A method for sequencing instructional objectives which minimizes memory load

A Gagné-style learning hierarchy often permits a large number of alternate linear arrangements (sequences) of instructional objectives. An alternative is described here to traditional methods of choosing between sequences. Its premise is that, for every sequence, a value temed thememory load can be calculated which is theoretically related to the probability that students will fail to recall prerequisite objectives. A graph theoretic approach is taken in presenting an algorithm which generates a minimal memory load sequence from a learning tree, a restricted but frequently encountered type of learning hierarchy. In order to assess the effectiveness of the algorithm in generating low memory load sequences when given hierarchies which are not trees, it was applied to several published examples of learning hierarchies. The results indicated that the algorithm is effective as an heuristic, especially when combined with a hill-descending procedure which attempts to incrementally improve the generated sequence.     

Fundamental principles for teaching by objectives

THE MAGIC ORANGE TREE AND OTHER HAITIAN FOLKTALES collected by Diane Wolkstein, illustrated by Elsa Henriquez. New York: Alfred A. Knopf, Inc., 1978. 192 pp. $6.95.

DECISIVE WRITING: AN IMPROVEMENT PROGRAM by L. P. Driskill and Margaret Simpson. Fair Lawn, NJ: Oxford University Press, 1978. 304 pp. $5.00.

THE WORLD OF LEARNING 1977–78. Detroit, MI: Gale Research Co, 1977. Two volumes, 2,036 pages. $73.50/set.

I CAN BE ANYTHING by Joyce Slayton Mitchell. New York: The College Board, 1978. 336 pp. $7.95.     

Defining and Operationalizing Appropriation for Science Learning

The goal of this article is to contribute to understanding the interplay between students' disciplinary engagement and their identity construction. The term appropriation, borrowed from scholars in linguistics and education, was chosen to capture this broader sense of productive learning that sits at the nexus of disciplinary engagement and identity. Appropriation implies deep conceptual understanding, but it also involves a reflexive process of transforming scientific discourse in a way that is authentic and personal. The core aim of this article is to turn the term appropriation into a theoretical construct by means of an analytic process of defining, operationalizing, and testing the definition against student interview and classroom data. Five discourse markers for operationalizing appropriation were discovered through this process. Appropriation, in our study, implies students’ discourse is (A) an expression of a personal “signature“ idea, (B) grounded in the discipline, (C) thick, in that it involves a metacognitive and epistemological dimension, (D) non-incidental, in the sense of being consistently used throughout classroom activities, and (E) a carrier of social relationships, in that it positions the student within classroom. The study is grounded in an extended intervention on thermodynamics in an Italian secondary school class (grade 12).     

Defining attitude for science educators

A distinct and complex definition of attitude is evolving within the literature. A mental readiness to respond and a correlational consistency between attitude and behavior—although controversial and in need of further study and analysis—remain viable subcomponents within the definition. Most agree that evaluation is the heartbeat of attitude. The impact of social influence on attitudes is becoming increasingly important. Attitudes are learned and not inherited.     

整系数多项式不可约判别法

多项式在有理数域上可约的问题可以归结到整系数多项式能否分解成次数较低的整系数多项式的乘积的问题．Kronecker和Eisenstein分别给出了整系数多项式在有理数域上是否可约的判别方法，本文给出了另外一个判别整系数多项式不可约的判别法，对Eisenstein判别法予以补充．     

On the predictive value of entry-level skills for successful studying in medical school

How to select medical students who will be successful during different study phases as well as later in their profession is a difficult problem. This study focuses on the predictive value of students' entry-level skills measured by three multiple-choice science tests, the secondary school matriculation examination, and 'Learning-from-text' (LFT) tasks which were designed to measure critical thinking skills.The subjects (N = 109) were those medical students who were accepted in the University of Helsinki Faculty of Medicine in 1988. The results showed that the three science tests predicted the medical course grades. Further, a LFT task intending to measure the ability to pull together the essentials of a text predicted the pace of studying during both basic and advanced studies. LFT tasks intending to measure the deepest level of learning, i.e., the application of knowledge, predicted the grades obtained for the advanced courses.     

做好就业工作的有效措施

近几年来,由于企业减员增效,毕业生数量增大等原因,就业市场供大于求的问题十分突出,毕业生就业形势越来越严峻,就业已经成为高职院校的最大难题。提高毕业生的就业率,不仅关系到人力资源能否得到合理的利用,而且也直接关系到学校的生存与发展。对此,我们主要做了以下几方面的工作:     

英语中的缩写词与缩略词

The designer(设计者)of apple computer,steven jobs,was not quite successful(成功的)in his early years.he was not among the best students at school,and from time to time he got into truble with either his schoolmates or his teachers.but he was full of new ideas,     

Learning objectives for science practicals at traditional and distance universities

This study is designed to determine whether, and to what extent, the perceived importance of objectives of undergraduate practicals in the Natural Sciences is dependent upon the type of institute at which practicals are given. The two dimensions used in this research to discriminate between types of institutes are type of education offered (face‐to‐face versus correspondence) and type of programme offered (monodisciplinary versus interdisciplinary). For this reason, distance universities throughout the world (DUs) and more traditional, residential universities (RUs) in The Netherlands were compared. Special attention has been paid to the Open university of The Netherlands (OuN). The results show that RUs and DUs approach practicals in a very similar manner with both of them differing in a number of respects with the OuN. Implications of this research for the use of practicals in a curriculum in the Natural Sciences are presented.     

Defining Computational Thinking for Mathematics and Science Classrooms

Science and mathematics are becoming computational endeavors. This fact is reflected in the recently released Next Generation Science Standards and the decision to include “computational thinking” as a core scientific practice. With this addition, and the increased presence of computation in mathematics and scientific contexts, a new urgency has come to the challenge of defining computational thinking and providing a theoretical grounding for what form it should take in school science and mathematics classrooms. This paper presents a response to this challenge by proposing a definition of computational thinking for mathematics and science in the form of a taxonomy consisting of four main categories: data practices, modeling and simulation practices, computational problem solving practices, and systems thinking practices. In formulating this taxonomy, we draw on the existing computational thinking literature, interviews with mathematicians and scientists, and exemplary computational thinking instructional materials. This work was undertaken as part of a larger effort to infuse computational thinking into high school science and mathematics curricular materials. In this paper, we argue for the approach of embedding computational thinking in mathematics and science contexts, present the taxonomy, and discuss how we envision the taxonomy being used to bring current educational efforts in line with the increasingly computational nature of modern science and mathematics.     

善治的三维定位

善治可以分别做出形式定义和实质定义。目前大多数文献涉及的主要是实质定义,而且这些实质定义往往表现为与具体语境、实践领域和理论视角等密切相关的工作定义。从哲学的立场上看,需要从本体论、方法论和实践论上引入三对范畴来分别对善治的不同定义进行澄清,即事实与价值、分析与综合、描述与规范。把握善治的基本规定要根据事实与价值这对范畴,而对善治的构成要素的说明需要分析与综合这对范畴,描述与规范这对范畴则是阐明善治的具体意义所不可或缺的。善治在三维定位中其概念本质得以彰显,基本逻辑结构得以揭示,同时形成共同的善治理念和建构统一的善治理论所面临的主要问题得以呈现。