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Hines, Ellen. "Developing the concept of linear function: one student’s experiences with dynamic physical models." Journal of Mathematical Behavior 20, no. 3 (January 2001): 337–61. http://dx.doi.org/10.1016/s0732-3123(02)00074-3.
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Abi Nader, Patrick, Evan Hilberg, John M. Schuna, Deborah H. John, and Katherine B. Gunter. "Teacher-Level Factors, Classroom Physical Activity Opportunities, and Children’s Physical Activity Levels." Journal of Physical Activity and Health 15, no. 9 (September 1, 2018): 637–43. http://dx.doi.org/10.1123/jpah.2017-0218.
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Background: Classroom-based physical activity (CBPA) breaks are a cost-effective strategy to promote physical activity (PA) at school. Despite teachers’ critical roles in sustained implementation of CBPA breaks, few studies examined the association of teacher-level factors with student PA levels, and none focused on rural schools. Methods: We monitored children’s PA levels over 4 consecutive school days at 6 rural Oregon elementary schools with Walk4Life pedometers. During the same week, teachers recorded all student PA opportunities (recess, PE, and CBPA breaks) and answered a 26-item questionnaire about factors influencing their use of CBPA breaks. Mixed-effects models were used to associate teacher-level factors and PA opportunities with children’s moderate to vigorous PA (MVPA; in minutes per day), controlling for child-level covariates. Results: When teachers valued PA, students accumulated more MVPA (1.07 min/d; P < .01) than students of teachers reporting low PA value. Students did more MVPA (1 min/d; P < .001) when teachers agreed the school operating conditions posed barriers to providing PA than when teachers disagreed that barriers existed. PE classes contributed significantly to student’s PA levels. Conclusion: Provision of PE, increasing teacher value for PA, and further investigation of how teacher-level factors relate to students’ MVPA levels during CBPA breaks at rural elementary schools are warranted.
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Hines, Ellen. "Exploring Functions with Dynamic Physical Models." Mathematics Teaching in the Middle School 7, no. 5 (January 2002): 274–78. http://dx.doi.org/10.5951/mtms.7.5.0274.
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Functions are an important component in the study of mathematics (NCTM 1989, 2000). Learning about the concept of functions can be a natural way for students to “mathematize” the real-world relationships that they observe. Everyday life abounds with opportunities for students to observe and describe dynamic relationships that can be classified as functions.
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Chen, Wiyun, Andrew J. Hypnar, Steve A. Mason, Sandy Zalmout, and Austin Hammond-Benett. "Chapter 9 Students’ Daily Physical Activity Behaviors: The Role of Quality Physical Education in a Comprehensive School Physical Activity Program." Journal of Teaching in Physical Education 33, no. 4 (October 2014): 592–610. http://dx.doi.org/10.1123/jtpe.2014-0060.
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The purpose of this study was to examine the contribution of quality physical education (QPET) in a Comprehensive School Physical Activity Program (CSPAP) which is intended to promote physical activity (PA) behaviors in and outside of schools. Participants were nine elementary physical education teachers and their fourth- and fifth-grade students (n = 1111) in year one, n = 1012 in year 2). The student’s daily PA minutes were assessed using a 7-day PA log. The PE teachers’ levels of QPET were assessed by coding 63 videotaped lessons (Mlessons/teacher = 7.03, SD = .74) using the Assessing Quality Teaching rubrics (AQTR), which consisted of four essential dimensions including Task Design, Task Presentation, Class Management, and Instructional Response. Codes were confirmed through interrater reliability (82.4%, 84.5%, 94%). Data were analyzed through descriptive statistics, bivariate correlations, multiple R-squared regression models, and independent sample t tests. The results indicated that the overall QPET practices (R = .126, R2 = .02, F = 32.387, Sig.= .000, P < .01) and all four essential dimensions (R = .127, R2 = .02, F = 8.560, Sig.= .000, P < .01) were significant contributors to students’ student daily PA behaviors. These predictors were significantly higher in girls (R = .157, R2 = .03, F = 6.15, Sig.= .000, P < .01) than boys (R = .113, R2 = .01, F = 3.57, Sig.= .007, P < .01). The Instructional Response was a significant predictor of PA among girls (β = .12, t = 2,068, Sig. = .039, P < .05 level), but not boys. Further, students’ who experienced high QPET were significantly more physically active than those students who did not have this experience (t = 4.334, df = 2089, Sig. = .000, P < .01). It was concluded that the QPET practices played a critical role in promoting students’ daily PA engagement in and outside of schools.
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Nagovitsyn, Roman Sergeevich, Aleksander Yurievich Osipov, Mikhail Dmitrievich Kudryavtsev, Svetlana Yurievna Ryabinina, Alena Gennadyevna Galimova, and Elena Adamovna Zemba. "The program for the formation of physical education of students at the Pedagogical University." Revista Amazonia Investiga 9, no. 28 (April 21, 2020): 190–98. http://dx.doi.org/10.34069/ai/2020.28.04.22.
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This article presents the author’s vision of the content of the formation of the student’s physical culture, which consists of three main areas: motivational, activity-related and cognitive. The purpose of the study: to develop an original program for the formation of students' physical education at a pedagogical university and experimentally prove the effectiveness of its implementation in practical activities. The scientific novelty of the author’s program is contained in its main blocks: mobile, theoretical, methodological and practical block. With the continuous impact of the innovations presented in the study by mobile technologies and traditional approaches, such as improving various teaching models, a higher level of formation of students' physical culture of the person was statistically reliably achieved. The results of the study contribute to improving the quality of education and, in general, the effectiveness of the training system for future teachers.
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DeAngelis, Christina. "Are University Physical Education Students Models for Fitness?" Journal of Physical Education, Recreation & Dance 85, no. 2 (January 30, 2014): 44. http://dx.doi.org/10.1080/07303084.2014.866836.
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Nono, Ayumu, Yusuke Uchiyama, and Kei Nakagawa. "Entropy Based Student’s t-Process Dynamical Model." Entropy 23, no. 5 (April 30, 2021): 560. http://dx.doi.org/10.3390/e23050560.
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Volatility, which represents the magnitude of fluctuating asset prices or returns, is used in the problems of finance to design optimal asset allocations and to calculate the price of derivatives. Since volatility is unobservable, it is identified and estimated by latent variable models known as volatility fluctuation models. Almost all conventional volatility fluctuation models are linear time-series models and thus are difficult to capture nonlinear and/or non-Gaussian properties of volatility dynamics. In this study, we propose an entropy based Student’s t-process Dynamical model (ETPDM) as a volatility fluctuation model combined with both nonlinear dynamics and non-Gaussian noise. The ETPDM estimates its latent variables and intrinsic parameters by a robust particle filtering based on a generalized H-theorem for a relative entropy. To test the performance of the ETPDM, we implement numerical experiments for financial time-series and confirm the robustness for a small number of particles by comparing with the conventional particle filtering.
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Rillo-Albert, Aaron, Pere Lavega-Burgués, Queralt Prat, Antoni Costes, Verónica Muñoz-Arroyave, and Unai Sáez de Ocáriz. "The Transformation of Conflicts into Relational Well-Being in Physical Education: GIAM Model." International Journal of Environmental Research and Public Health 18, no. 3 (January 26, 2021): 1071. http://dx.doi.org/10.3390/ijerph18031071.
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To educate the relational well-being in order to learn to live together in society is one of the main needs of modern physical education (PE). Teachers are in need of pedagogical models to instruct peaceful coexistence and transform possible conflicts into PE. The goal of this study was to determine the effect of a pedagogical model (GIAM model) designed for conflict transformation on the relational well-being of students in obligatory secondary school (ESO in Spain). This study was an empirical research (associative strategy, comparative study using mixed methods). A number of 287 valid students (M = 14.90; SD = 0.66) participated in this study from 4 different secondary schools (SSs): third ESO (SS1 (n = 75); SS3 (n = 45); SS4 (n = 86)) and fourth ESO (SS2 (n = 81)). A sequence of seven learning sessions was conducted, the intervention of the teachers on the GIAM model and the student’s motivational climate perception caused by this learning sequence was analyzed. The teachers who best adapted their intervention to the GIAM model obtained greater significant changes (p < 0.005) in favor of the relational well-being of their students. This research provides scientific evidence and intervention strategies for students to learn how to transform the conflicts, adopting a collaborating style based on reflection-for, -in- and on-motor action.
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Massing, Till, and Arturo Ramos. "Student’s t mixture models for stock indices. A comparative study." Physica A: Statistical Mechanics and its Applications 580 (October 2021): 126143. http://dx.doi.org/10.1016/j.physa.2021.126143.
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Sarjono, Sarjono. "Peningkatan Aktivitas dan Hasil Belajar Fisika Melalui Model Pembelajaran SETS (Science Environment Technology and Society)." Jurnal Penelitian Pembelajaran Fisika 11, no. 1 (April 24, 2020): 100–108. http://dx.doi.org/10.26877/jp2f.v11i1.5830.
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Abstract: The objective of this research is to test the effectiveness of Jigsaw learning model for increase activeness and learning outcomes. The research sample was MAN Pemalang Class X MIA semester 1 students in 2019/2020. Tthe problem formulation of the research is how the learning process was, how much the students’ physical activity and the result of learning physics through the models Science Environment Technology and Society (SETS). The results showed there was an increase in the average value of daily tests from 65,17 to 80,75 and the classical completeness from 46.88% to 87,50%, accompanied by the increase of the student’s activity. Keywords: activities and Science Environment Technology and Society (SETS).
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Nurendah, Yulia, and Mumuh Mulyana. "Analisis Pengaruh Kualitas Pelayanan Perpustakaan Terhadap Kepuasan dan Hubungannya dengan Loyalitas Mahasiswa." Jurnal Ilmiah Manajemen Kesatuan 1, no. 1 (April 24, 2013): 93–112. http://dx.doi.org/10.37641/jimkes.v1i1.258.
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Library is the center of knowledge. Library is Services. No Library without any services. The Satisfaction of Library Member to be one of the objective of Library services. The objectives of research are to analyze the influence of library services quality to student’s satisfaction and to analyze the correlation the satisfaction to library members’ loyality
The research was conducted in STIE Kesatuan Library with research populaton is STIE Kesatuan’s Students, from July to September 2012. The majority of respondents in this reasearch were Female, age 20 years, students of S1 Management, students of regular classes, the member of librabary since 2010, as well as doing loan collection library with occasional frequency. Approach to analyze the datas used Partial Least Square (PLS) using Smart-PLS 2.0 M. The First models Research of Library Service was established by the Physical Evidence, Reliability, Responsiveness, Assurance and Empathy variable. The variables are correlated to the Student Satisfaction and Loyalty variable.
The results showed that the Physical Evidence, Empathy, Assurance, Reliability and Responsiveness explains the variability of service quality construct at strongly level at 66.53%. Physical evidence has no significant positive correlation to student’s satisfaction. Empathy has a positive significant effect on student satisfaction. Assurance has no significant negative relationship to student satisfaction. Reliability has no significant positive relationship to student satisfaction. Responsivenes has a significant positive relationship to student satisfaction. Student satisfaction variables can explain the variability Loyalty Students construct at a moderate level that is equal to 43.29%. Student satisfaction has a significant positive relationship to student loyalty.
Keywords:service quality; satisfaction; loyalty; partial least square
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Anguebes-Franseschi, F., M. Abatal, Lucio Pat, A. Flores, A. V. Córdova Quiroz, M. A. Ramírez-Elias, L. San Pedro, O. May Tzuc, and A. Bassam. "Raman Spectroscopy and Chemometric Modeling to Predict Physical-Chemical Honey Properties from Campeche, Mexico." Molecules 24, no. 22 (November 13, 2019): 4091. http://dx.doi.org/10.3390/molecules24224091.
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In this work, 10 chemometric models based on Raman spectroscopy were constructed to predict the physicochemical properties of honey produced in the state of Campeche, Mexico. The properties of honey studied were pH, moisture, total soluble solids (TSS), free acidity, lactonic acidity, total acidity, electrical conductivity, Redox potential, hydroxymethylfurfural (HMF), and ash content. These proprieties were obtained according to the methods described by the Association of Official Analytical Chemists, Codex Alimentarius, and the International Honey Commission. For the construction of the chemometric models, 189 honey samples were collected and analyzed in triplicate using Raman spectroscopy to generate the matrix data [X], which were correlated with each of the physicochemical properties [Y]. The predictive capacity of each model was determined by cross validation and external validation, using the statistical parameters: standard error of calibration (SEC), standard error of prediction (SEP), coefficient of determination of cross-validation (R2cal), coefficient of determination for external validation (R2val), and Student’s t-test. The statistical results indicated that the chemometric models satisfactorily predict the humidity, TSS, free acidity, lactonic acidity, total acidity, and Redox potential. However, the models for electric conductivity and pH presented an acceptable prediction capacity but not adequate to supply the conventional processes, while the models for predicting ash content and HMF were not satisfactory. The developed models represent a low-cost tool to analyze the quality of honey, and contribute significantly to increasing the honey distribution and subsequently the economy of the region.
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Rodhe, A. "Physical models for classroom teaching in hydrology." Hydrology and Earth System Sciences 16, no. 9 (September 3, 2012): 3075–82. http://dx.doi.org/10.5194/hess-16-3075-2012.
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Abstract. Hydrology teaching benefits from the fact that many important processes can be illustrated and explained with simple physical models. A set of mobile physical models has been developed and used during many years of lecturing at basic university level teaching in hydrology. One model, with which many phenomena can be demonstrated, consists of a 1.0-m-long plexiglass container containing an about 0.25-m-deep open sand aquifer through which water is circulated. The model can be used for showing the groundwater table and its influence on the water content in the unsaturated zone and for quantitative determination of hydraulic properties such as the storage coefficient and the saturated hydraulic conductivity. It is also well suited for discussions on the runoff process and the significance of recharge and discharge areas for groundwater. The flow paths of water and contaminant dispersion can be illustrated in tracer experiments using fluorescent or colour dye. This and a few other physical models, with suggested demonstrations and experiments, are described in this article. The finding from using models in classroom teaching is that it creates curiosity among the students, promotes discussions and most likely deepens the understanding of the basic processes.
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So, Richard Jean. "“All Models Are Wrong”." PMLA/Publications of the Modern Language Association of America 132, no. 3 (May 2017): 668–73. http://dx.doi.org/10.1632/pmla.2017.132.3.668.
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Several years ago, the first thing i learned in my introductory statistics class was the following declaration, which the instructor had written in capital letters on the blackboard: “all models are wrong.” Models are statistical, graphic, or physical objects, and their primary quality is that they can be manipulated. Scientists and social scientists use them to think about the social or natural worlds and to represent those worlds in a simplified manner. Statistical models, which dominate the social sciences, particularly in economics, are typically equations with response and predictor variables. Specifically, a researcher seeks to understand some social phenomenon, such as the relation between students' scores on a math test and how many hours the students spent preparing for the exam. To predict or describe this relation, the researcher constructs a quantitative model with quantitative inputs (the number of hours each student spent studying) and outputs (each student's test score). The researcher hopes that the number of hours a student spent preparing for the exam will correlate with the student's score. If it does, this quantified relation can help describe the overall dynamics of test taking.
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Fernández-Rio, Javier Manuel, and Antonio Méndez-Giménez. "El Aprendizaje Cooperativo: Modelo Pedagógico para Educación Física (Cooperative learning: Pedagogical Model for Physical Education)." Retos, no. 29 (December 20, 2015): 201–6. http://dx.doi.org/10.47197/retos.v0i29.38721.
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La cooperación ha formado parte del ideario de todas las leyes educativas de los últimos 25 años y la respuesta habitual de la mayoría de los docentes ha sido la inclusión de simples juegos cooperativos en jornadas u ocasiones puntuales. La tendencia actual en educación física es la denominada Práctica basada en Modelos, uno de los cuales es el Aprendizaje Cooperativo. Más aún, este ha pasado de ser un modelo de enseñanza a un Modelo Pedagógico en el que se tiene en cuenta la interdependencia del aprendizaje, la enseñanza, el contenido y el contexto. En este planteamiento, docente y discentes actúan como co-aprendices para fortalecer el proceso. Un paso adelante planteado en los últimos años ha sido la hibridación de modelos para maximizar sus efectos en base a las sinergias que se pueden crear entre ellos. En este marco, el Aprendizaje Cooperativo emerge como un representante destacado, ya que sus características le hacen encajar a la perfección con otros modelos. En este artículo repasamos el Aprendizaje Cooperativo como modelo pedagógico y presentamos cómo puede hibridarse con los modelos de Educación Deportiva, Comprensivo de iniciación deportiva (TGfU), Responsabilidad Personal y Social y Educación-Aventura. La hibridación de modelos pedagógicos permite a los docentes adaptar sus clases a las características cambiantes del contexto escolar, acercando la asignatura de educación física a las verdaderas necesidades e intereses de los estudiantes del siglo XXI. Es la hora de pasar de los juegos cooperativos puntuales al Aprendizaje Cooperativo como modelo pedagógico de referencia. Abstract. Cooperation has been one of the key elements of all the educational laws over the last 25 years, and the standard response of the majority of teachers has been the inclusion of cooperative games on special occasions. Models-based Practice is the current tendency in physical education, and Cooperative Learning is one of those models. Furthermore, it has evolved from an instructional model to a Pedagogical Model, which considers the interdependence of learning, teaching, subject matter and context. Within this framework, teachers and students act as co-learners to strengthen the whole process. A step ahead has been the hybridization of models to maximize their effects based on their synergies. In this context, Cooperative Learning emerges as a strong example because its traits fit perfectly with other models. In this article we review the idea of Cooperative Learning as a pedagogical model, and we show how it can be hybridized with other models: Sport Education, Teaching Games for Understanding, Teaching for Personal and Social Responsibility and Adventure Education. The hybridization of models allow teachers to adapt their classes to the shifting school contexts, bringing physical education closer to the real needs and interests of XXI century students. It is the time to move from cooperative games to Cooperative learning as the benchmark pedagogical model.
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Esra Yildirir, Hasene, and Hatice Demirkol. "IDENTIFYING MENTAL MODELS OF STUDENTS FOR PHYSICAL AND CHEMICAL CHANGE." Journal of Baltic Science Education 17, no. 6 (December 10, 2018): 986–1004. http://dx.doi.org/10.33225/jbse/18.17.986.
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The right and wrong mental models that learners have about the changes in the matter have a great importance in understanding the basis of the chemistry. Therefore, the main purpose of this research was to identify students’ misconceptions with regard to physical and chemical change and to come up with models to explain their understanding of this topic. This research was qualitative descriptive with cross-sectional design. The participants were 148 6th graders in Kütahya which is a western city of Turkey. The data were collected through a questionnaire containing five open-ended questions. Additionally, for a more detailed analysis, 28 participants were interviewed to explore the mental models that emerged. Analysis of responses to the questionnaire generated four mental models (Particle Motion Model, Moving Away Particle Model, Particle Motion+Moving Away Particle Model, Macro Model) for physical change and three mental models for chemical change (Changing Particle Model, Moving Away Particle Model and Macro-Micro Change Model). Implications of these results for chemistry education were discussed. Mental models defined in the research can enable teachers of science and researchers to identify difficulties faced by students regarding physical and chemical changes; thus, they can effectively decide which approach to take on to devise scientific models. Keywords: chemical change, chemistry education, mental model, misconceptions, physical change.
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Slobodyanyk, Olga. "Use of computer models during individual work of physical students." Physical and Mathematical Education 22, no. 4 (December 2019): 116–23. http://dx.doi.org/10.31110/2413-1571-2019-022-4-018.
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Camacho, Fernando Flores, and Leticia Gallegos Cazares. "Partial possible models: An approach to interpret students' physical representation." Science Education 82, no. 1 (January 1998): 15–29. http://dx.doi.org/10.1002/(sici)1098-237x(199801)82:1<15::aid-sce2>3.0.co;2-3.
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Quiroz, Juan Luis, Ludo Peeters, Coro Chasco, and Patricio Aroca. "Equal Access to University Education in Chile? An Application Using Spatial Heckman Probit Models." Mathematics 10, no. 2 (January 17, 2022): 280. http://dx.doi.org/10.3390/math10020280.
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This study contributes to the debate on accessibility of higher education in Chile, with a special focus on the geospatial dimension of access to university studies. This paper addresses the central question of whether geography (physical distance and neighborhood effects) plays a significant role in determining the accessibility of higher education to students in Chile. We use Heckman probit-type (Heckit) models to adjust for selection during application for higher education—that is, pre-selection among applications to study at university and, ultimately, admission (or denial) to a higher educational institution. Of all high school graduates who took the university selection test (PSU), only 37.9% were able to attend higher education. The results show that the geospatial elements—neighborhood characteristics and distance from the city of Santiago—have a significant local effect on the student’s application and access to Chilean universities. Specifically, the most significant local range for each candidate is 300 neighbors. We also find that, when distance to the capital city increases, the probability of applying to university increases to a threshold of 1400 km, at which point probability begins to decrease.
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González-Calvo, Gustavo. "Experiences of a Teacher in Relation to the Student’s Feelings of Learned Helplessness." International Journal of Environmental Research and Public Health 17, no. 21 (November 9, 2020): 8280. http://dx.doi.org/10.3390/ijerph17218280.
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This paper is based on the concern of a novice physical education teacher to reinforce the self-esteem and motor competence sensations of students during lessons. This concern arises from the experiences gained as a student. I draw on autobiographical narratives to delve into how these experiences led me to develop a feeling of learned incompetence, a sense of failure within the educational system and, consequently, an obvious difficulty to shape my personal and professional identity. However, it is these same experiences that condition professional development and teaching practice. Thus, I attempt to break from pedagogical models and to offer a dignified and democratic education to students. I attempt to engage the reader by communicating the subjectivity of different moments in a provocative, fragmented, physical, and emotional manner. Thus, I share the concerns, reflections, and manner of working, as a teacher, in the form of autobiographical reports and class journals. The intention is to understand how this manner of working responds to the feelings of incompetence learned by school children.
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Sabri, Mohammad Zahid Mohammad, Nazatul Aini Abd Majid, and Siti Aishah Hanawi. "Model Development in Predicting Academic Performance of Students Based on Self-Efficacy Using K-Means Clustering." Journal of Physics: Conference Series 2129, no. 1 (December 1, 2021): 012047. http://dx.doi.org/10.1088/1742-6596/2129/1/012047.
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Abstract Many prediction models have been developed using data mining tools in order to predict the performance of the students at the early stage. The academic performance of higher education students commonly was predicted based on their results in the end of the previous semester or during the semester like test score or mid-term exam. However, there is lack of models that emphasize the use of data related to student’s behaviour for predicting the academic performance. Therefore, the aim of this study is to investigate the use of self-efficacy behaviour data to predict the academic performance of students using principal component analysis (PCA) and k-means clustering (KMC). This study focuses on the first part of the prediction which is model development. In the model development phase, the number of variables were reduced from 20 into two by using PCA. The scores for the first two principal components were clustered by using KMC. The results show that the scores can be clustered into three main clusters to differentiate the student’s self-efficacy behaviour. Next research will investigate the underlying causes of the clusters in order to predict the risky students.
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Lachenbruch, Barbara. "Physical Models as an Aid for Teaching Wood Anatomy." IAWA Journal 32, no. 3 (2011): 301–12. http://dx.doi.org/10.1163/22941932-90000059.
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Student activities and instructor-made models are described to facilitate and encourage other instructors to develop their own appropriate activities and models for teaching the three-dimensional structure of wood. The teaching activities include making several annual rings with straws pushed into clay, drawing wood’s structure onto a piece of paper that is folded to resemble a wedge, and assigning students to make an anatomical model to present in class. Plans are given for instructor-made models (1:500 scale) of tracheids, vessel elements, and a hardwood ‘fiber’ to demonstrate their relative dimensions and geometries. These models also include a set of outerwood and corewood tracheids onto which the microfibril angle is traced, and one tracheid on which bordered and cross-field pitting are shown. Plans are then given for a bordered pit pair with its membrane (1:6300 scale). The last model demonstrates the Hagen-Poiseuille equation with an array of 16 conduits that together have the same potential flow as one conduit of two times their diameter. The use of these models has enlivened the classroom and helped students to more readily grasp wood anatomy and function.
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Naviri, Sinta, Sumaryanti Sumaryanti, and Paryadi Paryadi. "Explanatory Learning Research: Problem-Based Learning or Project-Based Learning?" Acta Facultatis Educationis Physicae Universitatis Comenianae 61, no. 1 (May 1, 2021): 107–21. http://dx.doi.org/10.2478/afepuc-2021-0010.
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Summary Problems in learning are one of the obstacles to student’s success in understanding and achieving success. Learning problems also occur in physical education learning, the problems that have occurred in the last decade are caused by the individual students. To minimize and even overcome these learning problems an appropriate learning approach model is needed. In the last 5-10 years, the learning approach models that are often used are problem-based learning and project-based learning. This study aims to review and examine problem-based learning approaches and project-based learning approaches in designing and improving physical education learning. The literature review that will be discussed is about the characteristics, advantages, and disadvantages of each learning approach model. The results of the literature review are expected to be able to be used as a study or information that can be used as a theoretical basis for further research in the use of a learning approach model to complete or improve physical education learning including problem-based learning and project-based learning.
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Baños, Raúl, Antonio Baena-Extremera, and María del Mar Ortiz-Camacho. "Prediction Model of Academic Performance and Satisfaction With School According to Some Subjects of Compulsory Secondary Education." Psychological Reports 123, no. 2 (November 27, 2018): 435–51. http://dx.doi.org/10.1177/0033294118805004.
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The purpose of the study was to know which subjects in the curriculum best predict school satisfaction and boredom as well as the student’s academic grade. The sample was of 680 adolescents of physical education (339 males, 341 females) with age between 12 and 18 years (M = 14.83; SD = 1.45). We used a questionnaire composed of the satisfaction scales with the subjects, intrinsic satisfaction in the school and related to academic grades. Descriptive analyses, correlations, and structural regression models were performed. The high levels of satisfaction and academic performance in physical education stand out. In the structural model, English is the subject that most predicts academic grades, while language predicts satisfaction at school and physical education boredom at it.
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Guo, Cuixiang, Junwu Suo, Chunguang Xu, Xinhua Yang, and Liping Zhang. "Data Analysis of Physical Fitness Monitoring Based on Mathematical Models." Mathematical Problems in Engineering 2021 (June 22, 2021): 1–9. http://dx.doi.org/10.1155/2021/8353391.
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Physical monitoring and analysis are of great significance to improve national physical fitness. The main work of this paper is that the physical health level of college students is studied and analysed by using a statistical model and mathematical model. According to the characteristics of the collected data, different mathematical models are established. Firstly, the grey correlation model is used to analyse the correlation between pull-up and other physical fitness indexes. Then, based on the classification of college students and the influence and flow law of interclass crowd, a differential equation system is established based on the LMC model. By analysing the existence and stability of the equilibrium point of the system, as well as the possible folding bifurcation and backward bifurcation at the equilibrium point, this paper makes qualitative and quantitative research on the trend of college students’ physical exercise on campus.
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Walker, Timothy J., Derek W. Craig, Andjelka Pavlovic, Shelby Thiele, Breanna Natale, Jacob Szeszulski, Laura F. DeFina, and Harold W. Kohl. "Physical Activity and Healthy Eating Programming in Schools to Support Student’s Health-Related Fitness: An Observational Study." International Journal of Environmental Research and Public Health 18, no. 21 (October 21, 2021): 11069. http://dx.doi.org/10.3390/ijerph182111069.
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Centers for Disease Control (CDC) guidelines recommend schools use a coordinated health approach to support healthy eating and physical activity. This study examines whether the number of healthy eating and physical activity programs and activities used by schools and their perceived success relate to students’ health-related fitness. This observational study used data from the Healthy Zone Schools Program. Data (collected in 2017–2019) were integrated from three sources: (1) school surveys, (2) FitnessGram®, and (3) the Texas Education Agency. Independent variables were the number of health promotion programs and activities and their perceived success; dependent variables were meeting Healthy Fitness Zone Standards (HFZ) for aerobic capacity and body mass index (BMI). We used mixed-effects logistic regression models. Fifty-six schools were in the analytic sample (n = 15,096 students with aerobic capacity data and n = 19,969 with BMI data). Results indicated the perceived success of physical activity programs/activities was significantly associated with students meeting HFZ standards for aerobic capacity (OR = 1.32, CI = 1.06–1.63). There was a significant direct association between the number of physical activity and healthy eating activities implemented (OR = 1.04, CI = 1.01–1.06) and students meeting HFZ for BMI. Schools using multiple health programs and activities need to balance the number provided with their capacity to maintain success.
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Rodhe, A. "Physical models for class-room teaching in hydrology." Hydrology and Earth System Sciences Discussions 9, no. 3 (March 29, 2012): 4135–60. http://dx.doi.org/10.5194/hessd-9-4135-2012.
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Abstract. Hydrology teaching benefits from the fact that many important processes can be illustrated and explained with simple physical models. A set of mobile physical models has been developed and used during many years of lecturing at basic university level teaching in hydrology. One model, with which many phenomena can be demonstrated, consists of a 1.0 m long plexiglass container containing an about 0.25 m deep open sand aquifer through which water is circulated. The model can be used for showing the groundwater table and its influence on the water content in the unsaturated zone and for quantitative determination of hydraulic properties such as the storage coefficient and the saturated hydraulic conductivity. It is also well suited for discussions on the runoff process and the significance of recharge and discharge areas for groundwater. The flowpaths of water and contaminant dispersion can be illustrated in tracer experiments using flourescent or colour dye. This and a few other physical models, with suggested demonstrations and experiments, are described in this article. The finding from using models in class-room teaching is that it creates curiosity among the students, promotes discussions and most likely deepens the understanding of the basic processes.
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Springer, Andrew E., Maria Clara Cuevas Jaramillo, Yamileth Ortiz Gómez, Katie Case, and Anna Wilkinson. "School social cohesion, student-school connectedness, and bullying in Colombian adolescents." Global Health Promotion 23, no. 4 (July 9, 2016): 37–48. http://dx.doi.org/10.1177/1757975915576305.
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Background: Student-school connectedness is inversely associated with multiple health risk behaviors, yet research is limited on the relative contributions of a student’s connectedness with school and an overall context of school social cohesion to peer victimization/bullying. Purpose: We examined associations of perceived school cohesion and student-school connectedness with physical victimization, verbal victimization, and social exclusion in the past six months in adolescents in grades 6–11 ( N = 774) attending 11 public and private urban schools in Colombia. Methods: Cross-sectional data were collected via a self-administered questionnaire and analyzed using mixed-effects linear regression models. Results: Higher perceived school cohesion was inversely related with exposure to three bullying types examined ( p < 0.05); student-school connectedness was negatively related to verbal victimization among girls only ( p < 0.01). In full models, school cohesion maintained inverse associations with three bullying types after controlling for student-school connectedness ( p ≤ 0.05). Conclusion: Enhancing school cohesion may hold benefits for bullying prevention beyond a student’s individual school connectedness.
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Birri, Moh Syobil, Agus Hariyanto, and Abdul Rachman Syam Tuasikal. "Development of Traditional Sport Game Model “Bentengan” for Student’s Physical Fitness in Sports and Health Physical Education Learning (Case Study on Class IV MI Students of Maduran Lamongan District)." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 3 (August 31, 2020): 1614–22. http://dx.doi.org/10.33258/birle.v3i3.1251.
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The purpose of this development research is to improve physical fitness in the Physical Education learning process. The development of the traditional sports game model "Bentengan" is carried out in several stages: needs analysis, product manufacturing, evaluation and validation, phase I trials, product revisions, phase II trials, stage 2 product revisions (last revision). The subjects of this study were fourth grade students of MI from Madrasah Ibtidaiyah in Maduran sub-district, Lamongan Regency (MIM 10 Gedangan, MIM 1 Pangkatrejo, MI NU Pangkatrejo, and MI Al-Islamiyah Parengan). Expert validation was carried out by two experts. The first phase of the experiment was carried out on 25 students with 1 PJOK teacher and the second stage test was carried out by 71 students with 3 PJOK teachers. The process of collecting data using a questionnaire. This data consists of evaluations for product quality, suggestions for product improvement, and student responses to game models. The result of this research is the product development model of the game "Bentengan" which is packaged in the form of a book to support learning activities and instructions for implementing the game. Based on data from trial results (small group) and field trials (large group), there were no revisions made by researchers on products that had been developed because the percentage of product development reached 89.53% cognitive aspects with very good categories, 90.39% affective aspects with very good category, and 88.13% psychomotor aspects with very good category, so it is feasible to use. Based on the data analysis, it can be concluded that the result of this research is that the product development model of the game "Bentengan" in Penjasorkes learning can be used to improve physical fitness for grade IV Madrasah Ibtidahiyah in Maduran District, Lamongan Regency.
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SHYSHKIN, G. O. "ЦИФРОВІ ТЕХНОЛОГІЇ У ФОРМУВАННІ МОДЕЛЕЙ ПЕРЕХІДНИХ ПРОЦЕСІВ В ІНДУКТИВНОСТІ ТА ЄМНОСТІ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (October 4, 2021): 330–40. http://dx.doi.org/10.31494/2412-9208-2021-1-2-330-340.
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An important role in the formation of qualitative knowledge of physics in the modern education system is played by students` ability to present the processes being studied at a qualitative level. Formation of students' abilities and skills to construct figurative physical models, finding mathematical dependences between physical quantities is one of the urgent problems of physics teaching methods. Our research is devoted to the problem of the formation of high-quality imaginary models of physical processes among physics students on the basis of an educational experiment and digital technologies. To improve the quality of teaching physics, the necessity of forming physical and mathematical models of the studied processes among future specialists is substantiated. On the example of experimental study of processes occurring in DC circuits, which contain inductors and capacitors, a method of forming their imaginary and mathematical models is proposed. A digital measuring system with a personal computer was used in the research. It is proved that conducting a physical experiment with simultaneous display of research results in the form of tables and graphs contributes to the formation of a qualitative level of physical models. To form students' skills of building mathematical models of the studied processes, it is proposed to use software that allows to analyze the results of the experiment. The analysis of graphs of the studied processes allows to select mathematical dependences and to calculate necessary coefficients. The use of digital technologies and related programs provides a quick finding of mathematical models. Changing the parameters of the studied objects while finding the corresponding mathematical dependencies allows students to establish relationships between mathematical symbols and physical quantities. This approach provides students with the ability to find mathematical models of these processes or objects. The results of the implementation of the proposed method showed that the use of digital measuring systems in the educational physical experiment significantly improves the quality of students' learning of new material. Key words: physical experiment, model, digital technologies, extra current, inductance, capacitance.
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Ada, Elif Nilay, Ali Haydar Serin, Zekai Pehlivan, Fatma Çepikkurt, Hasan Ahmad, and Zişan Kazak. "The Mediator Role of Sport Competence and Physical Condition in the Motivational Climate and Personal-Social Responsibility in Physical Education." SAGE Open 11, no. 4 (October 2021): 215824402110591. http://dx.doi.org/10.1177/21582440211059175.
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This study aimed to separately examine the mediator role of two different variables in the relationship between perceived motivational climate and personal-social responsibility in physical education lessons. A total of 406 students ( Mage = 12.91, SD = 1.01), 217 girls ( Mage = 12.88, SD = 1.03) and 189 boys ( Mage = 12.93, SD = 0.99), from the 6th, 7th, and 8th grades attended the study. In the research, the Learning and Performance Orientations in Physical Education Classes Questionnaire, the Personal-Social Responsibility Questionnaire, and Physical Self-Perception Inventory for Children (physical condition and sport competence) were used. To realize the purpose of the research, the measurement models were first tested using the structural equation model; next, multiple regression analysis applications were made. Mediation analysis was carried out separately for the “learning and performance climate dimensions” for the perceived motivational climate questionnaire. For this purpose, the mediating effect of physical condition and sport competence in the relationship between each perceived motivational climate dimension and personal-social responsibility, was examined. In the analyzes, it was found that neither learning nor performance dimensions of perceived motivational climate had any mediating effect on the relationship between personal-social responsibility. However, the perceived learning climate could moderately predict personal-social responsibility whereas the perceived performance climate could not. As a result, it can be said that the most important effect on personal- social responsibility in physical education lessons belongs to “the student learning orientation” factor which belongs only to the perceived learning climate. Since the student’s sport competence or physical condition is not effective in influencing personal-social responsibility, it has become necessary for physical education teachers to make efforts to create a learning-oriented climate that is associated with positive outcomes.
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Landi, Dillon, Katie Fitzpatrick, and Hayley McGlashan. "Models Based Practices in Physical Education: A Sociocritical Reflection." Journal of Teaching in Physical Education 35, no. 4 (October 2016): 400–411. http://dx.doi.org/10.1123/jtpe.2016-0117.
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In this paper, we reflect on models-based practices in physical education using a sociocritical lens. Drawing links between neoliberal moves in education, and critical approaches to the body and physicality, we take a view that models are useful tools that are worth integrating into physical education, but we are apprehensive to suggest they should redefine the purpose of physical education. In arguing this, we attempt to understand the particular effects of certain models on practice and students. We draw on the theoretical concepts of Deleuze, in particular his notion of ‘striated’ space to analyze SPARK-PE, HOPE, and Sport Education. We assert that some models can be useful tools for thinking about instruction, but models-based-practices are no substitute for a thoughtful and thorough physical education program.
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Babilonia-Rosa, Melissa A., H. Kenny Kuo, and Maria T. Oliver-Hoyo. "Using 3D printed physical models to monitor knowledge integration in biochemistry." Chemistry Education Research and Practice 19, no. 4 (2018): 1199–215. http://dx.doi.org/10.1039/c8rp00075a.
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Noncovalent interactions determine the three-dimensional structure of macromolecules and the binding interactions between molecules. Students struggle to understand noncovalent interactions and how they relate to structure–function relationships. Additionally, students’ difficulties translating from two-dimensional representations to three-dimensional representations add another layer of complexity found in macromolecules. Therefore, we developed instructional resources that use 3D physical models to target student understanding of noncovalent interactions of small molecules and macromolecules. To this effect, we monitored indicators of knowledge integration as evidenced in student-generated drawings. Analysis of the drawings revealed that students were able to incorporate relevant conceptual features into their drawings from different sources as well as present their understanding from different perspectives.
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Su, Jung-Bin. "How to Promote the Performance of Parametric Volatility Forecasts in the Stock Market? A Neural Networks Approach." Entropy 23, no. 9 (September 1, 2021): 1151. http://dx.doi.org/10.3390/e23091151.
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This study uses the fourteen stock indices as the sample and then utilizes eight parametric volatility forecasting models and eight composed volatility forecasting models to explore whether the neural network approach and the settings of leverage effect and non-normal return distribution can promote the performance of volatility forecasting, and which one of the sixteen models possesses the best volatility forecasting performance. The eight parametric volatility forecasts models are composed of the generalized autoregressive conditional heteroskedasticity (GARCH) or GJR-GARCH volatility specification combining with the normal, Student’s t, skewed Student’s t, and generalized skewed Student’s t distributions. Empirical results show that, the performance for the composed volatility forecasting approach is significantly superior to that for the parametric volatility forecasting approach. Furthermore, the GJR-GARCH volatility specification has better performance than the GARCH one. In addition, the non-normal distribution does not have better forecasting performance than the normal distribution. In addition, the GJR-GARCH model combined with both the normal distribution and a neural network approach has the best performance of volatility forecasting among sixteen models. Thus, a neural network approach significantly promotes the performance of volatility forecasting. On the other hand, the setting of leverage effect can encourage the performance of volatility forecasting whereas the setting of non-normal distribution cannot.
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Gucanin, Milica. "Fizičko vaspitanje u savremenoj nastavi." Zbornik radova, no. 21 (December 2019): 243–52. http://dx.doi.org/10.46793/zbradova21.243g.
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The development of science and technology and their application in society, led to the overcoming of traditional models of learning and the introduction of new, innovative teaching models. Contemporary teaching of physical education is based on interdisciplinarity, which is a good basis for even greater application of new learning models, especially the project based learning. The project based learning puts students at the center, so that, through the realization of the project, they develop their own competencies. The aim of the paper is to present the results of the research in the teaching of physical education, in which project teaching is applied, as well as the interdisciplinary physical education. The work is based on a review of the relevant literature, i.e. analysis of the results of the research of the same. For the search of foreign works, the base of the academic journals JURN, ЕRIC, EBSCO, Taylor & Francis, Research Gate, which includes research in the field of social sciences was used. The advantages of applying the project model, the recommendations for applying it in teaching of physical education, and the increase in the number of research on the subject are highlighted.
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Stimpson, B. "Simple Physical Models for Demonstrating Rock-Mass Behaviour to Engineering Geology Students." Journal of Geological Education 33, no. 1 (January 1985): 15–19. http://dx.doi.org/10.5408/0022-1368-33.1.15.
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Nkosi, Thobile, and Lindelani Mnguni. "THE IMPACT OF PHYSICAL MOLECULAR MODELS ON STUDENTS' VISUO-SEMIOTIC REASONING SKILLS RELATED TO THE LEWIS STRUCTURE AND BALL & STICK MODEL OF AMMONIA." Journal of Baltic Science Education 19, no. 4 (August 10, 2020): 594–604. http://dx.doi.org/10.33225/jbse/20.19.594.
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Visuo-semiotic models, such as Lewis structures and ball & stick models, are widely used to enhance students’ learning. However, there is limited research about the impact of these models on specific visuo-semiotic reasoning skills. In the current research, we aimed to determine the extent to which physical molecular models could enhance specific visuo-semiotic reasoning skills among students. The research question that we explored was, “what is the impact of physical molecular models on Grade 11 students’ visuo-semiotic reasoning skills related to Lewis structures and ball & stick models of ammonia?” In this mixed-methods research, we collected data from purposively selected Grade 11 chemistry students aged between 15 and 18 from an under-resourced school in South Africa. Through a quasi-experimental design, participants in the experimental group (n = 101) used physical molecular models to learn about Lewis structure and ball & stick models of ammonia while participants in the control group (n = 100) did not. We subsequently tested students' visuo-semiotic reasoning skills. Results show that using physical molecular models significantly improved students' visuo-semiotic reasoning skills and reduced associated learning difficulties. We, therefore, recommend that these models should be used as an instructional tool to enhance learning. Keywords: ball & stick models, Lewis structures, physical models, visuo-semiotic reasoning.
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WÓJTOWICZ, EWA, and BARBARA DUDA-BIERNACKA. "BMI of students of School of Sport – facts and self-assessment in the context of physical activity and parents’ education. Long-standing research." Baltic Journal of Health and Physical Activity 9, no. 1 (March 31, 2017): 55–62. http://dx.doi.org/10.29359/bjhpa.09.1.06.
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The objective of this study is self-recorded BMI among 20-year-old female students in the context of their physical activity, weight, body height, parent’s education and the time factor. Statistical analysis of the data was based on anthropometric measurements and a survey conducted among female students (N = 1,394) from the first year of full-time studies at the Gdansk University of Physical Education and Sport (AWFiS) in the years 2003–2010. The relationship between variables and logistic models was analyzed (Student’s test, Duncan’s test, analysis of variance, logistic regression). Statistical analysis was conducted using Statistica 6.0 software. At the background of the research results it may be claimed that incorrect self-reported BMI favors sport (OR = 0.71), father’s elementary or basic vocational education (OR = 1.44), higher weight (OR = 0.90) and BMI (OR = 0.76) and lower height (OR = 1.07). 29.77% women did not evaluate their BMI correctly during the whole 8-year research process. The correct BMI was reported by 70.23% of the students; 26.76% overestimated their BMI and 3.01% underestimated it. A high percentage of women who practice sport and who incorrectly determined their own BMI (31.25%) is disquieting, including 8.82% of the students who underestimated their BMI, and 91.18% who overestimated it. Failure to correctly evaluate BMI may lead to nutrition disorders, low self-esteem and serious health consequences. It is reasonable to develop regular and skillful evaluation of BMI among young people by institutions and people involved in health promotion.
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Poole, Jon R., and George Graham. "Internal Teaching Models of Four Physical Education Graduate Teaching Assistants." Journal of Teaching in Physical Education 15, no. 3 (April 1996): 355–68. http://dx.doi.org/10.1123/jtpe.15.3.355.
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This study was designed to be an initial step toward a better understanding of how graduate teaching assistants teach their courses and the influences that shape their teaching decisions. The purposes included gaining insights into internal models that guided their teaching and describing the influence of an induction program on these internal models. A multi-case-study approach was employed to construct individual portraits. These portraits revealed that internal models were developed primarily from past experience as athletes, students, and teachers. Teaching could best be portrayed as a “pedagogy of contentment.” That is, teaching assistants were generally satisfied with their own teaching and did not perceive a need for additional improvement. Reported satisfaction was based on their belief that they already knew the different strategies, methods, and routines for teaching their particular subject.
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Akay, Mehmet Fatih, Ozge Bozkurt, Ebru Cetin, and Imdat Yarim. "Multiple linear regression-based physical fitness prediction models for Turkish secondary school students." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 4 (September 17, 2018): 58–64. http://dx.doi.org/10.18844/prosoc.v5i4.3704.
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Physical fitness is a necessary component for daily activities. Measurement of physical activity is essential for determining physical fitness rate. This study aims to develop new prediction models for predicting the physical fitness of Turkish secondary school students by using multiple linear regression (MLR). The datasets comprise data of various number of subjects according to the target variables including the test scores of the 30m speed, 20m stage run, balance and hand-grip (right/left). The predictor variables used to develop the prediction models are gender, age, body mass index (BMI), body fat, number of curl-up and push-ups in 30 seconds. Eight physical fitness prediction models for each target have been created with the predictor variables listed above. The performance of the prediction models has been calculated by using standard error of estimate (SEE). The results show that MLR-based prediction models can be safely used to predict the physical fitness of Turkish secondary school students.Keywords: Physical fitness, multiple linear regression, machine learning, validation.
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Liu, Jiling, Ping Xiang, Jihye Lee, and Weidong Li. "Developing Physically Literacy in K-12 Physical Education Through Achievement Goal Theory." Journal of Teaching in Physical Education 36, no. 3 (July 2017): 292–302. http://dx.doi.org/10.1123/jtpe.2017-0030.
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The goal of physical education is to instill physical literacy within students. As an important motivation framework, achievement goal theory has been widely used to understand and explain students’ cognitive, affective, and behavioral outcomes. In this paper, we reviewed studies examining achievement goals and outcomes in K-12 physical education settings. First, we provide a brief review of the historical development of the achievement goal theoretical models (the dichotomous model, the trichotomous model, the 2 × 2 model, and the 3 × 2 model). Then, we synthesize consequences, antecedents, and interactive factors of each achievement goal construct as well as the influences of gender, age, and culture on students’ achievement goals. Finally, we discuss implications for practice and future research. We hope our review can inform physical educators and researchers and assist the application of achievement goal theory into practice.
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Mulyono, S. M. Rosayanti, and R. Kristiawan. "Mathematics creative thinking ability based on student’s cognitive style by using Knisley learning models." Journal of Physics: Conference Series 1567 (June 2020): 032015. http://dx.doi.org/10.1088/1742-6596/1567/3/032015.
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Toharudin, U., and I. S. Kurniawan. "Learning models based Sundanese local wisdom: Is it effective to improve student’s learning outcomes?" Journal of Physics: Conference Series 1157 (February 2019): 022069. http://dx.doi.org/10.1088/1742-6596/1157/2/022069.
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Pasco, Denis, and Catherine D. Ennis. "Third Grade Students’ Mental Models of Blood Circulation Related to Exercise." Journal of Teaching in Physical Education 34, no. 1 (January 2015): 76–92. http://dx.doi.org/10.1123/jtpe.2013-0205.
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Students’ prior knowledge has been identified to play an important role in the learning process through conceptual change. In physical education, positive changes in students’ lifestyles may come from changes in their conceptual understanding. In this study 45 third grade students (mean age = 8.54 years) were interviewed during their regular physical education class to examine their mental models and naïve theories of blood circulation related to exercise. Results revealed one initial mental model (when you exercise, your blood goes everywhere in your body) and three synthetic mental models. These mental models were generated under the constraint of a naïve framework theory. Results are discussed in relation to: (a) the nature of gradual growth of students’ mental models through enrichment, (b) children’s prior experience of the physical world and their subsequent explanations of physiological changes related to exercise, and (c) physical education as a domain-specific knowledge.
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Carpenter, Paul, Karen Stylianides, Rebecca Weiler-Timmins, Andrea Randolph-Krisova, Kelly Sprinkle, and Rosa Angulo-Barrosso. "No One Is on an Island: Connecting, Collaborating, and Coping During the Pandemic." Kinesiology Review 10, no. 4 (November 1, 2021): 443–48. http://dx.doi.org/10.1123/kr.2021-0038.
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The onset and spread of COVID-19 forced an accelerated shift to remote communication and online teaching, generating new challenges and opportunities for kinesiology. As a result of the pandemic situation, redefined collaborative models independently emerged among kinesiology departments in two systems, California State University and the Pennsylvania State University. These models built community; addressed geographic and size challenges associated with meeting in-person; empowered sharing of ideas, resources, best practices, and emotional support; and guided our campus communities to success. We suggest that these collaborative models can be used in the future as platforms to improve kinesiology student’s success by facilitating professional development, integration, sharing, problem solving, and social support.
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Carpenter, Paul, Karen Stylianides, Rebecca Weiler-Timmins, Andrea Randolph-Krisova, Kelly Sprinkle, and Rosa Angulo-Barrosso. "No One Is on an Island: Connecting, Collaborating, and Coping During the Pandemic." Kinesiology Review 10, no. 4 (November 1, 2021): 443–48. http://dx.doi.org/10.1123/kr.2021-0038.
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The onset and spread of COVID-19 forced an accelerated shift to remote communication and online teaching, generating new challenges and opportunities for kinesiology. As a result of the pandemic situation, redefined collaborative models independently emerged among kinesiology departments in two systems, California State University and the Pennsylvania State University. These models built community; addressed geographic and size challenges associated with meeting in-person; empowered sharing of ideas, resources, best practices, and emotional support; and guided our campus communities to success. We suggest that these collaborative models can be used in the future as platforms to improve kinesiology student’s success by facilitating professional development, integration, sharing, problem solving, and social support.
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Ejaz, Fariha, Justin Ryan, Megan Henriksen, Lillee Stomski, Megan Feith, Michele Osborn, Stephen Pophal, Randy Richardson, and David Frakes. "Color-coded patient-specific physical models of congenital heart disease." Rapid Prototyping Journal 20, no. 4 (June 10, 2014): 336–43. http://dx.doi.org/10.1108/rpj-11-2012-0105.
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Purpose – The purpose of this study was to develop and apply new physical heart defect models (PHDMs) that are patient-specific and color-coded with an optimized map. Design/methodology/approach – Heart defect anatomies were segmented from medical images and reconstructed to form virtual models, which were then color-coded and rapid prototyped. The resulting PHDMs were used in a medical educational study to evaluate their pedagogical efficacy and in clinical case studies to investigate their utility in surgical planning. Findings – A growing library of 36 PHDMs (including the most common defects) was generated. Results from the educational study showed that the PHDMs enabled uniquely effective learning, and the clinical case studies indicated that the models added value as surgical planning aids. Research limitations/implications – The education study involved a limited number of students, so future work should consider a larger sample size. The clinical case studies favored use of the PHDMs in surgical planning, but provided only qualitative support. Practical implications – Workflow optimization is critical for PHDMs to be used effectively in surgical planning because some operations must be performed in emergently. Social implications – Because PHDMs have potential to influence surgeons’ actions as surgical planning aids, their use in that context must be thoroughly vetted. Originality/value – The proposed models represent the first PHDMs that are patient-specific and fully color-coded with a standardized map optimized for the human visual system. The models enhanced medical education and facilitated effective surgical planning in this study.
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Cunge, Jean A. "Of data and models." Journal of Hydroinformatics 5, no. 2 (March 1, 2003): 75–98. http://dx.doi.org/10.2166/hydro.2003.0007.
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Relationship between the data, such as direct observations of nature and recorded measurements, and the models is very complicated in the ‘water domain’. It is not at all as clear and explicit as it is often presented by teachers to students, by consultants to clients, or by authors to readers of publications. A number of aspects of this relationship are discussed using examples to illustrate the author's views. Limitations of data-driven tools (correlations, Artificial Neuronal Networks, Genetic Algorithms, etc.) and data-mining, when applied without physical knowledge of the relevant phenomena, are discussed, as are those of deterministic models. The currently used ‘good practice’ paradigm in modelling (the model is to be set up, calibrated, validated and run) is rejected when deterministic models are concerned. They should not be calibrated. A new paradigm, a new ‘code of good practice’, is proposed instead. Strategic and tactical aspects of various available approaches to modelling of physical phenomena and data exploitation have practical engineering and financial consequences, most often immediate and sometimes very important: hence the significance of the subject that concerns the everyday occupations of modellers, their clients and end-users.
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Jenitha, T., S. Santhi, and J. Monisha Privthy Jeba. "Prediction of Students’ Performance based on Academic, Behaviour, Extra and Co-Curricular Activities." Webology 18, Special Issue 01 (April 29, 2021): 262–79. http://dx.doi.org/10.14704/web/v18si01/web18058.
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Since Academic institutions contain huge volume of data regarding students such as academic scores, scores in co and extracurricular activities, family annual income, family background and other supporting documents, predicting individual students performance in all aspects manually is a difficult task. The proposed work uses data mining techniques to identify students who are eligible for scholarships and other benefits. Students are classified into different categories by means of academic, behavior, extra and co-curricular activities. Machine Learning algorithms such as Naive Bayes, Decision Tree Classifier and Support Vector Machine are used for predicting the performance of the student. With the help of this proposed model parents and instructors can monitor student’s performance and they can also provide essential technical and moral support. Also this helps in providing academic scholarship and training to the students to support them financially and to enrich their knowledge. It suggests the Academic Institutions to organize induction or training programmes at the beginning of the semester. Technical training, motivational talks, Yoga, etc are organized by the institutions by keeping in mind of students physical and mental health. Considering the e-learning platforms huge volumes of data and plethora of information are generated. In this work, various learning models are constructed and their accuracies are compared to analyse which algorithm out-performs.
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Rahmah, Nur, Darsikin Darsikin, Amiruddin Kade, and Muslimin Muslimin. "The Models of Physical Intuition Students use Phenomenological Elements in Solving Physics Problems." Jurnal Pendidikan Fisika 8, no. 2 (May 6, 2020): 163–76. http://dx.doi.org/10.26618/jpf.v8i2.3352.
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This research applied qualitative research which used descriptive method in order to analyze the use of intuition physics of students in solving physics problems. This research was conducted at SMA Al Azhar Palu. The subjects of this research are nine students, they are divided by three categories which are the high, middle and low categories. The average value obtained from the respondents' test results was 43,46 and the standard deviation was 21,71. Respondents with a high category are respondents who are above the value of 65,17. The instruments of the research used are the respondent selection test, analyzing the use of intuition physics and interview guidance. Data were collected through thinking-aloud activities, which of respondents do a test then write the answers on a paper while expressing matters related to what was written and recorded that using a handycame. Interviews were conducted as supporting data in analyzing the results of thinking-aloud. Based on the analysis of data, it is obtained by the model of intuitions physics which contains the p-prims. It consists of cuing priority, reliability priority and the conclusion.The use of appropriate physics intuition is useful to help students apply their mathematical skills in solving physics problems. The proper physics intuition model is through all stages of the p-prims elements obtained through student learning experiences related to physics. It is necessary to develop learning that considers the importance of using physics intuition as a performance framework for evaluating the progress of students' problem solving processes better and more productively.