How Can You Ride?

一天．丁丁放好 自行车去上班了。 于是，第二天他又买了一 辆自行车。他还在上面安上了 三把锁．留下一张纸条：How can you steal? '■■■r 当他下班时．发现自行车不见了。 谁知那个小偷也在这辆车 上安了一把锁．也留了一张纸 条：How canyouⅢ∽How Can You Ride?@王秋月     

How Can You Find Something to Eatin the Dark?

BalzacwasagreatFrenchwriterbuthewasverypoorbeforehewasfamous.Helivedinadirty,wetroomandoftenworriedaboutfood.Allhisfriendswereaspoorashe.Onenightitwasverycold.Thewindwasblowinganditwassnowingheavily.Balzacwenttobedearly,buthecouldntfallasleep.Hedidnthaveanythingforsupper.Andhedidntknowwheretogetfoodforhisnextbreakfast.Hethoughtandthought,buthecouldnthaveagoodidea.Atmidnighthesawamangetinthroughthebrokenwindow.Themanbegantostealfromhisbookshelf.Balzacgotupquietly,litalightandsaid,“Dontwast…     

Using Science Biographies to Understand Science: Why and How?

Science & Education -     

Evaluating instructional programs: How much is enough?

Instructional developers need to determine the degree of economically justifiable rigor for evaluating instructional products. Rigorous evaluation, involving outside evaluators, random assignment of masses of individuals from well-defined populations, and massive amounts of data, is often beyond their means. At the opposite extreme, representing no evaluation at all desite the size of consumer market, are most standard educational materials. A successive approximations scheme to empirical determination of effectiveness is needed, with consumers aware of the risks involved. The fear to “teaching to the test” (recently termed “wholly indefensible”) conflics with the basic assumptions of the teachonology of instruction and with the achievement of accountability of the instructional system to its consumers.     

教育数字化转型:Why What How?

为什么教育要数字化转型?教育是社会系统非常重要的部分,社会转型离不开教育的转型。当前,人类社会正在经历两方面转型:一是以数字技术为代表的新兴生产力所驱动的经济社会数字化转型;二是人类可持续的生存发展所牵动的可持续发展转型。这两个转型交织在一起,形成双重转型。习近平主席在2014年国际工程科技大会上的演讲中指出,新一轮科技革命和产业变革将同人类发展形成历史性交汇。     

The cognitive relevance of Indigenous and rural: Why is it critical to survival?

Using two case studies of children’s knowledge, this paper sheds light on the value, diversity, and necessity of Indigenous and place-based knowledge to science and engineering curricula in rural areas. Rural contexts are rich environments for cultivating contextual knowledge, hence framing a critical pedagogy of teaching and learning. Indigenous and rural place-based knowledge are nuanced and pragmatic in character, and offer solutions to both local and global challenges. Two case studies, drawn from the experience of Lakota and Dakota communities and rural New York State, demonstrate the need to conserve, transmit, and contribute to Indigenous and rural knowledge through experiential and place-based education that bridges the gap between children’s knowledge and global STEM. This knowledge is inherently diverse in its complexity and connectivity to habitat, and when viewed in this light, has the capacity to transform our perspectives on educational practices and policies as well as our overall outlook on conserving both ecological as well as cultural diversity worldwide. Because diversity and knowledge are necessary for the survival of life on this planet, an enriched concept of pedagogical pluralism, in terms of multiple ways of knowing, is a necessity.     

To Study or to Sleep? The Academic Costs of Extra Studying at the Expense of Sleep

This longitudinal study examined how nightly variations in adolescents’ study and sleep time are associated with academic problems on the following day. Participants (N = 535, 9th grade M_age = 14.88) completed daily diaries every day for 14 days in 9th, 10th, and 12th grades. Results suggest that regardless of how much a student generally studies each day, if that student sacrifices sleep time to study more than usual, he or she will have more trouble understanding material taught in class and be more likely to struggle on an assignment or test the following day. Because students are increasingly likely to sacrifice sleep time for studying in the latter years of high school, this negative dynamic becomes increasingly prevalent over time.     

Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help?

This article proposes 7 core affordances of technology for collaborative learning based on theories of collaborative learning and CSCL (Computer-Supported Collaborative Learning) practices. Technology affords learner opportunities to (1) engage in a joint task, (2) communicate, (3) share resources, (4) engage in productive collaborative learning processes, (5) engage in co-construction, (6) monitor and regulate collaborative learning, and (7) find and build groups and communities. We elaborate our framework using in-depth explorations of how technologies are actually used to support collaborative learning in CSCL research and identify representative design strategies and technology examples. While technology can play an important role in addressing the demands of collaborative learning, it needs to be considered in conjunction with pedagogical strategies and other social and cultural supports for collaborative learning. The supports also need to remain at an appropriate level so as not to interfere with long-term learning goals.     

“You Have to Know Why”: The Influence of Different Curricula on Nursing Students' Perceptions of Nursing

The need in modern healthcare for professionals who are self‐directed and autonomous has increased in recent decades. Problem‐based learning is spreading in nursing education as one strategy for meeting these demands. This article deals with the relationship between the design and execution of nursing education curricula and students' understanding of nursing. The aim of the study was to examine nursing students' perceptions of nursing, comparing a problem‐based curriculum to a conventional curriculum. Students were asked to write narratives about nursing. Forty‐three narratives were analyzed using the phenomenological hermeneutic method. Differences between the two groups were found in terms of both structure and content. Problem‐based learning students stressed more the theoretical aspects of nursing. The study shows that educational design might be of great importance to how students understand nursing. Extensive research is needed to further explore the findings, especially related to clinical practice following graduation.     

The simultaneous production of educational achievement and popularity: How do some pupils accomplish it?

In spite of research showing that pupils—particularly boys—tend to experience tension between high academic achievement and popularity with peers at school, some pupils continue to maintain simultaneous production of both. This article focuses on a sample of 12–13 year‐old pupils, identified as high achieving and popular, to examine classroom subjectivities, with attention to their practices around gender and educational achievement. Data are drawn from a qualitative study funded by the Economic and Social Research Council, which involved observation of classes at nine different co‐educational state schools in England, and interviews with 71 high‐achieving pupils, including 22 that were identified as high achieving and popular. The study findings belie the notion that high‐achieving pupils necessarily jeopardise their social standing with classmates. However, it also demonstrates the importance of embodiment and even essential attributes in productions of subjectivity that successfully ‘balance’ popularity and achievement. Nevertheless, high‐achieving and popular pupils are shown to undertake significant identity work, employing particular gendered performances and practices in order to maintain this simultaneous production.     

How Can We Show You,If You Can't See It? Trialing the Use of an Interactive Three-Dimensional Micro-CT Model in Medical Education

Teaching internal structures obscured from direct view is a major challenge of anatomy education. High-fidelity interactive three-dimensional (3D) micro-computed tomography (CT) models with virtual dissection present a possible solution. However, their utility for teaching complex internal structures of the human body is unclear. The purpose of this study was to investigate the use of a realistic 3D micro-CT interactive visualization computer model to teach paranasal sinus anatomy in a laboratory setting during pre-clinical medical training. Year 1 (n = 79) and Year 2 (n = 59) medical students undertook self-directed activities focused on paranasal sinus anatomy in one of two laboratories (traditional laboratory and 3D model). All participants completed pre and posttests before and after the laboratory session. Results of regression analyses predicting post-laboratory knowledge indicate that, when students were inexperienced with the 3D computer technology, use of the model was detrimental to learning for students with greater prior knowledge of the relevant anatomy (P < 0.05). For participants experienced with the 3D computer technology, however, the use of the model was detrimental for students with less prior knowledge of the relevant anatomy (P < 0.001). These results emphasize that several factors need to be considered in the design and effective implementation of such models in the classroom. Under the right conditions, the 3D model is equal to traditional laboratory resources when used as a learning tool. This paper discusses the importance of preparatory training for students and the technical consideration necessary to successfully integrate such models into medical anatomical curricula.     

Do You See Any Difference in the Kind of Friendship You Can Have with a Man and with a Woman?

上一讲,我们谈了提高口语水平的一种练习形式——扩展练习。这个练习的目的是帮助学生扩大口头表达的语言单位,提高我们驾御英语的能力,使表达连贯、充分、而又丰满。语言形式在实际使用中变化万千;同样的一个意思往往因人、因情景、因内容、因对象等的不同而需以不同的方式、句式、和音调来表达。若不论什么情况都使用规律演绎出的单调的形式或近似的形式,讲话的目的非但达不到,还会传递     

How Can Brain Research Inform Academic Learning and Instruction?

This paper explores the potential of neuroscience for improving educational practice by describing the perspective of educational psychology as a linking science; providing historical context showing educational psychology’s 100-year search for an educationally relevant neuroscience; offering a conceptual framework for the connections among neuroscience, cognitive science, educational psychology, and educational practice; and laying out a research agenda for the emerging field of educational neuroscience.     

How Can Student Success Support Teacher Self-Efficacy and Retention?

High-stakes testing has driven the way that educators deliver instruction. Historically, standardized testing has been in existence since the 1800s, but the impact of accountability was not recognized until the late 1970s. Science educators are trying to balance the requirements of state assessments with creative and meaningful curricula. Inquiry-based science instruction has led the way in assisting students in the process of discovering knowledge for themselves instead of simply being asked to recall information. Inquiry learning promotes creativity by increasing motivation, wonderment, and curiosity. The author proposes that inquiry is the key to enhancing creativity, while still meeting the demands of standardized testing.