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Ester Fremstad Andreas Bergh Tone Dyrdal Solbrekke Trine Fossland 《International Journal for Academic Development》2020,25(2):107-120
ABSTRACT In this paper, we explore possibilities and challenges for deliberative academic development. Deliberative academic development refers to a practice that engages members of the university in dialogue about its purposes, ways of organizing and leading higher education, as well as teaching and learning. The paper critically analyses data from focus group interviews with academic developers from four universities within two national contexts. Combining sociological conceptualizations of agency and the framework of ‘epistemic living spaces’, the paper offers insights into challenges and opportunities for deliberative academic development, as well as a framework for studying agency in other contexts. 相似文献
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Ester Alake-Tuenter Harm J.A. Biemans Hilde Tobi Arjen E.J. Wals Ida Oosterheert Martin Mulder 《International Journal of Science Education》2013,35(17):2609-2640
Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils’ application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a profile of professional competence, required for effective inquiry-based science teaching in primary schools in the Netherlands. This article reviews literature and compares the outcomes to the American National Science Education Standards (NSES). In so doing, it seeks to answer the following research questions: What elements of competencies required by primary school teachers who teach inquiry-based science are mentioned, discussed and researched in recent literature? To what extent are the American NSES (introduced 15 years ago) consistent with elements of competencies found in recent literature? A comprehensive literature review was conducted using Educational Resources Information Centre and Google Scholar databases. Fifty-seven peer-reviewed scientific journal articles from 2004 to 2011 were found using keyword combinations. Analysis of these articles resulted in the identification and classification of 22 elements of competencies. This outcome was compared to the American NSES, revealing gaps in the standards with respect to a lack of focus on how teachers view science teaching and themselves as teachers. We also found that elements of competencies are connected and poor mastery of one may affect a teacher's mastery of another. Therefore, we propose that standards for the Netherlands should be presented in a non-linear, holistic, competence-based model. 相似文献
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This study investigated the effect of a single session of resistance exercise on postprandial lipaemia. Eleven healthy normolipidaemic men with a mean age of 23 (standard error = 1.4) years performed two trials at least 1 week apart in a counterbalanced randomized design. In each trial, participants consumed a test meal (1.2 g fat, 1.1 g carbohydrate, 0.2 g protein and 68 kJ x kg(-1) body mass) between 08.00 and 09.00 h following a 12 h fast. The afternoon before one trial, the participants performed an 88 min bout of resistance exercise. Before the other trial, the participants were inactive (control trial). Resistance exercise was performed using free weights and included four sets of 10 repetitions of each of 11 exercises. Sets were performed at 80% of 10-repetition maximum with a 2 min work and rest interval. Venous blood samples were obtained in the fasted state and at intervals for 6 h postprandially. Fasting plasma triacylglycerol (TAG) concentration did not differ significantly between control (1.03 +/- 0.13 mmol x l(-1)) and exercise (0.94 +/- 0.09 mmol x l(-1)) trials (mean +/- standard error). Similarly, the 6 h total area under the plasma TAG concentration versus time curve did not differ significantly between the control (9.84 +/- 1.40 mmol l(-1) x 6 h(-1)) and exercise (9.38 +/- 1.12 mmol x l(-1) x 6 h(-1)) trials. These findings suggest that a single session of resistance exercise does not reduce postprandial lipaemia. 相似文献
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Higher Education - Undergraduate internships have gained popularity among students, universities, governments and firms since the creation of the European Higher Education Area. However, empirical... 相似文献
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Ester Aflalo Revital Montin Ayala Raviv 《Research in Science & Technological Education》2020,38(2):208-226
ABSTRACTBackground: Outdoor learning and computer-based learning are two different alternatives to in-class conventional teacher-centered learning.Purpose: This study compares the outdoor learning setting with computer-based learning in class. It examines the influence of the two different learning settings on academic achievements, the learning experience, and pro-environmental perceptions.Sample: A total of 90 elementary school students (third and fourth-grade classes) participated in the study.Design and methods: The academic knowledge of the study participants was tested through identical exams for both learning settings. In addition, in each group the students’ perceptions were examined by means of a questionnaire about environmental values and the learning experience.Results: The study demonstrates that academic achievements in the two settings were similar, but the students expressed more enthusiasm about the outdoor learning experience than about in-class learning. In addition, the outdoor learning setting contributed more to promoting positive environmental perceptions even though students did not learn directly about environmental issues and sustainability.Conclusions: These findings suggest that learning in the natural environment is valuable: Alongside the fostering of computerized learning, it is also important to promoteoutdoor learning settings and integrate both settings by implementing mobile technologies in the outdoor teaching. 相似文献
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Anthony Barnett Ester Cerin Peter Reaburn Sue Hooper 《Journal of sports sciences》2013,31(10):1117-1126
Abstract There are difficulties undertaking controlled training studies with elite athletes. Thus, data from non-elite performers are often presented in scientific journals and subsequently used to guide general training principles. This information may not be transferable or specific enough to inform training practices in an individual elite athlete. However, the nature of athletic participation at elite levels provides the opportunity to collect training data, performance-related variables, and performance data of elite athletes over long periods. In this paper, we describe how dynamic linear models provide an opportunity to use these data to inform training. Data from an elite female triathlete collected over a 111-day training period were used to model the relationship between training and self-reported fatigue. The dynamic linear model analysis showed the independent effects of the three modes of triathlon training on fatigue, how these can change across time, and the possible influence of other unmeasured variables. This paper shows the potential for the use of dynamic linear models as an aid to planning training in elite athletes. 相似文献
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Falomo Bernarduzzi Lidia Bernardi Ester Maria Ferrari Alberto Garbarino Maria Carla Vai Andrea 《Science & Education》2021,30(3):755-773
Science & Education - The Pavia University History Museum, which houses historic items mainly connected to the physics and medicine fields, has focused in the past years on new ways to involve... 相似文献
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Stephen F Burns Heather Corrie Ester Holder Thomas Nightingale David J Stensel 《Journal of sports sciences》2013,31(3):251-260
This study investigated the effect of a single session of resistance exercise on postprandial lipaemia. Eleven healthy normolipidaemic men with a mean age of 23 (standard error = 1.4) years performed two trials at least 1 week apart in a counterbalanced randomized design. In each trial, participants consumed a test meal (1.2?g fat, 1.1?g carbohydrate, 0.2?g protein and 68 kJ?·?kg?1 body mass) between 08.00 and 09.00?h following a 12?h fast. The afternoon before one trial, the participants performed an 88?min bout of resistance exercise. Before the other trial, the participants were inactive (control trial). Resistance exercise was performed using free weights and included four sets of 10 repetitions of each of 11 exercises. Sets were performed at 80% of 10-repetition maximum with a 2?min work and rest interval. Venous blood samples were obtained in the fasted state and at intervals for 6?h postprandially. Fasting plasma triacylglycerol (TAG) concentration did not differ significantly between control (1.03?±?0.13?mmol?·?l?1) and exercise (0.94?±?0.09?mmol?·?l?1) trials (mean?± standard error). Similarly, the 6?h total area under the plasma TAG concentration versus time curve did not differ significantly between the control (9.84?±?1.40?mmol?·?l?1?·?6?h?1) and exercise (9.38?±?1.12?mmol?·?l?1?·?6?h?1) trials. These findings suggest that a single session of resistance exercise does not reduce postprandial lipaemia. 相似文献