Journal of Educational Cultural and Psychological Studies最新文献_第3页

Valuation Theory: an Environmental, Developmental and Evolutionary Psychological Approach. Implications for the Field of Environmental Education 评价理论:一种环境、发展和进化的心理学方法。对环境教育领域的启示

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Journal of Educational Cultural and Psychological Studies Pub Date : 2017-11-29 DOI: 10.7358/ECPS-2017-016-MERC

S. Mercado-Doménech, G. Carrus, A. Terán-Álvarez-Del-Rey, S. Pirchio

{"title":"Valuation Theory: an Environmental, Developmental and Evolutionary Psychological Approach. Implications for the Field of Environmental Education","authors":"S. Mercado-Doménech, G. Carrus, A. Terán-Álvarez-Del-Rey, S. Pirchio","doi":"10.7358/ECPS-2017-016-MERC","DOIUrl":"https://doi.org/10.7358/ECPS-2017-016-MERC","url":null,"abstract":"Teoria della Valutazione: un Approccio Psicologico Ambientale, Evolutivo ed Evoluzionistico. Implicazioni in Campo Educativo In this paper, we propose a new approach to motivation theory based on a cognitive perspective: the concept of valuation. Motivation and valuation are reviewed and discussed here using an environmental, developmental and evolutionary perspective. We argue that motivation could be approached as one of the various mechanisms that compose cognitive processes, being related to the adaptive value of objects, situations, or settings. Motivation and valuation are proposed as markers of the survival value of perceived, imagined, or conceptualized objects of cognition. In this manner, motivation can be conceived as the product of a complex cognitive computation that determines the adaptive value of our cognitions, and provides an evaluative response. From this perspective, we discuss the perceptual, cognitive, and symbolic dimensions of the valuation process. Finally, we discuss the implications for possible future developments of basic and applied research in the domain of environmental psychology and environmental education.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"1 1","pages":"77-97"},"PeriodicalIF":0.3,"publicationDate":"2017-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83140966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 22

L’autobiografia come metodo educativo, autoeducativo e di ricerca nella prospettiva del «lifelong learning»: progetto per una indagine esplorativa 自传作为一种教育、自我教育和研究的“终身学习”方法:一项探索性调查的项目

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Journal of Educational Cultural and Psychological Studies Pub Date : 2017-11-29 DOI: 10.7358/ECPS-2017-016-ALEA

G. Aleandri, Vincenza Russo

{"title":"L’autobiografia come metodo educativo, autoeducativo e di ricerca nella prospettiva del «lifelong learning»: progetto per una indagine esplorativa","authors":"G. Aleandri, Vincenza Russo","doi":"10.7358/ECPS-2017-016-ALEA","DOIUrl":"https://doi.org/10.7358/ECPS-2017-016-ALEA","url":null,"abstract":"Autobiography as an educational, self-educational and research method in a lifelong learning way: an exploratory survey project. Qualitative research in educational sciences and, specifically, autobiographical methods in pedagogical research and education are gradually spreading, as they can be used in different contexts of life and environments. After a long-lasting debate between the supporters of quantitative methodologies and supporters of qualitative methodologies, they came to a conciliation with the so-called mixed methods. Multi-year research project and sub-projects presented used different samples: teachers and educators, and detainees. They were asked to fill an autobiographical writing format, which stimulates personal reflection and recovery of experiences through cognitive, affective, emotional, perceptive solicitations to achieve better identity awareness and orienteering to improve and plan own future in LLL way. Data analyses had carried out using both quantitative, through main statistical methods, and qualitative methodologies, through an original method inspired by Grounded Theory by Glaser and Strauss. To the detainees, a cognitive and satisfaction questionnaire had administrated using the same data analysis methodologies. Main results show that most people of samples have a great desire to take time to reflect on themselves and on their own experiences, to communicate and share them, because they said autobiographical writing experience was very involving, challenging, agreeable, useful and educational/self-educational, as it allows increasing their awareness and desire to improve themselves. As results showed, usefulness of autobiographical methods in pedagogical research had confirmed: they allow achieving multiple goals, primarily confirming the questions made.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"521 1","pages":"295-316"},"PeriodicalIF":0.3,"publicationDate":"2017-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79276529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

«Student Voice» per la valorizzazione delle risorse personali “学生之声”旨在提高个人资源的价值

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Journal of Educational Cultural and Psychological Studies Pub Date : 2017-11-29 DOI: 10.7358/ECPS-2017-016-DIVI

A. D. Vita

{"title":"«Student Voice» per la valorizzazione delle risorse personali","authors":"A. D. Vita","doi":"10.7358/ECPS-2017-016-DIVI","DOIUrl":"https://doi.org/10.7358/ECPS-2017-016-DIVI","url":null,"abstract":"«Student Voice» to increase the value of personal resources. A new pedagogical movement has spread to Italy over the last ten years to inspire «education policy makers» and teachers at all levels of education to listen carefully to the voices as well as the needs and interests of all the students. This is the «Student Voice» movement, born in the nineties in the UK and spread to some english-speaking countries (USA, Canada, Australia). This movement supports the active and responsible participation of all students in the training processes that take place in schools and universities: specifically, this participation occurs in the classroom teaching, their professors’ researches and decision-making processes with which the educational policies related to the rights and interests of students are implemented. In this article, after presenting the theoretical backgrounds that the english-speaking pioneers of the «Student Voice» perspective have identified and the way in which Italian researchers have transposed their suggestions, we describe the most significant ways that those Italian researchers who are participating in this emerging perspective have experimented to enhance the voice of students and improve their participation in school and university life. We will try to capture the potentials and limits of the «Stude nt Voice» movement.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"81 1","pages":"269-294"},"PeriodicalIF":0.3,"publicationDate":"2017-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83261290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Valutare le strategie di apprendimento negli studenti universitari: primi risultati di una ricerca valutativa condotta all’Università di Bologna 评估大学生的学习策略:博洛尼亚大学进行的评估研究的初步结果

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Journal of Educational Cultural and Psychological Studies Pub Date : 2017-11-29 DOI: 10.7358/ECPS-2017-016-LUPP

Elena Luppi, S. Benini

{"title":"Valutare le strategie di apprendimento negli studenti universitari: primi risultati di una ricerca valutativa condotta all’Università di Bologna","authors":"Elena Luppi, S. Benini","doi":"10.7358/ECPS-2017-016-LUPP","DOIUrl":"https://doi.org/10.7358/ECPS-2017-016-LUPP","url":null,"abstract":"This paper moves from an educational evaluation research conducted in the on the Nursery Degree Programme of Bologna University. Starting from the analysis of transversal competences that are crucial for nurses and from the outcomes of a qualitative exploratory phase of the research, this contribution is focused on the assessment of students’ learning strategies, at the beginning and at the end of the degree programme. Such assessment has been conducted through the application of «Learning Strategies Questionnaire QSA», validated from Pellerey in 1996 to 168 students at the first and last year (160 students) of the Nursery Degree Programme. In the meanwhile the questionnaire has been proposed to almost 100 first year University students from other degree programmes and 390 Secondary School’s students. Thanks to this second and third sample, results could be compared with the standard group through which the questionnaire was validated in 1996 and with other students attending University and Secondary School nowadays. The results put into evidence a certain urgency in reflecting on learning strategies proficiency for students in the last 20 years: in fact the scores of University students now do not appear so far from the results of the students aged 15 in 1996.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"26 1","pages":"99-127"},"PeriodicalIF":0.3,"publicationDate":"2017-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87258013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Insegnanti inclusivi: un’indagine empirica sulla formazione specialistica degli insegnanti di sostegno 包容性教师:对支持教师专业培训的实证调查

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Journal of Educational Cultural and Psychological Studies Pub Date : 2017-11-29 DOI: 10.7358/ecps-2017-016-cira

A. Ciraci, Maria Vittoria Isidori

{"title":"Insegnanti inclusivi: un’indagine empirica sulla formazione specialistica degli insegnanti di sostegno","authors":"A. Ciraci, Maria Vittoria Isidori","doi":"10.7358/ecps-2017-016-cira","DOIUrl":"https://doi.org/10.7358/ecps-2017-016-cira","url":null,"abstract":"The essay concerns the outcomes of an empirical-experimental research conducted in the annual teacher specialization for special educational needs, at the University of L’Aquila in the academic year 2014/15. The survey is included in the research on the effectiveness of the training courses for teachers. It involved 115 teachers and aimed to investigate whether there has been an actual increase in specific professional skills, school enrollment, among those who followed the specialization course. The data was obtained from the comparison between the control group, consisting of teachers who haven’t begun yet the formation, and the experimental group, constituted by the same teachers at the end of the specialization course. Even if data shows, at different levels of significance, a positive general effect of the course, they do not show appreciable differences in some important didactic-evaluative and communicative-relational dimensions, fundamental to the inclusion process, such as the individualization of didactic intervention, the sharing of training objectives and teaching and evaluation methods with class teachers, the collaboration with families and with operators of social and health services. Teachers, also, claim to have gained more confidence in their professionalism and more security in dealing with the problems encountered in the class. However not all the teachers feel able to apply the educational and didactic strategies learned and to offer their support «to the class». Finally, it appears necessary to review some aspects related to the content of the course and the didactic-training methods used.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"9 1","pages":"207-234"},"PeriodicalIF":0.3,"publicationDate":"2017-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84715296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Percezione del sé in età di sviluppo: Il contributo dell’attività fisica, della sedentarietà e delle abitudini alimentari 发育中的自我意识:身体活动、久坐性和饮食习惯的贡献

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Journal of Educational Cultural and Psychological Studies Pub Date : 2017-11-29 DOI: 10.7358/ECPS-2017-016-RABA

Emanuela Rabaglietti, Pacella Giada, A. D. Lorenzo, Costa Chiara, P. R. Brustio

{"title":"Percezione del sé in età di sviluppo: Il contributo dell’attività fisica, della sedentarietà e delle abitudini alimentari","authors":"Emanuela Rabaglietti, Pacella Giada, A. D. Lorenzo, Costa Chiara, P. R. Brustio","doi":"10.7358/ECPS-2017-016-RABA","DOIUrl":"https://doi.org/10.7358/ECPS-2017-016-RABA","url":null,"abstract":"In last years, the incorrect eating habits, the physical inactivity and the consequent sedentary behavior among children are one of the main problems for the Western society that may negatively affect the psychological well-being during childhood. The aim of this study was to investigate the associations among eating habits, physical activity levels, including sedentary behavior, and self-perception during childhood. Hundred twenty-one children of primary schools participated (mean age 8.95 ± 0.78 anni; F = 48.33%) in the study. The participants drew up the «Self-Description Questionnaire» (SDQ) and a self-report questionnaire concerning the life style of the children, about their alimentary, physical habits and sedentary. Hierarchical multiple regressions analyses highlight that age, gender, eating habits, phisical activity and sedentary levels explained the 16.8% variance for physical ability perception (R2 = 0.168; F(5.111) = 4.474; p = 0.001) and the 14.3% variance for global self-perception (R2 = 0.143; F(5.113) = 3.768; p = 0.003). The study underlines the contribution of eating habits and physical activity on the perception of physical abilities, the physical appearance and the global self-perception. The results underline as intervention projects in the schools might improve the life style and therefore increase the self-perception, an important aspect for the child’s psychological well-being.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"53 1","pages":"129-143"},"PeriodicalIF":0.3,"publicationDate":"2017-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75681782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Empathy development through ESP: a Pilot Study 通过ESP发展共情:一项初步研究

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Journal of Educational Cultural and Psychological Studies Pub Date : 2017-11-29 DOI: 10.7358/ECPS-2017-016-STEB

A. Stebletsova, I. Torubarova

{"title":"Empathy development through ESP: a Pilot Study","authors":"A. Stebletsova, I. Torubarova","doi":"10.7358/ECPS-2017-016-STEB","DOIUrl":"https://doi.org/10.7358/ECPS-2017-016-STEB","url":null,"abstract":"The paper is devoted to ethical awareness which has become one of the main concerns in medical education and healthcare nowadays. The paper discusses empathy development in medical students as a significant element of their professional training. It is reported that empathy should be implemented in the academic curriculum of medical schools and universities as a part of a multidisciplinary approach. The authors argue that empathy could be developed in a foreign language classroom. They illustrate their statement by providing real class examples in which empathy-developing content is incorporated in English for specific purposes (ESP) for medical students. The students’ empathy level was measured at the beginning and at the end of the course with a balanced emotional empathy scale (BEES) questionnaire. The analysis of the results of the comparative assessment indicate positive dynamics of empathy levels in the medical students tested, after the course was completed. The authors conclude that ESP can be effective in supporting and improving the required empathy levels of future healthcare workers to help them to deliver their humanitarian services successfully.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"63 1","pages":"237-249"},"PeriodicalIF":0.3,"publicationDate":"2017-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85356776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Inclusione e didattica della plusdotazione: le rappresentazioni degli educatori e degli insegnanti in formazione iniziale e in servizio 包括和教学:初级和在职教育的教育工作者和教师的代表

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Journal of Educational Cultural and Psychological Studies Pub Date : 2017-11-29 DOI: 10.7358/ecps-2017-016-dean

B. D. Angelis

{"title":"Inclusione e didattica della plusdotazione: le rappresentazioni degli educatori e degli insegnanti in formazione iniziale e in servizio","authors":"B. D. Angelis","doi":"10.7358/ecps-2017-016-dean","DOIUrl":"https://doi.org/10.7358/ecps-2017-016-dean","url":null,"abstract":"Inclusion and didactics of giftedness: educators, school teachers and preservice teachers’ perceptions. The exploratory study searches to evaluate the question on how knowledge about gifted education – as a topic still underrepresented in the legislation and educational research in Italy – is spread within a population of either school teachers and students studying to become school teachers. Therefore, this work marks an important step towards the goal of improving the knowledge of teaching methods, and emphasizes strategies of inclusion by exploring different approaches in order to facilitate the recognition of the special educational needs of gifted children. In this research participated 70 third and fourth semester university students following the courses SDE (Scienze dell’Educazione), EPC (Educatore Professionale di Comunita) and SFP (Scienze della Formazione Primaria) during the academic year 2016/17, and 35 teachers of primary and secondary schools. The results indicate that gifted education has been widely excluded from special and inclusive education practices, and bring into focus the need to reflect critically on service and preservice teaching preparation. In order to eventually increase the quality of education, and to outline the operating practices towards gifted education, it seems inevitable to deepen this approach with further qualitative and quantitative research. Therefore, the present study confirms the key role of the inclusive teacher towards fulfilling the special educational needs of a student with high cognitive potential.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"31 1","pages":"177-206"},"PeriodicalIF":0.3,"publicationDate":"2017-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84154445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Changing Beliefs about Health in Early Elementary School Years: Effect of a Motor Creativity Intervention 小学早期健康观念的改变:运动创造力干预的效果

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Journal of Educational Cultural and Psychological Studies Pub Date : 2017-11-29 DOI: 10.7358/ECPS-2017-016-OURD

Despoina Ourda, Aikaterini Mouratidou, G. Grouios, H. Tsorbatzoudis

{"title":"Changing Beliefs about Health in Early Elementary School Years: Effect of a Motor Creativity Intervention","authors":"Despoina Ourda, Aikaterini Mouratidou, G. Grouios, H. Tsorbatzoudis","doi":"10.7358/ECPS-2017-016-OURD","DOIUrl":"https://doi.org/10.7358/ECPS-2017-016-OURD","url":null,"abstract":"School physical education offers an ideal venue to promote healthy habits. Motor creativity has been found to effectively increase children’s learning and attitude formation. The aim of the present study was to test for the effectiveness of an intervention promoting motor creativity through healthy lifestyle stimuli in the promotion of elementary children’s knowledge regarding health, as well as in the change of their attitudes about nutrition and exercise. One hundred twelve elementary school students participated in the study. Participants were assigned into the experimental (n = 58) and control (n = 54) groups. Students performed the TCAM and they were administered the Health Lifestyle Evaluation Instrument along with measures of attitudes towards healthy nutrition and exercise. Analyses of variance with repeated measures showed a significant increase of knowledge towards health in the intervention group. However no differences were found between the two groups regarding the attitudes towards healthy nutrition and exercise. The results provided useful information regarding the effect of motor creativity in the learning process in elementary schools.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"11 1","pages":"19-34"},"PeriodicalIF":0.3,"publicationDate":"2017-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77955864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Per insegnare la filosofia on-line: suggestioni platoniche e questioni didattiche 在网上教授哲学:柏拉图式的建议和教学问题

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Journal of Educational Cultural and Psychological Studies Pub Date : 2017-11-29 DOI: 10.7358/ECPS-2017-016-ARSE

A. Arsena

{"title":"Per insegnare la filosofia on-line: suggestioni platoniche e questioni didattiche","authors":"A. Arsena","doi":"10.7358/ECPS-2017-016-ARSE","DOIUrl":"https://doi.org/10.7358/ECPS-2017-016-ARSE","url":null,"abstract":"On teaching philosophy on-line: platonic suggestions and pedagogical issues. The debate about the problems inherent the usage of the tools employed for an effective transmission of the philosophical message are extremely ancient. Plato’s hesitation when faced with the technique of written text, together with the solutions and the pedagogical strategies found by the Greek philosopher, represent an authoritative model that may become a contemporary paradigm for solving the problem of the construction of logical connectives that determine a new phenomenology of philosophical concepts transmitted through the Internet. In fact, the cultural revolution triggered by the diffusion of writing in the classic period in Greece shows that pedagogy, and teaching techniques, are not independent from the media, in the sense that the choice of the media participates in the construction, and in the deconstruction, of knowledge, by influencing and modifying it. The logical connectives underlying an alphabetic-grammatical cultural transmission are found as more stable, linear and monolithic than the more fluid logical connectives underlying an oral cultural transmission, based on the reiteration of memory. Inevitably, a transmission of knowledge relaying on the net operates a deconstruction of the logical connectives. This evidence cannot be neglected while building the logic and conceptual framework of a technique for teaching philosophy on-line.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"28 1","pages":"251-267"},"PeriodicalIF":0.3,"publicationDate":"2017-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89418365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0