Learning to use scientific concepts

In responding to the research on conceptual change, this article attempts to make two points. First, scientific concepts are not possessed by individuals; rather, they are part of a culture’s resources, which individuals learn to use for their own or for group purposes. Second, particular concepts are most effectively mastered when the learner is deeply engaged in solving a problem for which they function as effective semiotic tools in achieving a solution. On these grounds, it is argued that the mastering of scientific concepts is best achieved through learning to use them in motivated inquiry.

How to use animation in computer assisted learning

While animation has been used in some form since the beginning of microcomputer-based instruction, there has been only limited research concerning appropriate strategies for integrating this instructional option with a specific lesson. The author provides a summary of research on the effectiveness of animation as an instructional tool, suggests general guidelines concerning methods for implementing animation within specific materials delivered by computer, and lists a number of examples where the use of this strategy is warranted.     

Use of a computer simulation to develop mental simulations for understanding relative motion concepts

Think aloud interview protocols from three high school post-physics students who interacted with a relative motion computer simulation presented in a predict-observe-explain format are analysed. Evidence is presented for: qualitative and quantitative difficulties with apparently simple one-dimensional relative motion problems; students' spontaneous visualization of relative motion problems; the visualizations facilitating solution of these problems; and students' memory of the on-line simulation used as a framework for visualization of post-test problems solved off-line. Instances of successful and unsuccessful mapping of remembered simulation features onto target problems are presented. Evidence from hand motions and other indicators suggesting that the subjects were using dynamic imagery in mental simulations during the treatment and post-test is presented. On the basis of these observations, it is hypothesized that for successful students, dissonance between their incorrect predictions and simulations displayed by the computer initiated the construction of new ways of thinking about relative motion, and that the memory of certain simulations acted as an analogue 'framework for visualization' of target problems solved off-line after the intervention. In such cases we find that interaction with a computer simulation on-line can facilitate a student's appropriate mental simulations off-line in related target problems. Implications for design and use of educational computer simulations are discussed.     

Student use of a computer

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Student use of a computer

     

The use of reverse engineering to analyse student computer programs

In this paper, an explanatory program understander that can analyse student solutions for programming assignments is described. The approach uses a number of reverse engineering techniques and is grounded on a cognitive model of procedural programming knowledge. It will be shown that, through the use of reverse engineering techniques, a lot of feedback (e.g. on errors) can be generated without having to use any prior knowledge on what the program is supposed to do. When such information is available, problem-specific feedback can also be generated. Furthermore, the use of the cognitive programming concepts allows one to specify the errors in an understandable way using exactly the same words and concepts as human programmers. This opens interesting possibilities for other uses of the proposed program understanding technique described in this article.     

Deaf persons and computer use

Deaf person's computer use was studied (N = 227). Respondents self-administered a survey in their preferred language (voice, American Sign Language, captions, or printed English). A small nonparticipant sample was also recruited. Demographics were consistent with those in other studies of deaf people: 63% of respondents reported computer use, mostly at home; 50% of nonparticipants reported computer use. Subjects with hearing loss due to meningitis were less likely to use computers (p = .0004). Computer use was associated with English usage at home (p = .008), with hearing persons (p = .002), and with physicians and nurses (p = .00001). It was also associated with the use of Signed English as a child to communicate (p = .02), teacher use of Signed English (p = .04), and teacher use of ASL (p = .03). Two thirds of respondents reported using computers, though nonresponder data suggested less use among all deaf persons. Computer use was associated with English use and inversely associated with hearing loss due to meningitis.     

近代江南棚户的社会历史学考察

随着近代工业化的进程,社会分化进一步加剧,大量民众被抛到社会的最底层,沦为棚户。他们自成一区,生活在城市的偏远角落,内部结构具有相对封闭性,是一个特殊的社会群体;其生活状况表明他们是极端贫困化的典型。随着棚户区的不断蔓延引发了许多社会问题,社会各界通过自己的方式,或取缔或救助,为解决棚户问题做出尝试。     

民办高校计算机专业应用型人才培养模式的研究

高等教育是培养社会专业人才的重要来源,民办高校在高等教育所占比重越来越大,对于当前网络工程专业所需的计算机专业型人才也是重要的培养地。本文根据民办高校的教学特点和人才培养理念,对现今计算机人才培养模式结构和教学体系进行探讨,寻找适合培养计算机专业型人才的新教学方式。     

艾宾浩斯遗忘曲线在计算机基础教学中的应用

根据艾宾浩斯遗忘曲线,进行计算机基础教学必须掌握两个要点：及时复习和掌握规律。     

从“商务英语”及其别称看商务英语内涵的变化与发展

商务英语并不是最近几十年才出现的新名词,而是有着五百多年的传统,不过传承至今,在其内涵、形式等方面都有着一些较为深刻的变化和发展。与这些变化相呼应,术语＂商务英语＂也有着一些不同的称谓,而这些称谓彼此间不完全是同义词,因为它们承载、反映了商务英语发展过程中的一些不同的历史、社会等信息。     

在应用型大学开展计算机网络实验课程的探索

在应用型大学开展计算机网络实验课程教学,需要确立课程设计思想、构建完善的网络软硬件实验环境、设计一套完整的实验内容,目的在于培养全面发展的应用型网络技术人才,更好地服务于地区经济建设。     

农奴制是古代社会历史发展的主线——关于农奴制和奴隶制关系的思考

农奴制和奴隶制既具有双向先后相继关系,又具有并行产生发展关系.亚细亚生产方式是东方农奴制生产关系.可以把马克思的“概述”表述为东方农奴制,古希腊罗马奴隶制,西欧中世纪农奴制和贤本主义雇佣奴隶制.农奴制具有世界范围的空间广泛性和时间长期性,而奴隶制只具有局部性和短暂性.重新审视奴隶制和农奴制二者的关系,可以给我们多方面的启示.     

浅谈计算机在教学管理中的应用

本介绍了一种利用计算机管理教学的方法,用这种方法既能较好的完成任务,又能提高效率,产实例说明用Windows环境下运行的Office组件中word和Excel进行成绩管理的过程。     

应用型本科院校计算机专业创新人才培养研究

为破除学生素质、学校资源以及传统教学方式惯性等因素造成的障碍,应用型本科院校可以从专业设置、课程体系、授课模式、教师队伍建设、学生课外活动和资源投入模式等6个方面进行改进,以培养符合社会需要的计算机专业创新应用型人才.