Norway     

Rolf Grankvist 《欧洲师范教育杂志》1992,15(1-2):129-136

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The role of student-generated externalizations in strategic multimedia learning and how current (web-)technology fails to support learner engagement     

Rolf Ploetzner  Benjamin Fillisch  Patrick-André Gewald  Tatjana Ruf 《Interactive Learning Environments》2016,24(7):1610-1628

In two studies, we investigated how learning strategies can support learning from multimedia. In the first study, 112 students learned from a web-based learning environment. On the basis of a strategy, one group of students took typewritten notes. The second group of students wrote a summary. Producing typewritten notes did not benefit learning any more than writing a summary. In the second study, 100 students learned the same subject matter from print. On the basis of a strategy, the first group produced written notes, the second group highlighted, wrote notes, and produced sketches. The third group wrote a summary. The students who highlighted, wrote notes, and produced sketches outperformed the other students. The students who produced written notes only did not learn more successfully than those who wrote a summary. The results suggest that externalizations in general and sketches in particular may play an important role in multimedia learning.  相似文献   

Sollwertverständnis und Curriculumansatz in der Sensomotorik     

Rolf Gessmann  Dietrich R. Quanz 《Sportwissenschaft》1973,3(2):154-174

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The impact of attending after-school care schemes on science achievement in primary school: A Norwegian study     

Are Turmo  Øystein Guttersrud  Eyvind Elstad  Rolf Vegar Olsen 《International Journal of Educational Research》2009,48(5):331-341

Accompanying the rise in the number of working parents is a growing demand for after-school care schemes for children. After-school care schemes, in addition to school, provide pupils with more learning opportunities than the experiences that school provides. The hypothesis is that after-school care schemes offer a better knowledge-basis for learning science than the school and home environments only. This article investigates how after-school care schemes affect learning in grades 5 and 8. While taking into account the socio-economic and ethnic backgrounds of pupils, results indicate that after-school care is of significance. The influence of after-school care is roughly explained by the increased number of learning opportunities. We discuss the implications for research and the limitations of this survey.  相似文献   

The stark reality of the ‘White Saviour’ complex and the need for critical consciousness: a document analysis of the early journals of a Freirean educator     

Rolf Straubhaar 《Compare》2015,45(3):381-400

While the anglophone academic literature has long engaged in analysis of the role of privilege in the work of educators in the Global North, this article represents an initial foray into such analysis in non-formal educational settings in the Global South. Through a cultural-textual document analysis of 12?months of personal journal entries written by the author while working as a Freirean adult educator in Mozambique, this article documents a lack of recognition of social privilege exhibited by the author in these entries, which is here referred to as the ‘White Saviour’ complex. This article also documents how the pursuit of what Freire calls ‘critical consciousness’ can effectively problematise this privileged mindset.  相似文献   

Eliciting Mathematics Interest: New Directions for Context Personalization and Example Choice     

Sigve Høgheim  Rolf Reber 《Journal of Experimental Education》2017,85(4):597-613

Building on common assumptions in theories of interest and mathematics education, this experimental study examined the effect of context personalization based on individual preferences, group personalization, and example choice with preselected popular examples on middle school students' situational interest and performance in mathematics. Participants (N = 713) learned a principle in probability calculus in one of four instructional conditions. Individual interest and perceived competence were examined as moderators on triggered and maintained situational interest, perceived value, task effort, and performance. Results showed that example choice triggered situational interest in the learning activity and that context personalization influenced perceived value and effort, contingent on students' perceived competence and individual interest in mathematics. We discuss results in relation to previous findings on interest-based interventions and the theoretical and practical implications.  相似文献   

Relative Age Effect and Gender Differences in Physical Education Attainment in Norwegian Schoolchildren     

Tore Kristian Aune  Arve Vorland Pedersen  Rolf Petter Ingvaldsen  Terje Dalen 《Scandinavian Journal of Educational Research》2017,61(3):369-375

The relative age effect (RAE) refers to that children born early in their year of birth show higher performance compared to children born late in the same cohort. The present study evaluated whether RAE exists within non-competitive physical education (PE) attainments, change in RAE magnitude with age, and possible gender differences. The results show a drop in PE attainment and a difference in number of high and low marks between the first and second half-year. Of the pupils who attained the highest mark, 73% were born in the first 6 months. In lower-secondary school, RAEs were larger in girls compared with boys. A possible explanation for the results is that the PE-teachers might be inspired by product-oriented criteria.  相似文献   

Structural and dynamic properties of linker histone H1 binding to DNA     

Dootz R  Toma AC  Pfohl T 《Biomicrofluidics》2011,5(2):24104

Found in all eukaryotic cells, linker histones H1 are known to bind to and rearrange nucleosomal linker DNA. In vitro, the fundamental nature of H1∕DNA interactions has attracted wide interest among research communities-from biologists to physicists. Hence, H1∕DNA binding processes and structural and dynamical information about these self-assemblies are of broad importance. Targeting a quantitative understanding of H1 induced DNA compaction mechanisms, our strategy is based on using small-angle x-ray microdiffraction in combination with microfluidics. The usage of microfluidic hydrodynamic focusing devices facilitates a microscale control of these self-assembly processes, which cannot be achieved using conventional bulk setups. In addition, the method enables time-resolved access to structure formation in situ, in particular, to transient intermediate states. The observed time dependent structure evolution shows that the H1∕DNA interaction can be described as a two-step process: an initial unspecific binding of H1 to DNA is followed by a rearrangement of molecules within the formed assemblies. The second step is most likely induced by interactions between the DNA and the H1's charged side chains. This leads to an increase in lattice spacing within the DNA∕protein assembly and induces a decrease in the correlation length of the mesophases, probably due to a local bending of the DNA.  相似文献   

Gentechnologisches Enhancement im Spitzensport – Avantgarde eines neuen Menschenbildes? Ethische, rechtliche und soziale Perspektivierungen     

Rolf Kretschmann 《Sportwissenschaft》2011,41(2):146-148

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Fairneß als sportpädagogisches Problem     

Rolf Gessmann 《Sportwissenschaft》1972,2(2):209-216

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