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Digital dabei! - auch Kinder und Jugendliche mit einer geistigen Behinderung
Get PDFKinder und Jugendliche im Umgang mit digitalen Medien zu begleiten, ist für viele Eltern eine Herausforderung und mit Unsicherheit verbunden. Für Eltern von Kindern mit einer geistigen Behinderung stellen sich zusätzlich die Fragen, ob und wie ihr Kind mit digitalen Medien umgehen kann und soll. Die Broschüre «Digital dabei!» möchte diese Eltern ermutigen, ihre Kinder im Umgang mit digitalen Medien zu begleiten und konkrete Tipps geben
Boost your brain, while having a break! The effects of long-term cognitively engaging physical activity breaks on children’s executive functions and academic achievement.
Get PDFClassroom-based physical activity (PA) is gaining attention in terms of its potential to enhance children’s cognitive functions, but it remains unclear as to which specific modality of PA affects cognitive functions most. The aim of the study was to examine the effects of qualitatively different PA breaks on children’s cognitive outcomes. Children (N = 142) aged between 7 and 9 years were allocated to a 20-week classroom-based PA program, with either high physical exertion and high cognitive engagement (combo group), high physical exertion and low cognitive engagement (aerobic group), or low physical exertion and high cognitive engagement (cognition group). Executive functions (updating, inhibition, shifting) and academic achievement (mathematics, spelling, reading) were measured pre- and post-intervention. Results showed that the combo group profited the most displaying enhanced shifting and mathematic performance. The cognition group profited only in terms of enhanced mathematic performance, whereas the aerobic group remained unaffected. These results suggest that the inclusion of cognitively engaging PA breaks seem to be a promising way to enhance school children’s cognitive functions
Klimawandel und Klimapolitik: Lernmedium für die Sekundarstufe II und Informationen für Lehrpersonen
No full textExtending belief research to adult basic education: an exploration of some adult educators’ beliefs about numeracy and its teaching
Get PDFWhile belief research has become an integral part of the educational research agenda, it has been uneven. One neglected area is the beliefs of adult education teachers. Focusing on five such teachers working in adult basic education and teaching numeracy in Switzerland, this exploratory study uses different data to describe their beliefs about numeracy and its teaching. It is shown that this group holds clearly different views from other groups of adult teachers and it is argued that extending belief research to this target group using different approaches could contribute to a wider knowledge base on beliefs in general
Adolescents’ Perceptions of the Psychological Distance to Climate Change, Its Relevance for Building Concern About It, and the Potential for Education
No full textOne of the greatest challenges of this century is climate change. Unfortunately, it is still unclear how to motivate people to engage in environmentally friendly behaviour. To be effective, education and communication strategies must take into account people’s perceptions and beliefs. A root difficulty is that the general public tends to perceive climate change as a psychologically distant phenomenon —something that, if at all, happens not here, not now, and not to oneself. In this study, we explored perceptions of psychological distance to climate change with a highly relevant but so far overlooked population —adolescents. Swiss adolescents (N = 587) perceived climate change to be a certain and present risk. However, they perceived climate change to affect other places and other people more than themselves. Regression analysis revealed a significant inverse relationship between distance and concern: respondents who felt psychologically closer to the phenomenon expressed greater concern. The findings contribute to the understanding of how young people perceive climate change, which should assist in designing education strategies to make it more salient for individual behaviour
Kompetenzorientierter Bewegungs- und Sportunterricht: Fachdidaktische Grundlagen und methodische Umsetzung.
No full textDie aktuellen Lehrpläne fordern kompetenzorientierten Bewegungs- und Sportunterricht. Allerdings bleibt deren Umsetzung offen, was für Sportlehrpersonen eine Herausforderung darstellt. Basierend auf einer systematischen Literaturrecherche fasst dieser Beitrag die fachdidaktischen Grundlagen sowie Möglichkeiten zur methodischen Umsetzung kompetenzorientierten Bewegungs- und Sportunterrichts zusammen
