A comparison of the affect of two types of student behavior with manipulatives on the development of projective spatial structures

The primary problem investigated was whether examining materials from a variety of perspecitives enhances the development of projective spatial abilities more than examining materials from a single perspective. A secondary consideration dealt with gender effects. One hundred and five (56 females and 49 males) fifth grade students were randomly assigned to one of four groups. Two teachers taught two classes apiece-one receiving instruction encouraging examination of materials from a single perspective, the other from multiple perspectives. All four groups received instruction consisting of access to manipulatives-SCIIS, 2nd edition, Level 5. Instruction occurred twice a week, 45 minutes per session, for 6 weeks. The experimental design was the Solomon Four Group Design. A Battery of 8 Piagetian-type tasks were used to assess possession of the projective groupings. The main and interactive effects of pretesting were determined to be negligible, while the treatment was determined to have a statistically significant effect on the development on projective spatial abilities. Gender was determined to have no direct effect on the dependent variables.     

Fostering spatial abilities of middle school students through augmented reality: Spatial strategies

Education and Information Technologies - In school mathematics, representations of solid figures and three-dimensional geometric objects generally rely on two-dimensional projective representation...     

微生物学实验教学实践与学生综合能力培养

本文介绍在微生物学实验教学实践中,采取精选实验内容、拓展实验项目内涵、注重教学内容的系统性和连贯性、开设综合性和设计性实验、交替安排个体性实验与团体性实验、制定考核标准等一些有效的改革措施,促进实验教学有序有效地进行。注重启发式教学,增强学生的自信心和学习兴趣,从而促进学生创新能力和综合素质的提高。     

Logical operations and role-taking abilities in two cultures: Norway and Hungary.

9 Piagetian measures of conservation, classification, and role taking, and a task designed to test verbal egocentrism were administered to children in 3 social settings in rural Hungary. The work is an extension of research carried out by Hollos and Cowan in Norway. In each setting 45 male and female children with equal numbers of 7-, 8-, and 9-year-olds were tested. Factor analysis yielded a logical-operations factor and a role-taking factor. Age and setting effects were significant for both factors. The socially isolated children performed less well on role-taking tasks but did significantly better on logical operations at all ages than village and town children. The results are almost identical with the findings of the Norwegian study, further supporting a threshold hypothesis regarding the amount of social interaction needed for the development of logical operations. Language stimulation and the effect of linguistic role marking in Hungarian do not seem to be significant factors, nor is schooling.     

A comparison of two types of computer support for reading development

The claims for the educational benefits of multimedia supported software are positive but largely untested. Can such claims be justified with specific reference to support for the development of reading skills? This paper presents evidence of learning outcomes in the area of reading from the use of software incorporating two very different styles of learning, structured sub‐skills tutoring (using an Integrated Learning System) versus free reading (using a talking book), but which both heavily exploit multimedia presentation. The message from these two studies is complex. Learning does occur but differential performance gains compared to more traditional teaching are not assured. Secondly, these studies show that current debates about whole‐word versus phonological skills teaching can be overshadowed by characteristics of the software other that of the mode of teaching, and by organisational choices and constraints within the classroom.     

Cognitive efficiency: A conceptual and methodological comparison

Cognitive efficiency (CE) is generally defined as qualitative increases in knowledge gained in relation to the time and effort invested in knowledge acquisition. Across disciplines, limited consensus exists concerning the conceptual and measurement properties of CE partly because some researchers indiscriminately use the construct of CE to describe neurological, instructional, performance, and learning efficiency. In this study, two models of measuring CE, the likelihood model (Hoffman & Schraw, 2010), and the deviation model ( [van Gog and Paas, 2008] and [Paas and van Merri?nboer, 1993]) were used to compare problem-solving outcomes and determine if different conceptual models of CE measure the same or different efficiency constructs. The two models yielded uncorrelated scores using the same data. Further, regression analysis revealed that unique variance associated with effort, self-efficacy judgments, and background knowledge differed according to the measurement model used, suggesting that either each measurement approach assessed a different facet of CE, or the efficiency constructs measured were altogether different. Practical applications of CE research for teaching and learning are discussed.     

A conceptual framework for understanding the transitions in perceptions of external students

Most student withdrawals from studying at a distance are for personal reasons. This paper is an attempt at clarifying and analysing the reasons from a more subjective perspective than the often‐used survey. The first step in this process is to identify the students’ perceptions of their situation, as they make the necessary transitions from non‐student to student.

The study endeavours to outline a conceptual framework for investigating these transitions, with its main emphasis being on the interpretation of the students’ perspective of the influences acting on them. The next step would be to use this information as a basis for more systematic (rather than intuitive) specialised counselling of distance education students.     

教育近代化思维发展的逻辑形态特征探析

从传统向近现代教育转型的过程中,思维实践过程与思想理论发展呈现出阶段性的鲜明特征,这充分体现出教育近代化思维发展的逻辑形态特征及其内在本质。教育近代化思维发展的逻辑形态特征具体反映在三个方面,即对外开放思维发展的逻辑模式、西学本土化的逻辑过程,以及传统及其内外部现代性因素交互影响与作用的逻辑关系。     

论大学生创新能力的培养

随着社会经济的发展和全球化趋势的临近,我们的人才培养也必须跟上时代的步伐,积极培养创新型人才,走人才创新战略道路,使我们培养的人才队伍能符合社会的要求;符合全球化的要求。     

Learning from multimedia presentations: Facilitation function of animations and spatial abilities

Animations may facilitate learning by providing external support for visual–spatial mental processing. Facilitation is challenged by findings that demonstrate involvement of spatial abilities in learning from animations, because this involvement indicates active internal visual–spatial processing. In the present study, learners attended to a system-paced multimedia presentation in which a verbal–auditory explanation was concurrently synchronized either with animation, with static core pictures, or with enriched static pictures that showed additional intermediate steps and arrows indicating motion. Results demonstrated better learning success with animations and with enriched static pictures than with static pictures. Spatial abilities were not substantively related to learning success with animations or with static pictures, but they played a crucial role for learning success with enriched static pictures. It is concluded that active visual–spatial processing was recruited with enriched static pictures. With animations, learning was truly facilitated by external support for visual–spatial mental processing.     

A study of conceptual development in early childhood

This paper reports part of a study which investigated young children's conceptions of scientific and technological phenomena and the conceptual change that occurs during the teaching of science in pre-school, Transition/Year One and Year Two/Three classrooms. Science lessons from each school/centre were audio and video taped for a period of six months. Informal interviewing of teachers occurred in direct response to lessons observed. Informal interviewing of children was conducted to determine current scientific thinking in relation to the science lessons presented by the teacher. Two main elements emerged. First, different types of teacher-child interactions were evident during the science lessons observed and it was found that specifically focused interactions led to conceptual development in young children. Second, children's views (whether scientific or not) were maintained over a three month period.     

提高大学生口语表达能力的探讨

简要阐明了口语表达能力是21世纪大学生生存与发展的需要,甚至关系到国家兴衰,企业成败的关键所在,分析了现今大学生口语表达能力的现状及原因,指出了提高大学生口语表达能力的方法措施.     

Ethnotheories of development and education: A view from different cultures

Cultures differ according to the type of competences adults encourage in infants, the age at which these competences should be acquired and the level of expertise that should be reached (Hess & al., 1980). Consequently, three main criteria are involved in the shaping of the infant’s environment: the age at which some particular behavior are expected, the presume most appropriate time to initiate various activities with the infant, and the beliefs in the possibility of influencing some aspects of development. To discuss this problem we worked on naive conception of development assessed through semi-structured interviews and focussed questionnaires. Data were collected in 3 cultures: French, Bambara (Mali) and Bakongo (Kongo-Brazzaville). The results show that Bambara and Bakongo mothers have clear cut idea of development and relevant educational practices that rely upon traditional and empirical knowledge about the infant. French mothers are greatly influenced by medical and psychological modern knowledge.     

旅游意境地图与旅游建设研究

旅游意境地图由旅游地映象和距离两个基本因素构成,是旅游决策的重要依据,也是旅游地建设中不可忽视的影响因素.     

网络时代研究生创新能力的培养

在网络化时代，传统的研究生教育模式将受到严峻的挑战。创新能力的培养，也将成为提高研究生教育质量的核心内容和关键所在。章认为培养研究生的知识创新和技术创新能力，必须注重从人格精神、思维方式和行动能力三方面入手，把研究生创新能力的培养贯穿于整个教学过程中。在此基础上，探讨了培养研究生创新能力的路径问题。     

A study of the relationship between learning styles and cognitive abilities in engineering students

Learning preferences have been indirectly linked to student success in engineering programmes, without a significant body of research to connect learning preferences with cognitive abilities. A better understanding of the relationship between learning styles and cognitive abilities will allow educators to optimise the classroom experience for students. The goal of this study was to determine whether relationships exist between student learning styles, as determined by the Felder-Soloman Inventory of Learning Styles (FSILS), and their cognitive performance. Three tests were used to assess student's cognitive abilities: a matrix reasoning task, a Tower of London task, and a mental rotation task. Statistical t-tests and correlation coefficients were used to quantify the results. Results indicated that the global–sequential, active–referential, and visual–verbal FSILS learning styles scales are related to performance on cognitive tasks. Most of these relationships were found in response times, not accuracy. Differences in task performance between gender groups (male and female) were more notable than differences between learning styles groups.     

大学生学习能力及其培养

以学习和大学生学习能力为切入点,对其含义进行了阐述;通过对大学生学习观念、学习方法的分析,提出培养大学生学习能力的模式,即:创造性学习、研究性学习、合作性学习、指导性学习、实践性学习。     

The fine-grained spatial abilities of three seed-caching corvids

We used a psychophysical method to examine the ability of three corvid species to discern fine-grained spatial information. Nutcrackers, pinyon jays, and scrub-jays were required to discriminate the distance between two landmarks on a computer screen in an operant chamber. All three species were able to discriminate between arrays that differed by 20 mm; the discrimination gradients for scrub-jays and pinyon jays were sharper than those for nutcrackers, however. The results suggest that differences in spatial memory among these species are not related to differences in fine-grained perception.     

高职学生科学就业与高素质技能人才培养

基于对高职学生就业状况和存在问题的分析,高职院校只有转变观念,调整措施,进一步优化"订单式"人才培养计划,培养高素质技能人才,才能提高高职院校办学效益和人才培养质量,确保学生科学就业.