30 ± 2.27 kg; maximal oxygen consumption [VO2 max], 54.1 ± 1.3 ml·kg?1·min?1) completed 2 heat stress tests (HST) when NHA, then 10 days of heat acclimation, then 2 HST once heat acclimated (HA) in an environmental chamber (40°C; 40%RH). HSTs were 2 60-min bouts of treadmill exercise (45% VO2 max; 2% grade) each followed by 10 min of hand cooling (C) or no cooling (NC). Heat acclimation sessions were 90–240 min of treadmill or stationary bike exercise (60–80% VO2 max). Repeated measures ANOVA with Fishers LSD post hoc (α < 0.05) identified differences. When NHA, C (0.020 ± 0.003°C·min?1) had a greater cooling rate than NC (0.013 ± 0.003°C·min?1) (mean difference [95%CI]; 0.007°C [0.001,0.013], P = 0.035). Once HA, C (0.021 ± 0.002°C·min?1) was similar to NC (0.025 ± 0.002°C·min?1) (0.004°C [?0.003,0.011], P = 0.216). Hand cooling when HA (0.021 ± 0.002°C·min?1) was similar to when NHA (0.020 ± 0.003°C·min?1) (P = 0.77). In conclusion, when NHA, C provided greater cooling rates than NC. Once HA, C and NC provided similar cooling rates. 相似文献
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