Knowledge and Forms in Plato's Educational Philosophy     

Mason Marshall 《Educational theory》2020,70(2):215-229

In this essay, Mason Marshall argues that Plato's views on Forms play a central role in his educational philosophy. In response to what certain commentators have recently written, Marshall contends that this interpretation not only is accurate but also is advantageous because of how it can help philosophy of education. He also addresses the view, proposed by one philosopher of education, that Plato believes that the most valuable sort of knowledge cannot be fully expressed in words and that the objects of this knowledge are something other than transcendent Forms. Preferable to that view, Marshall argues, is the idea that Plato wants knowledge of Forms which is nonrepresentational.  相似文献   

Affective responses to supervised 10-week programs of resistance exercise in older adults     

Darren L. Richardson  Michael J. Duncan  Alfonso Jimenez  Paul M. Juris  Neil D. Clarke 《运动与健康科学(英文)》2020,9(6):604-613

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The biomechanical characteristics of high-performance endurance running     

Stephen J. Preece  Christopher Bramah  Duncan Mason 《European Journal of Sport Science》2019,19(6):784-792

The biomechanical profile of high-level endurance runners may represent a useful model that could be used for developing training programmes designed to improve running style. This study, therefore, sought to compare the biomechanical characteristics of high-performance and recreational runners. Kinematic and kinetic measurements were taken during overground running from a cohort of 14 high-performance (8 male) and 14 recreational (8 male) runners, at four speeds ranging from 3.3 to 5.6?m?s^?1. Two-way ANOVA analysis was then used to explore group and speed effects and principal component analysis used to explore the interdependence of the tested variables. The data showed the high-performance runners to have a gait style characterised by an increased vertical velocity of the centre of mass and a flight time that was 11% longer than the recreational group. The high-performance group were also observed to adopt a forefoot strike pattern, to contact the ground with their foot closer to their body and to have a larger ankle moment. Importantly, although observed group differences were mostly independent of speed, the tested variables showed a high degree of interdependence suggesting an underlying unitary phenomenon. This is the first study to compare high-performance and recreational runners across a full range of kinematic and kinetic variables. The results suggest that high-performance runners maintain stride length with a prolonged aerial phase, rather than by landing with a more extended knee. These findings motivate future intervention studies that should investigate whether recreational runners could benefit from instruction to decrease shank inclination at foot contact.  相似文献   

A Meta-Analysis of Single-Case Research on Mathematics Word Problem-Solving Interventions for English Learners with Learning Disabilities and Mathematics Difficulties     

Qingli Lei  Rose A. Mason  Yan Ping Xin  John L. Davis  Marie David  Catharine Lory 《Learning disabilities research & practice》2020,35(4):201-217

This single-case meta-analysis is the first to provide a quantitative synthesis of the published literature on mathematics word problem-solving intervention studies for English learners with learning disabilities and mathematics difficulties. A total of ten single-subject studies were included for analysis. The current study investigated the magnitude of the effect of mathematics interventions targeting the improvement of students’ mathematics word problem-solving performance, and analyzed variables that moderated this effect. Results indicate a moderate overall effect size of 0.81 (95% CI [0.71, 0.90]) on word problem-solving performance for English learners with learning disabilities and mathematics difficulties. Moderator variables such as the implementer of the interventions, instructional focus, and word problem-solving content significantly moderated the mathematics intervention effects.  相似文献   

Validation of the swimming competence questionnaire for children     

Derwin K. C. Chan  Alfred Sing Yeung Lee  Duncan J. Macfarlane  Martin S. Hagger  Kyra Hamilton 《Journal of sports sciences》2020,38(14):1666-1673

ABSTRACT

Two studies were employed to test the reliability and validity of the Swimming Competence Questionnaire (SCQ) among primary school children. Study 1 was a cross-sectional survey in 4959 primary school children. Study 2 was a pre-post-test quasi-experiment among 1609 primary school children who underwent a 20-lesson learn-to-swim programme. In Study 1, exploratory structural equation modelling revealed excellent goodness-of-fit and scale reliability for a two-factor model comprising distance and skill factors, which supported the construct and convergent validity. SCQ scores were significantly and positively correlated with swimming outcomes (i.e., self-efficacy, intention, swimming frequency), which supported SCQ’s concurrent and criterion validity. Average variance extracted for the SCQ factors exceeded cut-off criteria supporting discriminant validity. In Study 2, pre-test SCQ scores correlated significantly and positively with the SCQ scores, self-efficacy, intention, and swimming frequency at post-test, which supported SCQ’s test-retest reliability and predictive validity. Positive intraclass correlation between SCQ scores and coach ratings at post-test provided evidence for SCQ’s inter-rater reliability. SCQ scores significantly improved at post-test, which supported SCQ’s ecological validity. In conclusion, findings indicate that the SCQ is a valid and reliable measure to assess primary school children’s swimming competence, in terms of swimming distance and basic water survival skills.  相似文献   

Outcomes of a conference on conferencing     

Robin Mason 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(1):68-68

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Our shrinking ozone layer     

Shashi K. Pathak  Nigel J. Mason 《Resonance》2002,7(12):71-80

Depletion of the Earth’s ozone layer is one of the major environmental concerns for the new millennium having serious implications on human health, agriculture and climate. In the past decades, research by the international scientific community has been directed towards understanding the impact of human interference on the Earth’s atmosphere. The importance of ozone radiation absorption in the atmosphere and the general kinetics of the stratospheric ozone depletion mechanisms have motivated many theoretical and experimental studies on various chemical species. The distribution of ozone and other trace gases in the atmosphere is governed by the complex interaction of dynamical, chemical and radiative processes. This article concentrates on the basic concepts underlying the problems that may be faced by humankind due to reduction in the ozone layer in coming decades, and the ways in which the scientific community can contribute to predicting and remediating these effects through design of international treaties, regulations and amendments.  相似文献   

Data‐driven refinements of a genetics learning progression     

Moraima Castro‐Faix  Ravit Golan Duncan  Jinnie Choi 《科学教学研究杂志》2021,58(1):3-39

Learning progressions are theoretical models that describe learning of scientific ideas and practices over time. These hypothetical progressions need to be tested and refined in order to productively inform instruction and assessment. In this paper, we report our attempts to revise a learning progression in genetics. In particular, we focused on two constructs that embody core ideas in classical genetics and one molecular construct. The revisions are based on analysis of pre‐ and postinterview data obtained from sixty 11th grade students before and after they engaged in a 10‐week unit that addressed these concepts. We found that while many of the students held ideas that aligned with the progression, there were several distinct dimensions of student reasoning that were not captured and led to substantial revisions of the constructs including: (a) the splitting of the construct dealing with meiosis (E) into two subconstructs (E1‐physical passage of genetic information and E2 – the role of sex cells), (b) the addition of new levels to constructs dealing with the universal nature and organization of the genetic code (A) and construct (F). For Construct A, the lower levels were expanded to include ideas about the localization of DNA in cells and to include ideas about the composition of DNA that were not captured in the progression. Revisions to Construct F included the expansion of existing levels and the addition of modes of inheritance such as codominance and incomplete dominance. The research we present offers insights about a methodological approach that can be used to test and refine progressions, as well as insights about student learning in genetics as we further describe and expand the stepping‐stone ideas in the progression and discuss further the multidimensional nature of learning progressions.  相似文献   

Working Together: Integrating Computational Modeling Approaches to Investigate Complex Phenomena     

Bielik  Tom  Fonio  Ehud  Feinerman  Ofer  Duncan  Ravit Golan  Levy  Sharona T. 《Journal of Science Education and Technology》2021,30(1):40-57

Journal of Science Education and Technology - Complex systems are made up of many entities, whose interactions emerge into distinct collective patterns. Computational modeling platforms can provide...  相似文献   

Using decision support systems to facilitate the social process of knowledge management     

Gilberto?Montibeller  Duncan?ShawEmail author  Mark?Westcombe 《知识管理研究与实践》2006,4(2):125-137

The social processes involved in engaging small groups of 3–15 managers in their sharing, organising, acquiring, creating and using knowledge can be supported with software and facilitator assistance. This paper introduces three such systems that we have used as facilitators to support groups of managers in their social process of decision-making by managing knowledge during face-to-face meetings. The systems include Compendium, Group Explorer (with Decision Explorer) and V*I*S*A. We review these systems for group knowledge management where the aim is for better decision-making, and discuss the principles of deploying each in a group meeting.  相似文献