Does an interactive table of contents promote learning from videos? A study of consultation strategies and learning outcomes     

Salomé Cojean  Eric Jamet 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(2):269-285

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Twenty-four-hour movement behaviours and fundamental movement skills in preschool children: A compositional and isotemporal substitution analysis     

Jéssica Gomes Mota  Cain Craig Truman Clark  Luís Lemos  Cézane Priscilla Reuter  Jorge Augusto Pinto Silva Mota 《Journal of sports sciences》2020,38(18):2071-2079

ABSTRACT

Studies that have analysed the association between the different movement behaviours and fundamental movement skills (FMS) have considered it in an independent manner, disregarding the compositional nature of 24-h movement behaviours (24-h MB). The aim of this study was to investigate the relationship between the 24-h MB and FMS in preschoolers using a compositional data analysis . Two hundred and four preschoolers (4.5 ± 0.8 years old; 101 boys) provided objectively assessed physical activity (PA) and sedentary behaviour (SB) data (Actigraph wGT3X), and FMS (TGMD-2). Sleep duration (SD) was reported by parents. Association of daily composition of movement behaviours with FMS was explored using compositional analysis and isotemporal substitution (R Core Team, 3.6.1). When considered as a 24-h MB composition (PA, SB and SD), adjusted for age, BMI and sex, the composition predicted locomotor (r² = 0.31), object control (r² = 0.19), and total motor score (r² = 0.35), respectively (all P < 0.001). Reallocation of time from light to moderate-to-vigorous PA was associated with greatest positive changes in total motor score. Achieving adequate balance between movement behaviours over the 24-h period, and its relationship with locomotor and object control skills should be considered and further investigated in early childhood.  相似文献   

Thanks,but no-thanks for the feedback     

Alex Forsythe  Sophie Johnson 《Assessment & Evaluation in Higher Education》2017,42(6):850-859

Feedback is an emotional business in which personal disposition influences what is attended to, encoded, consolidated and eventually retrieved. Here, we examine the extent to which students’ perceptions of feedback and their personal dispositions can be used to predict whether they appreciate, engage with and act on the feedback that they receive. The study is framed in psychological theories of mindset, defensive behaviours and new psychometric measures of the psychological integration of assessment feedback. Results suggest that, in this university population, growth mindset students were in the minority. Generally, students are fostering self-defensive behaviours that fail to nurture remediation following feedback. Recommendations explore the implications for students who engage in self-deception, and the ways in which psychologists and academics may intercede to help students progress academically by increasing their self-awareness.  相似文献   

Immersion experiences and behavioural patterns in game-based learning     

Mei-En Hsu  Meng-Tzu Cheng 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(5):1981-1999

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Long-term impacts of two secondary school environmental studies programs on environmental behaviour: the shadows of patriarchy and neoliberalism     

Mary Breunig  Constance Russell 《Environmental Education Research》2020,26(5):701-715

Abstract

A survey of alumni of two longstanding interdisciplinary secondary school environmental studies programs revealed that the vast majority of alumni reported being engaged in pro-environmental behaviours, which they attributed to participation in the programs five to twenty-three years prior. That finding in itself is worth sharing. Digging deeper, however, revealed that most reported behaviours were in the private rather than public sphere. Women alumni reported engaging in more household and marketplace-oriented behaviours. Further, a small number of men from the rural school expressed hostility towards environmental concerns using aggressively sexist and homophobic discourse. A feminist analysis takes into account structural forces such as patriarchy and neoliberalism to interpret the findings and illuminates gendered dimensions of pro- and anti-environmental behaviours.  相似文献   

简论有中国特色的信息文化构建   总被引：2，自引：0，他引：2  

吉宇宽  王会丽 《开封教育学院学报》2004,24(1):43-45

“以信息化带工业化,发挥后发优势,实现社会生产力的跨越式发展”,为我国的信息文化构建提供了实践依据;文化概念四层次说,为我国信息文化建设提供理论依据。二者有机结合,便产生了有中国特色信息文化系统模式——信息文化的物质文化子系统、信息文化的精神观念子系统、信息文化的行为方式子系统、信息文化的制度规范子系统。有中国特色的信息文化建设也正是紧紧围绕这四个方面进行。  相似文献   

英语专业高职生学习动机行为影响因素的因子分析     

龙绍赟 《兰州石化职业技术学院学报》2005,5(4):49-53

研究基于问卷调查原始数据,通过主因子分析法找出了影响高职院校英语专业学生学习动机行为主要影响因子.结果发现:(1)影响厌学类学生最大的因素是他们不会很好地安排业余时间,懒于动脑动手等;(2)影响次厌学类学生最大的因素是学习外语提不起兴趣、自信心不够,焦虑偏高等;(3)影响乐学类学生最大的因素是学习缺乏恒心,学习习惯不够好.  相似文献   

海德格尔的缘在分析及其方法论意义     

陆元祥 《青海师范大学学报(哲学社会科学版)》2011,33(1):34-36

海德格尔的缘在分析,阐明了缘在存在于与世内之物的牵念关系之中,存在于与他人共在的牵心关系之中,存在于处身情境的牵挂关系之中,并在此基础上论述了缘在与真理的关系,提出陈述的真理有赖于缘在的＂展开状态＂、＂敞开状态＂,有赖于缘在行为的＂开放状态＂。真理的本性是自由,自由是＂让存在者存在＂,这要求我们让自己在敞开状态中遭遇事物。海德格尔这些思想对于开拓人们的思维,认识世界,揭示真理,具有方法论的借鉴意义。  相似文献   

Students’ perceptions of online discussions,participation and e-moderation behaviours in peer-moderated asynchronous online discussions     

Hajar Ghadirian  Ahmad Fauzi Mohd Ayub  Keyvan Salehi 《Technology, Pedagogy and Education》2018,27(1):85-100

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Observations of youth football training: How do coaches structure training sessions for player development?     

Donna O’Connor  Paul Larkin  A. Mark Williams 《Journal of sports sciences》2018,36(1):39-47

We used systematic observation tools to explore the structure (i.e., activity and inactivity) and sequencing (i.e., the types of activities used) of football coaching sessions in Australia following the implementation of a new National Curriculum. Youth soccer coaches (n = 34), coaching within the Skill Acquisition (U11–U13 n = 19) and Game Training (U14–U17 n = 15) phases of the Football Federation Australia National Curriculum participated. Participants were filmed during a regular coaching session, with systematic observation of the session undertaken to provide a detailed analysis of the practice activities and coach behaviours. Findings indicated a session comprised of Playing Form activities (40.9%), Training Form activities (22.3%), inactivity (31%), and transitions between activities (5.8%). Coaches prescribed more Training Form activities (e.g., individual (5.4%) and drills (15.1%)) early in the session and progressed to Playing Form activities (i.e., small-sided games (15.3%) then larger games (24.8%)) later in the session. Most inactivity reflected the players listening to the coach – either in a team huddle (9.9%) or frozen on the spot during an activity (16.5%). In addition, coaches generally spent over 3 min communicating to players prior to explaining and introducing an activity regardless of when in the session the activity was scheduled.  相似文献