The design,use and evaluation of hypermedia flashcards as a teaching tool

TechTrends - We find h-cards to be a popular and versatile addition to a wide variety of introductory and advanced courses. The use of client-side JavaScript means that you can use hcards...     

外来词的规范与使用

汉语中长期存在着外来词的使用规范问题,引起有关部门重视。单独使用外文字母词既不合法、表达意义又不够明确,容易在言语交际中造成误解,因此,不应提倡单独使用外文字母词。应区分不同情况,规范使用外文字母词:有些外文字母词在汉语中已有对应的意译词语,就不应当再使用;有些外文字母词在汉语中一时难以作出简短而又明确的意译,应当在外文字母词后加汉语注释。规范使用带外文字母的词语可与规范使用外文字母词作同样处理。从汉语外来词溯源、形式及影响和规范四个角度看,外来词在使用中存在着外文化入侵及表意不清两大问题,外来词使用应该予以规范。     

Using Food Science Demonstrations to Engage Students of All Ages in Science,Technology, Engineering,and Mathematics (STEM)

Abstract: The overarching goal of the Science, Technology, Engineering, and Mathematics (STEM) Education Initiative is to foster effective STEM teaching and learning throughout the educational system at the local, state, and national levels, thereby producing science literate citizens and a capable STEM workforce. To contribute to achieving this goal, we have assembled six food science demonstrations for use at all educational levels and have presented these lessons to students at the elementary through higher education levels. The focus of this article is to share these food science demonstrations and our experiences using them so that others can use them for engaging students in STEM disciplines, through food science, at any educational level. Featured demonstrations include: (1) liquid nitrogen ice cream: a matter of changing phases, (2) seeing our senses work together, (3) whipping up the cream, (4) milk versus dark: what is the difference?, (5) counting calories by burning them, and (6) culinary spherification: the wonders of cross‐linking. Overall, our experience with using these demonstrations has been very positive. Students appear engaged in the learning process and love to consume the demonstration end products. Downloadable handouts containing demonstration details for each demonstration are available as supporting information.     

Gender Differences in Constructed Response Reading Items

To evaluate the effects of calculator use on performance on the SAT I: Reasoning Test in Mathematics, questions about use of the calculator on the test were inserted into the answer sheets for the November 1996 and November 1997 administrations of the examination. Overall, nearly all of examinees indicated that they brought a calculator to the test and about two thirds reported using them on one third or more of the math items. Some group differences in the use of calculators were observed with girls using them more frequently than boys and Whites and Asian Americans using them more often than other racial or ethnic groups. Use of calculators was associated with higher test performance, but the more able students were more likely to have calculators and used them more often. The results were analyzed further using multiple regression and differential item functioning procedures. The degree of speededness on different degrees of calculator use was also examined. Overall, the effects of calculator use were found to be small, but detectable.     

Metaphors in mathematics classrooms: analyzing the dynamic process of teaching and learning of graph functions

This article presents an analysis of a phenomenon that was observed within the dynamic processes of teaching and learning to read and elaborate Cartesian graphs for functions at high-school level. Two questions were considered during this investigation: What types of metaphors does the teacher use to explain the graphic representation of functions at high-school level? Is the teacher aware of the use he/she has made of metaphors in his/her speech, and to what extent does he/she monitor them? The theoretical framework was based on embodied cognition theory. Our findings include teachers’ expressions that suggest, among other ideas: (1) orientation metaphors, such as “the abscissa axis is horizontal”; (2) fictive motion, such as “the graph of a function can be considered as the trace of a point that moves over the graph”; (3) ontological metaphors; and (4) interaction of metaphors. We also show that teachers were not aware of using metaphors.     

爱让坚冰融化——谈自闭症学生的心理辅导

大一新生不同程度面临着从中学到大学的角色转变与适应问题。大多数的新生能够有效地调整自己,融入新的环境。但是也不乏有些严重自卑、不敢与人交往的学生,他们仇视社会和周围的人。如何做好他们的教育工作是高校辅导员的难题。在工作中作者通过以下途径来解决自闭学生的心理问题:寻找情感认同,建立信任感;改变他们的认知方式;从行动上改变。     

在日语写作中易出现的错误表达

学生在日语写作时由于受母语的影响经常出现一些错误的表达。这些错误的表达主要表现为：1．直接用汉字（母语）表达；2．用汉字的词义来表达日语的词义；3．按汉语的习惯来表达；4．对日语词汇的理解不透而与汉语混淆；5．不会正确使用日语特有的表达式；6．不会正确使用日语惯用型；7．对副词词义只知其一而不知其它，因此造成了错误的表达。要避免这些错误表达就应强化学生的外语思维，使其正确使用日文汉字及惯用型。     

The factor invariance of student ratings of instruction under three sets of directions

This research addressed itself to the issue of the validity of student ratings of instruction, describing and comparing the factor patterns obtained under three different sets of directions. Graduate education students (n=414) were randomly assigned to one of three conditions: administrator use, instructor use, and student use. Subjects in each condition received a different cover letter which explained the purported use to which their ratings were to be put and which asked them to rate their course and instructor on a 33-item rating scale. Data were factor analyzed using principal-axes factor method followed by an oblique transformation. The factor patterns obtained were then compared using the coefficient of congruence. While two clusters (organization/structure and rapport/interaction) emerged across all three conditions, a third cluster appeared which was unique to each condition. The coefficients of congruence obtained generally indicated that the factors could not be considered invariant across the three conditions.     

Analogy in Scientific Argumentation

Analogical reasoning has long been an important tool in the production of scientific knowledge, yet many scientists remain hesitant to fully endorse (or even admit) its use. As the teachers of scientific and technical writers, we have an opportunity and responsibility to teach them to use analogy without their writing becoming “overly inductive,” as Aristotle warned. To that end, I here offer an analysis of an example of the effective use of analogy in Rodney Brooks's “Intelligence Without Representation.” In this article, Brooks provides a model for incorporating these tools into an argument by building four of them into an enthymeme that clearly organizes his argument. This combination of inductive and deductive reasoning helped the article become a very influential piece of scholarship in artificial intelligence research, and it can help our students learn to use analogy in their own writing.

Every one who effects persuasion through proof does in fact use either enthymemes or examples: there is no other way. (Aristotle, 1984b, p. 26)     

An Experiment on Using Roles of Variables in Teaching Introductory Programming

Roles of variables is a new concept that captures tacit expert knowledge in a form that can be taught in introductory programming courses. A role describes some stereotypic use of variables, and only ten roles are needed to cover 99% of all variables in novice-level programs.

This paper presents the results of an experiment where roles were introduced to novices learning Pascal programming. Students were divided into three groups that were instructed differently: in the traditional way with no treatment of roles; using roles throughout the course; and using a role-based program animator in addition to using roles in teaching.

The results show that students are not only able to understand the role concept and to apply it in new situations but—more importantly—that roles provide students a new conceptual framework that enables them to mentally process program information in a way demonstrating good programming skills. Moreover, the use of the animator seems to foster the adoption of role knowledge.     

E-learning by design

Teachers in higher education throughout the world are making use of course-management systems (CMS) to support their courses. None of these teachers grew up with using a CMS; they must themselves learn how to use them effectively at the same time that they are using them with their students. While institutions commonly provide some sort of introductory workshop for CMS use, these workshops have limitations in terms of their transfer value into practice. In this paper we discuss an example of embedded justin-time support within the CMS itself to help teachers learn how to use a CMS efficiently but also so that both they and their students can take on new roles in the learning process. A new form of computer-based support for teaching and learning has emerged since the late 1990s. It is a system of integrated tools that makes use of both database and web functionalities in order to make a web environment available to support a course or learning event. One name for such a system is a course-management system (CMS). Course-management systems are new tools for teachers and thus teachers must learn how to use them in a technical sense as well as in a meaningful sense. By meaningful, we mean not only to increase the efficiency of participating in a course but also to enrich and extend learning processes.     

Using Mobile Technology in the Classroom: A Reflection Based on Teaching Experience in UAE

Smartphones are developing rapidly and continually with new features that make them widely used in many contexts. This paper is to reflect on students’ behaviours of using smartphones spontaneously (unplanned use) in the classroom, in a university in Dubai city in UAE. This reflection shall address the following questions: How can the instructors integrate smartphones into the classroom? How will they know that the students are using their phones in a way that relates to and enhances their learning? What are the implications and restrictions? The answers to these questions will illustrate that smartphones should be utilised as teaching tools since they support students’ learning; and therefore, should be allowed in the classroom.     

Une etude,a l'aide de graphes,de demonstrations mathematiques formulees par des eleves

In this paper we enlarge the scope of graphs of demonstration, using them to study students' proof formulations. First, we focus on the central problem which is the interpretation of student formulations. We study particularly the use of words we call signals (avertisseurs), whose function is to point out the logical structure of the demonstration. Secondly, we show, in the context of a problem in algebra, what this approach can offer: to show strategies underlying the students' proof formulations.     

Getting Grandma Online: Are Tablets the Answer for Increasing Digital Inclusion for Older Adults in the U.S.?

Using information and communication technologies (ICTs) can improve older adults’ quality of life. ICT use is associated with decreased feelings of loneliness and depression, along with increased feelings of independence and personal growth. However, limited access and low technological self-efficacy are key reasons why some groups, especially older adults, are excluded from being fully engaged in the digital world. In this study, we focus on older adults’ technological self-efficacy, which is related to their actual use of technology and the second level digital divide. Specifically, we examine: (a) how older adults decide to use a new technology, tablet computers; (b) how they conquer the barrier of technological self-efficacy through using tablets; and (c) the impacts of using this new technology in their lives. Twenty-one in-depth interviews were conducted with older adults residing in independent living communities in a medium-sized city in the Deep South region of the United States. Observational and enactive learning played important roles for older adults in using tablets. Seeing others use tablets, getting recommendations from family members, or having tablets given to them were the primary reasons they started to use tablet computers. The ease of use feature of tablets helped solve the problem of lacking technological self-efficacy. Using tablets helped increase a sense of connectedness. Tablet computers may be one way to increase digital inclusion among older adults.     

《楚辞》中的重言词

先秦《楚辞》中的重言词情况非常复杂。从构词类型看,可分为“叠字叠音单纯词”(A1A1)和“叠词重叠式合成词”(A2A2)两类,区分时可利用本证、旁证、训诂材料。“叠词重叠式合成词”(A2A2)又可以分为A的本义的重叠、引申义的重叠、假借义的重叠。楚辞中的四音节词AABB的构成情况也非常复杂,可分为三种情况:既可由AA BB而成,又可由AB扩展而成;只能是由AB扩展而成;由AA BB而成。     

论宋词中的陶渊明意象

宋词中的陶渊明意象宋词中有三种情况：直接用到陶渊明形象的本事意象、化用陶渊明诗文的话语意象和由陶渊明演生而采的文化意象，又可以分为归隐、饮酒、赏菊等三个主意象群。宋词中陶渊明意象的运用既与宋人对陶渊明的接受有关．也与词体观念的演变有关。词人在用到陶渊明意象时，或单用，或合用，有继承，有改造，丰富了宋词的艺术表现力。     

Video classification for video quality prediction

INTRODUCTION Video content will be the main contributor to the future traffic in multimedia applications. Camcorders, digital cameras and lately mobile phones with video capturing capabilities have resulted in a wide spreading of multimedia to the masses. Quality of the captured/rendered videos is likely to be the major determining factor in the success of the new multi- media applications as well as product differentiation. Video processing chain includes video capturing, video pre-proce…     

How are campus students using social media to support their studies? An explorative interview study

Social media hype has created a lot of speculation among educators on how these media can be used to support learning, but there have been rather few studies so far. Our explorative interview study contributes by critically exploring how campus students perceive using social media to support their studies and the perceived benefits and limitations compared with other means. Although the vast majority of the respondents use social media frequently, a “digital dissonance” can be noted, because few of them feel that they use such media to support their studies. The interviewees mainly put forth e-mail and instant messaging, which are used among students to ask questions, coordinate group work and share files. Some of them mention using Wikipedia and YouTube for retrieving content and Facebook to initiate contact with course peers. Students regard social media as one of three key means of the educational experience, alongside face-to-face meetings and using the learning management systems, and are mainly used for brief questions and answers, and to coordinate group work. In conclusion, we argue that teaching strategy plays a key role in supporting students in moving from using social media to support coordination and information retrieval to also using such media for collaborative learning, when appropriate.     

Evaluation of a Teaching Kit for Family and Consumer Science Classrooms: Motivating Students To Use a Food Thermometer with Small Cuts Of Meat

ABSTRACT: The U.S. Dept. of Agriculture recommends use of food thermometers to safely cook small cuts of meat, yet most consumers do not use them. Consumers lack knowledge about how and why to use food thermometers with small cuts of meat. Opportunities exist for family and consumer science classes to provide education about thermometers to adolescents, who may disseminate this information to parents. The most successful nutrition programs are based on behavior-change theories compared with standard interventions. A teaching kit for high school students was developed, based on the Health Belief and Transtheoretical Models, covering the "how's" and "why's" of using food thermometers. After participating in the lessons, students' knowledge about the reasons for using a thermometer and their self-confidence in using thermometers increased. In addition, students were more ready to use a thermometer with small cuts of meat after completing the intervention.     

基于Web Services的信息系统集成技术

提出了基于Web Services的校园信息系统整合方案。该方案能够让原有的应用程序、传统的组件模型、关系数据库等,通过Web Services结合形成完整而且稳固的Internet/In-tranet系统。以学生信息数据库为案例,利用SQL Server2000、C＋＋Builder 6和UDDI SDK,完成了校园信息系统集成架构中主要模块的编程实现和测试。