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1.
Elmar Weltin Albert Gollhofer Guillaume Mornieux 《European Journal of Sport Science》2016,16(2):182-189
In lateral reactive movements, core stability may influence knee and hip joint kinematics and kinetics. Insufficient core stabilisation is discussed as a major risk factor for anterior cruciate ligament (ACL) injuries. Due to the higher probability of ACL injuries in women, this study concentrates on how gender influences trunk, pelvis and leg kinematics during lateral reactive jumps (LRJs). Perturbations were investigated in 12 men and 12 women performing LRJs under three different landing conditions: a movable landing platform was programmed to slide, resist or counteract upon landing. Potential group effects on three-dimensional trunk, pelvic, hip and knee kinematics were analysed for initial contact (IC) and the time of peak pelvic medial tilt (PPT). Regardless of landing conditions, the joint excursions in the entire lower limb joints were gender-specific. Women exhibited higher trunk left axial rotation at PPT (women: 4.0 ± 7.5°, men: ?3.1 ± 8.2°; p = 0.011) and higher hip external rotation at both IC and PPT (p < 0.01). But women demonstrated higher knee abduction compared to men. Men demonstrated more medial pelvic tilt at IC and especially PPT (men: –5.8 ± 4.9°, women: 0.3 ± 6.3°; p = 0.015). Strategies for maintaining trunk, pelvis and lower limb alignment during lateral reactive movements were gender-specific; the trunk and hip rotations displayed by the women were associated with the higher knee abduction amplitudes and therefore might reflect a movement strategy which is associated with higher injury risk. However, training interventions are needed to fully understand how gender-specific core stability strategies are related to performance and knee injury. 相似文献
2.
This article presents a semantic differential called Connotative Aspects of Epistemological Beliefs (CAEB) developed to assess university students' epistemological beliefs with adjective pairs such as dynamic–static and objective–subjective. After discussing the theoretical background, data are reported from two validation studies. The aim of the studies was to examine the emerging factor structure in different domains and to test whether CAEB can be used to measure domain-dependent differences in students' beliefs. Results showed a reasonable two-factor solution. The results further confirmed that the CAEB could measure differences in students' epistemological beliefs about knowledge in different domains of natural sciences like genetics, physics and plant identification. 相似文献
3.
Elmar Dammann Stefan Behrendt Florina Ştefănică Reinhold Nickolaus 《Zeitschrift für Erziehungswissenschaft》2016,19(2):351-374
This paper examines subject-specific structures and the levels achieved by students of Mechanical and Construction Engineering in the subject of Engineering Mechanics (EM). EM presents a major obstacle for students in the two courses of study mentioned. Until now, researchers have not examined which characteristics of the requirements in EM cause this obstacle. Initial efforts to address this research gap were made in the research project KoM@ING. Competence structure modelling confirms three dimensions of EM: statics, elastostatics and dynamics. This paper presents results on proficiency scaling for statics and dynamics. We found that the subject-specific mathematical requirements primarily explain the item difficulties. Moreover, the following features are relevant for item difficulty: the number of solution steps (for statics), the number of EM-specific terms and the content-specific features of complexity (for dynamics). The mathematical requirements and the content-specific features of complexity are revealed as important didactic elements in this higher education context. 相似文献
4.
AbstractRouché’s Theorem is a standard topic in undergraduate complex analysis. It is usually covered near the end of the course with applications relating to pure mathematics only (e.g., using it to produce an alternate proof of the Fundamental Theorem of Algebra). The winding number provides a geometric interpretation relating to the conclusion of Rouché’s Theorem, but most undergraduate texts give no geometric insights that lead to an understanding of why Rouché’s Theorem holds. In addition, most texts do not inform students that a stronger version of the theorem exists. In this paper we present a simplified proof of the stronger version, which is a suitable topic for students to pursue as a short project, and provide a geometric argument for the weaker version. Finally, as a project for advanced students, we unpack a standard application of this theorem as used in control systems: the Nyquist stability criterion. 相似文献
5.
Theories of self-regulated learning assume that learners flexibly adapt their learning process to external task demands and that this is positively related to performance. In this study, university students (n = 119) solved three tasks that greatly differed in complexity. Their learning processes were captured in detail by task-specific questionnaires and computer-generated log files. Results indicate that students adapted almost all learning processes significantly to task complexity. For example, students accessed more hypertext pages for complex tasks than for simple tasks. However, this kind of adaptation was not consistently related to performance. For variables capturing learners’ self-regulation, such as the number of accessed hypertext pages, more pronounced adaptation was significantly and positively related to performance even when learners’ general processing depth was statistically controlled. Results were less consistent for variables capturing learners’ self-monitoring, such as their judged task complexity. 相似文献
6.
ABSTRACTResearch on reading achievement and reading motivation has rarely addressed the question if and how they affect each other over time. In our study, we investigate the reciprocal effects between reading achievement and both intrinsic and extrinsic reading motivation during elementary school. We measured reading achievement and intrinsic and extrinsic reading motivation in 966 students at 3 points of measurement during 3rd and 4th grade. Consistent with previous research, cross-lagged panel analyses revealed positive reciprocal effects between reading achievement and intrinsic reading motivation. Effects of reading achievement on intrinsic reading motivation were found during Grades 3 and 4, whereas effects of intrinsic motivation were limited to Grade 3. No reciprocal effects between reading achievement and extrinsic reading motivation were found. We discuss the implications of our results for daily teaching practices and effective reading instruction. 相似文献
7.
Birgit Schütze Elmar Souvignier Marcus Hasselhorn 《Zeitschrift für Erziehungswissenschaft》2018,21(4):697-715
Formative assessment is considered one of the most effective frameworks to foster learning. It is defined as assessment of student performance aimed at providing diagnostic information to improve teaching and learning. Basic characteristics of formative assessment are the clarification of learning goals, the diagnosis of individual performance, as well as the provision of feedback and individual differentiation based on the diagnostic information. The design of formative assessment varies from spontaneous on-the-fly assessment to planned and formalized curricular-embedded assessment. Studies support the positive effect of formative assessment on learning with its impact varying depending on the concrete implementation. Although there are developments in politics, science, and schools contributing to the implementation of formative assessment, transfer into practice remains challenging. The present paper describes the current state of research by defining and characterizing the construct, presenting empirical results on its efficacy, and by addressing developments and challenges associated with its implementation. 相似文献
8.
This study investigated the relationship between epistemological beliefs, prior domain knowledge and self-regulated learning. Biology students (n?=?25) and humanities students (n?=?26) who varied in their epistemological beliefs learned with a hierarchical hypertext about the topic of genetic fingerprinting. During their learning processes, logfiles and questionnaire data were collected. Results indicate that students do metacognitively calibrate their learning process to the complexity of the presented learning material, e.g. by processing more complex deeper-level nodes longer. Furthermore, these calibration processes were significantly related to epistemological beliefs. For example, more ‘sophisticated’ epistemological beliefs were associated with processing more nodes, whereas more ‘naïve’ beliefs were related to spending more time on single nodes. Both effects were especially pronounced on deeper hierarchical hypertext levels. Prior domain knowledge also had an impact, especially on comprehensibility ratings: biology students considered all nodes more comprehensible than humanities students. Additionally, epistemological beliefs as well as prior domain knowledge were also significantly associated with the learning outcome: for example, more prior domain knowledge led to significantly higher learning outcome. 相似文献
9.
Journal of Science Education and Technology - This study aimed to compare the online and face-to-face teaching of a required algebra-based physics course for non-physics majors in large-enrollment... 相似文献
10.
While scholarly attention with respect to the social impacts of sports events has increased in recent years, there is still little research discussing the wide-ranging community-related impacts stemming particularly from major sports events. Local political leaders, as (elected) representatives of the community, are important stakeholders within this context and face the challenge of balancing diverse interests in the implementation of major sports events. The purpose of this study is to assess the importance politicians attribute to event impacts that create sustainable outcomes for residents living in a host city. Based on a content analysis, a list of general event impacts (outputs and legacies) produced by major sports events was created and subsequently discussed with scholars and experts in the field to classify the criteria as community relevant or not. A final number of 56 criteria (34 of which are considered community relevant) was then used in the assessment of the politicians’ (representing either the State of Tyrol or the City of Innsbruck) attitude towards these impacts. The findings of the study indicate that, though aware of community interests, politicians nevertheless prioritize economic and touristic benefits for the host city/region such as place marketing. Moreover, politicians seem to have a better understanding of tangible impacts (e.g. infrastructure), underestimating the important intangible impacts (e.g. voluntariness) closely related to community issues. Thus, the research in hand outlines the need to sensitize governments to community interests when planning and implementing major sports events. 相似文献