Intercultural education in physical education: results of a quasi-experimental intervention study with secondary school students     

Elke Grimminger-Seidensticker  Aiko Möhwald 《Physical Education & Sport Pedagogy》2017,22(5):445-458

Background: Due to migration processes, cultural diversity and strangeness are becoming characteristics of modern society. The competence to handle this heterogeneity – the so-called intercultural competence – is a key competence for all children and youths. Sports and physical education (PE) are often considered as a particular field for enhancing intercultural competence. However, until now there is no theory-based empirical study that proves this assumption. Purpose: This study was designed to examine the effects of a standardised, theoretically driven programme in PE on the development of underlying cognitive concepts of intercultural competence: acculturation attitudes and attitudes towards cultural diversity. Research design: The research design consists of a quasi-experimental design with four measurement points. The intervention group (N?=?69; mean age?=?11.6 years (SD?=?0.60)) followed standardised and theory-driven intervention lessons following the didactical guidelines of the concept of ‘Intercultural Movement Education’ (IME). The developed games tend to trigger ‘crises’ with the aim to insecure students. These experienced insecurities were afterwards reflected upon with the students. The internal control group (N?=?63; mean age?=?11.8 years (SD?=?0.62)) and external control group (N?=?93; mean age?=?10.8 years (SD?=?0.69)) were taught in a unspecific manner. The impact of the intervention study programme was tested with a reliable and valid questionnaire. Results: A significant time by group interaction effect for the subscale ‘assimilation/segregation’ of acculturation attitudes was found in boys and in girls. The attitudes increased significantly after the intervention. For the girls, the intervention group showed also a significant decrease of the attitude ‘integration’. No significant impact of the intervention study on the attitudes towards cultural diversity could be identified either with boys or girls. Discussion: The effects of the study are ambivalent. The significantly increased assimilative attitudes can be interpreted as a need for a sense of security. This is also underlined by the decrease of the integration attitude that values the maintenance of cultural integrity. It must be critically discussed whether the ‘crises’ were too intense and not adapted to the children’s skills to overcome them. Second, we have to critically analyse whether the discussions with the students about their experiences were sufficiently focused to debrief the students. Summary for practitioners: The competence to handle heterogeneity – the so-called intercultural competence – is a key competence for children and youths. Sports and PE are often considered as a particular field for enhancing intercultural competence. However, until now there has been no theory-based empirical study that proves this assumption. This paper describes the development, implementation and evaluation of an intervention programme on intercultural learning in PE along the didactic guidelines of IME. This programme tries to trigger ‘crises’ that stimulate the students to react and think about their self- and world relations. The statistical analyses show that the ‘crises’ were probably too intense as the students’ scores in assimilation attitudes increased. This lead to the didactical reflection of the implementation of intercultural learning processes in PE.  相似文献   

Environmental Education as a Lived‐Body Practice? A Contemplative Pedagogy Perspective          下载免费PDF全文

JANI PULKKI  BO DAHLIN  VELI‐MATTI VÄRRI 《Journal of Philosophy of Education》2017,51(1):214-229

Environmental education usually appeals to the students’ knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived‐body. This paper introduces the lived‐body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are seen as important ways of complementing the more common, knowledge‐based environmental education. Alienation from the physical environment is seen as one key element in producing environmental devastation. Consequently, human alienation from nature is seen as closely related to alienation from one's body. It is claimed that through overcoming the (Cartesian) dualist alienation of human consciousness from its lived body, we can decrease the alienation of human beings from their environment. Methods of contemplative pedagogy are introduced for addressing alienation. By getting in touch with the tangible lived‐body in yoga or mindfulness meditation we reconnect to the material world of nature. Contemplative pedagogy cultivates the body and its senses for learning intrinsic valuation and caring for the environment. Lived‐body experience is challenging to conceptualise; we use Maurice Merleau‐Ponty's concept of the flesh in our attempt to do so. Finally, this paper suggests some contemplative practices of the lived‐body for environmental education. Experiencing the flesh of oneself and the world as one and the same is an environmentally conducive experience that gives value and meaning to the flourishing of all life, human and non‐human.  相似文献   

Efficient reverse k-nearest neighbor estimation     

Elke Achtert  Christian B?hm  Peer Kr?ger  Peter Kunath  Alexey Pryakhin  Matthias Renz 《Informatik - Forschung und Entwicklung》2007,15(3):179-195

The reverse k-nearest neighbor (RkNN) problem, i.e. finding all objects in a data set the k-nearest neighbors of which include a specified query object, has received increasing attention recently. Many industrial and scientific applications call for solutions of the RkNN problem in arbitrary metric spaces where the data objects are not Euclidean and only a metric distance function is given for specifying object similarity. Usually, these applications need a solution for the generalized problem where the value of k is not known in advance and may change from query to query. In addition, many applications require a fast approximate answer of RkNN-queries. For these scenarios, it is important to generate a fast answer with high recall. In this paper, we propose the first approach for efficient approximative RkNN search in arbitrary metric spaces where the value of k is specified at query time. Our approach uses the advantages of existing metric index structures but proposes to use an approximation of the nearest-neighbor-distances in order to prune the search space. We show that our method scales significantly better than existing non-approximative approaches while producing an approximation of the true query result with a high recall.  相似文献   

„Standardisierung,Professionalisierung, Profilierung — Herausforderungen für den Schulsport“     

Elke Grimminger 《Sportwissenschaft》2007,37(1):114-116

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Technological Study of the Decoration on an Erard Harp from 1818     

Panagiotis Poulopoulos  Marisa Pamplona  Luise Richter  Elke Cwiertnia 《文物保护研究》2020,65(2):86-102

ABSTRACT

Historical pedal harps from the early nineteenth century are highly adorned objects, decorated with various techniques such as polychromy, gilding, decoupage, and gilt composition ornaments. Even though a large number of such instruments are kept in private and public collections, until now their decorative features have not been examined systematically. Moreover, little has been written about the motives behind the choice of various decorative techniques by harp makers. This article presents results from the investigation of a double-action harp made in 1818 by Erard, the leading manufacturer of harps in Regency London, focusing on the technological aspects of its decorative features. Various analytical methods, such as visual examination, microscopy, SEM-EDX, FTIR, and Py-GC-MS, were used to identify the inorganic and organic components in the coating of the harp and to analyse its stratigraphy. Inspection with ultraviolet light revealed details of the original layers and of later additions, while radiography made the internal structure as well as damaged areas and repairs visible. The outcome of this object-based examination was complemented by archival research on the Erard firm, providing new insight into Erard’s production and marketing strategies.  相似文献   

Jon Lauglo, Peter Lang, Frankfurt, Se-Yung Lim, Klaus Schaack (Eds.), Education, Training and Contexts Studies and Essays, ISBN 3-631-39547-7, US edn 0-8204-5981-X, 2002 (433pp.)..     

Jon Lauglo  Peter Lang  Frankfurt  Se-Yung Lim  Klaus Schaack  Education  Training  Contexts Studies  Essays  ISBN ---  US edn ---X  . 《International Journal of Educational Development》2005,25(6):669-670

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Cognitive performance of dysphasic students     

J. P. Das  Seija M. Äystö 《European Journal of Psychology of Education - EJPE》1994,9(1):27-39

The cognitive abilities of a group of dysphasic children in a special school in Finland were examined in this study to answer the following questions: Can we categorize their cognitive processing as planning, arousal-attention, simultaneous and successive processing (PASS)? The second question was concerned with detecting subgroups within the dysphasic sample in terms of PASS processes. The subjects were 60 dysphasic children in a special school. Their ages ranged from 7 to 19 years. All subjects were administered tests of planning, arousal-attention as well as simultaneous and successive processing. They were also administered the Wechsler test of intelligence for children and adults according to their ages, two sub-scales of Wechsler memory scale, as well as three ad hoc tests, cancellation task, KS persons and Rey Osterrieth copy task. The results of the factor analysis generally confirmed the emergence of the four PASS factors. As a results of cluster analysis, two subtypes of dysphasics emerged categorized as clearly high and low in the successive factor as well as relatively high and low on the simultaneous factor scores. The low-simultaneous/low-successive group was significantly lower in WISC verbal IQ the Wechsler memory scale for logical memory, and the ad hoc test of KS persons. The results were discussed, in terms of the importance of understanding the language problems typically associated with the two subtypes as well as the remedial program which will take into account their cognitive differences in spite of the fact that both groups had significant language impairment.  相似文献   

The development of computational estimation in the transition from informal to formal mathematics education     

Sekeris  Elke  Empsen  Michaël  Verschaffel  Lieven  Luwel  Koen 《European Journal of Psychology of Education - EJPE》2021,36(3):845-864

European Journal of Psychology of Education - The transition from informal to formal mathematics is an important episode in children’s mathematical development. The current study investigated...  相似文献   

How Should Quality Management be Taught?     

SVERKER ALÄNGE 《European Journal of Engineering Education》1991,16(2):153-157

The teaching of quality management at Chalmers University is described in detail and there is discussion of some important issues to be considered. Possible developments in quality management education for engineers are discussed.  相似文献   

Framework for Empirical Research on Science Teaching and Learning     

Hans Ernst Fischer  Klaus Klemm  Detlev Leutner  Elke Sumfleth  Rüdiger Tiemann  Joachim Wirth 《Journal of Science Teacher Education》2005,16(4):309-349

In view of the research on education—and subject-related education in particular—that has been conducted in recent years, it would seem useful to describe the current state and future trends of research on science teaching and learning. In the present article, research findings are described, the deficits of science education are analyzed, and medium- and long-term research goals are specified from the perspective of an interdisciplinary cooperative effort between specialists in the fields of empirical educational research; the psychology of learning and instruction; and biology, chemistry, and physics education. Revised and supplemented version of Fischer, H. E., Klemm, K., Leutner, D., Sumfleth, E., Tiemann, R., and Wirth, J. (2003). Naturwissenschaftsdidaktische Lehr-Lernforschung: Defizite und Desiderata [Natural science-didactical learning research: Deficits and desiderata]. Zeitschrift für Didaktik der Naturwissenschaften, 9, 179–208.  相似文献