Подземная река Ужла – примечательный феномен Русской равнины

Сообщение представляет историю исследования феномена реки и источника-воклюза Ужла в Вологодской области, а также итоги спелеоподводной экспедиции, проведенной в марте 2012 г. и посвященной изучению этого источника. Результатом экспедиции явилось обнаружение на глубине 64-66 метров (от зеркала воды в источнике) подземного русла реки Ужла – протяженной подводной пещеры.Повідомлення представляє історію дослідження феномену річки та джерела-воклюзу Ужла у Вологодській області, а також підсумки спелеопідводної експедиції, проведеної у березні 2012 р. і присвяченої вивченню цього джерела. Результатом експедиції стало виявлення на глибині 64-66 метрів (від дзеркала води в джерелі) підземного русла річки Ужла - протяжної підводної печери.This communication presents history of investigations of the phenomenon of the river and Vaucluse-type resurgence Uzhla in the Vologda region results of the speleo-diving expedition conducted in March 2012, aimed in studying of the resurgence. The result of expedition was a discovery of an underground river-bed of the river Uzhla – an extensive submarine cave at depth of 64-66 meters (from the water table at the source)

Pedagogical context of practical dance classes in higher education: A case of Dutch choreography and technique teachers

The aim of the study was to identify, which features of the pedagogical context in practical dance classes could be viewed as the basis for developing a suitable web-based ICT application. The sample consisted of 20 practical dance teachers from four Dance Academies in the Netherlands. Data about the pedagogical context was gathered using a questionnaire and an interview. Results showed there were similar patterns in applying reflection in terms of content, methods and frequency in choreography and technique classes. Reflection can therefore be considered as a widespread educational need of practical dance classes and used as the pedagogical basis for developing a suitable ICT tool for this type of education

Памяти академика Михаила Полиевктовича Костенко. 120 лет со дня рождения

The aim of the study was to find out how dance students experienced learning in an international distance education program delivered in an e-learning format using a virtual learning environment platform. In order to organize the students' experiences with the various learning assignments, we focused on three broad categories of learning tasks: individual writing assignments, collaborative assignments, and individual practical assignments. Data were collected from 42 students using a questionnaire and group interviews. Regarding the e-learning format, we found that the most crucial factor for carrying out all learning assignments was the teacher's guidance and feedback on students' work. Regarding the learning platform, we found that in comparison to other learning tasks, carrying out practical assignments was the most limited with the available tools

De waarde van Grassroots:Eindrapport evaluatieonderzoek

Het GrassRoots-programma is in 2001 naar Canadees voorbeeld vormgegeven en kent als beleidsoperatie verschillende op elkaar betrokken niveaus. Primaire achterliggende gedachte was en is om onderwijsgevenden in uiteenlopende sectoren van het onderwijs, die ICT niet of nauwelijks in hun onderwijs gebruiken, te stimuleren ICT wel, eerder en beter te gebruiken

Naar hoofdlijnen van een onderzoeksprogramma op het terrein Leren en Instructie

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Contact-2: A computer-assisted instructional strategy for promoting conceptual change

Contains fulltext : 28728.pdf (publisher's version ) (Open Access)Previous research seems to support the assumption that students need instructional guidance to activate and correct their preconceptions. Such an instructional strategy is the CONTACT strategy, characterised by continuous, computer-assisted activation of the conceptions of individual learners. Our previous study showed that the CONTACT strategy was effective in promoting conceptual change in text processing (domain: physical geography) because students (fifth- and sixth-graders, primary education) constructed more correct conceptions. However, students mainly seemed to focus on the central concepts from the training texts, disregarding other information. Therefore, the strategy was adapted to solve this problem of selective attention and to increase its effectiveness. Subjects (74 fifth- and sixth-graders) were assigned to three instructional conditions (original CONTACT condition, revised CONTACT-2 condition and control condition NO ACTIVATION). A mixed between-within-subjects design was used with 2 between-subjects factors (instructional condition and students' familiarity with the central concepts from the 7 texts used). Dependent variables concerned quality of conceptions and learning performance. Students from the CONTACT-2 condition constructed better conceptions and achieved higher learning performance scores than students from the other two conditions. Moreover, the effectiveness of the CONTACT-2 strategy appeared not to depend on the degree of conceptual resemblance between the performance test questions and the central concepts from the texts and on the moment of testing. Additional research should shed some light on the instructional conditions required to teach students how they themselves can initiate and perform learning activities aimed at conceptual change

Constructivist learning theories and complex learning environments

Contains fulltext : 64031.pdf (publisher's version ) (Open Access