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Educational Psychology Review - There has been a surge in interest and implementation of immersive virtual reality (IVR)-based lessons in education and training recently, which has resulted in many... 相似文献
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This paper will report on the development of a research program by a group of science educators at Kristianstad University, which has its roots in a longitudinal study I conducted concerning students’ developing understandings of ecological processes. Following the insights generated in this first study concerning the nature of student understandings, and the potential of the longitudinal design, a research group has developed at Kristianstad which has extended this work into related areas. This paper will describe my own work and its development, and link it with three projects that use a longitudinal design, which we have subsequently undertaken and in some cases completed. The emphasis within the paper will be on the findings generated by these studies on student learning and response to science, and the particular features of the longitudinal design that allow such insights to emerge. The paper will explore patterns of change, and continuity, as a way of appreciating the particular contributions of longitudinal studies. 相似文献
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Sixten Marklund Franz Hilker Marjorie L. Jenkins Franklin Parker Gustav Jahoda M. J. Langeveld Karl Henrik Eriksson Nicholas Hans Gilbert de Landsheere Leslie D. Mclean J. Cambon A. St. Langeland S. Wiegersma Richard F. Goodings J. B. Biggs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1966,12(2):221-251
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Gustav Hellde´N 《Scandinavian Journal of Educational Research》2013,57(2):205-217
The present study of personal context and continuity in 23 students' thinking builds upon data from a longitudinal study of the students' conceptualisations of ecological processes. Each student was interviewed 11 times from age 9-15 about these processes. At the ages of 15 and 19, the students listened to what they said at the age of 11 and 15, respectively, and described how they thought their understanding had developed. The occurrence of charac teristic individual elements in the students' conceptions can be followed as themes in the interviews year by year. The students could, as 15- and 19-year-olds, often reveal concrete experiences from an early age that they referred to repeatedly in the interviews. Even if there was a substantial conceptual development, there was also a very strong element of personal continuity. Conceptions that had developed at an early age seemed to be important for future conceptual development. 相似文献
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Lena Löfgren Gustav Helldén 《International Journal of Science and Mathematics Education》2008,6(3):481-504
In order to develop successful teaching approaches to transformations of matter, we need to know more about how young students
develop an understanding of these processes. In this longitudinal study, we followed 25 students from 7 to 13 years of age
in their reasoning about transformations of matter. The questions addressed included how the students’ understanding of transformations
of matter changed and how we can make sense of individual learning pathways. In interviews performed once or twice every year
the students described and explained three situations: fading leaves left on the ground, a burning candle, and a glass of
water covered with a glass plate on which some mist had formed. When analysing the interviews, we found a common pathway of
how the students’ ideas changed over the years in each one of the situations. When analysing individual student’s interviews
with Ausubel’s assimilation theory we could discern subordinate, superordinate and combinatorial learning. How these findings
can contribute to an improvement of teaching about transformations of matter is discussed. 相似文献
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Gustav Venter 《国际体育史杂志》2013,30(2):265-285
During the 1970s, a number of prominent British and Irish footballers – the likes of which included Gordon Banks, George Best, Bobby Charlton, Geoff Hurst and Bobby Moore – played as ‘guest players’ on a short-term basis for various clubs in South Africa's National Football League (NFL), a ‘whites-only’ professional league that spanned the period 1959–1977. Coupled with this, NFL clubs from the outset also secured the services of additional foreign players of lesser standing on longer term contracts in an attempt to improve the standard of play. The strategy of importing high-profile ‘guests’ during the 1970s ultimately proved unsuccessful in sustaining the league as it disbanded after the 1977 season. Utilising archival documentation, contemporary media reports and existing football works, this essay aims to establish the reasons behind the NFL's demise. Two particular factors under consideration are the erosion of the league's entertainment value and the deteriorating economic conditions within South Africa at the time. These elements are juxtaposed with additional factors such as the rise in popularity of multiracial football, the resulting drain of sponsorship away from the white professional game, as well as political machinations within South Africa during this period. 相似文献
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ABSTRACTIn a networked society, humans are connected through mobile devices to always-on networks, and these technologies merge with us in new ways. In this environment, studying human-networked interactions involves an expanded type of usability. In this article, we argue that a key component of usability is how humans connect and disconnect from these networks. For this reason, the authors advocate studying how users connect and disconnect between online and offline contexts in their everyday life. Such an effort involves questioning our assumptions about the role of connection in usability and introduces methodological issues in studying these processes. These shifts require our research to be more multidisciplinary and more methodologically demanding, with major implications for the portability and durability of technical communication research. 相似文献
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There are limited studies with conflicting results examining textbook use and student performance at the university level. To learn more, we surveyed instructors and over one thousand students in 12 undergraduate introductory science courses. The majority (77%) of the students reported reading the textbook either “often” (>75% of the assigned reading) or “sometimes” (25%–75% of the assigned reading). Those who read “often” had better final marks those who read “sometimes,” but surprisingly, those who reported “rarely” reading the textbook did as well as those who read “often.” Perceptions of the usefulness of the textbook were generally more favorable in courses in which some marks were based solely on the readings. We conclude that there appears to be different types of learners: some may need to read the textbook “often” to do well, while others do not. 相似文献
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