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Risto Harri Juhani Marttinen Gabriella McLoughlin Ray Fredrick III Dario Novak 《Quest (Human Kinetics)》2017,69(1):37-49
The Common Core State Standards Initiative has placed an increased focus on mathematics and English language arts. A relationship between physical activity and academic achievement is evident, but research on integration of academic subjects with physical education is still unclear. This literature review examined databases for the years 2004–2013, focusing on physical education or physical activity and core academic subjects for school-aged youth. 23 studies were found that focused on integration and physical education that met the inclusion criteria. These were from 16 different publication outlets, ranging in research methods, country, and population. This review provides information on the status of integration and physical education. Since classroom teachers are increasingly being encouraged to incorporate core subjects with physical activity into their classes, it would be appropriate for physical educators to understand the desired outcomes of integration of core subjects before attempting its implementation. 相似文献
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Juhani Lehto 《教育心理学》1995,15(3):271-281
Two experiments explored the relationship between 15‐16‐year‐old ninth‐formers’ working memory (WM) capacity and school achievement. In the first experiment, WM capacity was measured administering complex WM span tests on 107 subjects. These measures correlated highly significantly with performance in four school subjects: mathematics, foreign language, Finnish (native language) and geography. In the second experiment, additional WM tasks were used to measure two WM components: the phonological loop and the central executive component as suggested by Baddeley (1986). The tasks that were assumed to measure the central executive were strongly linked to performance in school subjects. Maximally, they shared 31 % of the variance with school achievement. Partial correlations showed that digit span correlated, independently of the central executive measures, with performance in foreign language. This result suggested that the phonological loop is specifically related to foreign language learning. The relationship between WM and the general intelligence factor g is discussed. 相似文献
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Within the cognitive load theory framework, we designed and compared three alternative instructional solution formats that
can be derived from a common static hierarchical network representation depicting problem structure. The interactive-solution
format permitted students to search in self-controlled manner for solution steps, static-solution format displayed all solutions
steps, and no-solution format did not have solution steps. When we matched instructional time across the formats, in relation
to the complex molarity problems rather than the dilution problems, differential transfer performance existed between the
static-solution or no-solution formats and the interactive-solution format, but not between the static-solution format and
no-solution format. The manner in which learners interact with the static-solution and no-solution formats depends on their
level of expertise in the chemistry domain. With considerable learner expertise, provision of solution steps may be redundant
incurring extraneous cognitive load. Absence of the solution steps may not have left sufficient cognitive capacity for germane
cognitive load as some beginning learners lacked the prior knowledge to deduce the solution steps. Searching for solution
steps presumably incurred extraneous cognitive load which interfered with learning and hence, in the interactive-solution
format, it outweighed the benefit of engaging in self-regulated interaction with the content. Hence, cognitive load theory
is a promising tool to predict the mental load associated with learning from the three alternative computer-based instructional
formats. 相似文献
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A pilot study concerning Finnish dyslexics at senior high school (lukio), for 16–19-year-olds, is reported. The phonological processing deficit was assumed to underlie dyslexia in these late teenage subjects. The regular nature of Finnish orthography was taken into consideration. Four tasks were introduced to a total of 32 students, of whom 15 were dyslexics and 17 were controls. The controls outperformed the dyslexics on three tasks: text recoding, pseudoword recoding and pseudoword spelling. On the text spelling task, both groups performed equally well. In the correlational analysis of all subjects, both recoding tasks showed high correlations with selfestimated school achievement in language-related subjects. The recoding time appeared to be more important than the number of reading errors. These preliminary results suggest that the three tasks, capable of discriminating dyslexics, might be useful in the development of an adult dyslexia test in Finnish. 相似文献
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This study explored the value of providing Introductory Accounting distance education students with feedback via a computer‐based learning (CBL) package modelled on teacher dialogue. CBL provided tightly focussed feedback without increasing the materials’ complexity ('element interactivity'), and without redundant feedback, while ensuring the learners engaged with the materials at an optimal ('germane') mental processing level. The CBL feedback provided verification and elaboration at key points. The CBL was used to complement written learning materials. The students using CBL performed significantly better than the total group. The students found the CBL materials useful, but ranked the written materials higher than CBL. Both student preferences and learning results indicated the value of CBL feedback. 相似文献
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Juhani Lehto Patrik Scheinin Sirkku Kupiainen Jarkko Hautamki 《Journal of Research in Reading》2001,24(1):99-110
As a part of an extensive project for the evaluation of the Finnish comprehensive school, a recently developed reading comprehension measure; a hierarchy‐rating test, and a more conventional multiple‐choice task were used to assess reading comprehension skills in population‐based samples of 2,891 sixth‐graders (12–13 years old) and 1,953 (15–16 years old) ninth‐graders. The hierarchy‐rating task was constructed within the theoretical framework proposed by W. Kintsch and van Dijk (1978). It was designed to examine the cognitively high‐level text processing, or macroprocessing, of expository passages. The multiple‐choice task and the hierarchy‐rating task showed only a moderate intercorrelation. Girls outperformed boys regardless of the comprehension measure. Performance on both measures, but particularly on hierarchy‐rating, correlated with school achievement (r=0.44 and 0.53 respectively, p<0.001). In general, the results are in agreement with previous research. The paper also discusses the educational implications of the survey. 相似文献
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The HEI-ICI project involves cooperation between the University of Eastern Finland (UEF) and three African partners. The main aim of the project, now in its fourth year, has been to develop education in health sciences and to improve the quality of teaching. The target has been to develop the skills of selected junior faculty from the Public Health departments, library and IT centres at partner universities. The data was collected during the project in 2010–2014. Written and visual material was analysed using deductive content analysis. The main obstacles researchers were faced with while working in the project have been cultural: the project encouraged different cultures – not only European and African but also pan-African – to meet and work together. This novel approach to learning and teaching is based on the concept of cooperation, collaboration and trust between all of the participating partners; its foundation is the full ownership by the less developed Southern partner institutions. 相似文献
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Research on Cognitive Load Theory has shownthat measures of cognitive load can revealimportant information about the cognitiveconsequences of instructional conditions thatis not necessarily reflected by traditionalperformance-based measures. Although, theindividual measures of cognitive load can beconsidered important to determine the power ofdifferent instructional conditions, ameaningful interpretation of a certain level ofcognitive load can only be given in the contextof its associated performance level, and viceversa. This was recognized by Paas and VanMerriënboer (1993) who developed a2-dimensional computational approach to combinemeasures of test performance with measures ofthe associated mental effort in order tocompare the `mental efficiency' ofinstructional conditions. In this approach,high task performance associated with loweffort is termed high instructional efficiency,whereas low task performance with high effortis termed low instructional efficiency.Here we explore the utility of employingmulti-dimensional approaches, in particular two2-dimensional efficiency measures and a new3-dimensional approach, which combines themeasures of learning effort, test effort andtest performance. Each of these approaches withtheir associated insights and analyses may beuseful for instructional researchers, e.g. asdiagnostic instruments to identify differentaspects of efficient or inefficientinstructional conditions and can be implementedin a broad range of learning environments,including electronic environments, possiblyenabling more effective learning-task selection. 相似文献