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81.
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83.
Modern chemistry concepts have the particulate nature of matter at their core. Chemists explain most phenomena in terms of atomic and molecular models. The lack of understanding of chemistry concepts may be linked to the students' inability to build complete mental models that visualize particulate behavior. With computer animation technology, dynamic and three-dimensional presentations are possible. This study explores the effect of computer animations depicting the particulate nature of matter on college students' mental models of the chemical phenomena. A Particulate Nature of Matter Evaluation Test (PNMET) instrument was used to determine the nature of the students' visualizations and, therefore, their comprehension of the chemical concept studied. Animations were used in two treatment situations: (a) as a supplement in large-group lectures, and (b) as both the lecture supplement and an assigned individual activity in a computer laboratory. These two experimental treatments were compared to a control group. Both treatment groups received significantly higher conceptual understanding scores on the PNMET than did the control group. This increased understanding may be due to the superiority of the formation of more expertlike, dynamic mental models of particle behavior in these chemical processes. 相似文献
84.
Santosh C. Das Aminu Z. Mohammed Sani U. Al-Hassan Abraham A. Otokwula Uche P. Isichei 《Indian journal of clinical biochemistry : IJCB》2007,22(2):79-83
In order to see the pattern of changes in differential serum lipid and lipoprotein fractions as a risk marker of coronary
complication in paired ‘maternal—neonate’ blood samples in an iodine deficient zone, 26 pregnant women and their corresponding
new born infants at term delivery from the iodine deficient Bassa region of Plateau state, Nigeria were assessed and the results
were compared with those seen in a similar 44 group of women and their newborns assessed in non lodine deficient region of
Jos. The serum thyroid function and lipid and lipoprotein profiles were determined by ‘ELISA’ and ‘enzymatic’ methods respectively.
Urinary iodide excretion level was also measured in 14 pregnant women in Bassa, 23 pregnant women in Jos and 16 non pregnant
control from Jos. Results indicate that the pregnant women assessed in Bassa were iodine deficient (P<0.01) and their thyroid
status was strikingly reduced as reflected by a drop in serum level of T4/TBG ratio (P<0.01) and a rise in TSH (P<0.005) in
comparison to that seen in Jos. There was marked hypertriglyceridaemia and total hypercholesterolaemia (P<0.005), with differential
significant rise in LDL cholestotol fraction (P<0.005) in the women assessed in Bassa as compared to Jos. The HDL cholesterol
however dropped less significantly in the group (P<0.05) with a concurrent marked rise (P<0.001) in the serum ratio of LDL
cholesterol/HDL cholesterol, total cholesterol/HDL cholesterol and triglycerides/HDL cholesterol in the lodine deficient group.
A similar pattern of changes were seen in the corresponding neonates in the Bassa group as compared to Jos group. It is concluded
that the pregnant women and their newborn offsprings living in a longstanding environmental iodine deficiency run a higher
risk of developing coronary complications than those living in non endemic region. It is striking that such newborns surrounded
by a continued state of lodine deficient may at a later adult-period of life develop marked risk of coronary complication
and other features of hyperlipidaemias associated with varying thyroid insufficiency and accompanied iodine deficiency disorders.
Prophylaxis measures as intervention has been highlighted. 相似文献
85.
Prinz Anja Zeeb Helene Flanigan Abraham E. Renkl Alexander Kiewra Kenneth A. 《Educational Psychology Review》2021,33(2):763-795
Educational Psychology Review - Previous studies have investigated the characteristics, influencing factors, and working strategies of highly successful educational psychologists. These studies,... 相似文献
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87.
Previous research (Kiewra & Creswell, Educational Psychology Review 12(1):135–161, 2000; Patterson-Hazley & Kiewra, Educational Psychology Review 25(1):19–45, 2013) has investigated the characteristics and work habits of highly productive educational psychologists. These investigations have focused exclusively on American scholars who were trained and employed at various universities and have ignored international scholars and scholars with a shared academic lineage. The present study sought to fill these gaps by investigating, through qualitative methods, how a cohort of four German educational psychologists (Heinz Mandl, Alexander Renkl, Hans Gruber, and Frank Fischer) with a shared academic background became productive scholars. Interview responses suggested that the German scholars’ shared experiences during the early years of their careers shaped their career paths and productivity. Additionally, interviews with each scholar revealed several commonalities (i.e., long and focused research career, trademark characteristic, scholarly influencers, effective time-management practices, and research-management strategies) between this contingent of productive German scholars and their productive American counterparts. Finally, the present study also identified several differences (e.g., educational training, funding opportunities, sabbaticals, administrative responsibilities, and research traditions) between the American and German research environments that influence productivity. Practical implications from this investigation include advice for emerging scholars. 相似文献
88.
89.
Politics,knowledge and objectivity in sociology of education: a response to the case for ‘ethical reflexivity’ by Gewirtz and Cribb 总被引:2,自引:1,他引:1
John Abraham 《British Journal of Sociology of Education》2008,29(5):537-548
The present article examines the relationship between political values and social research, with particular reference to the case for ethical reflexivity in sociology of education put forward by Gewirtz and Cribb. It is argued that their case for such reflexivity is flawed by conceptual imprecision and over‐determination of the links between value commitments, knowledge and the political implications of research. Drawing on a case study of a controversy in sociology of education, combined with a more discriminating conceptual analysis of political values in social research, it is suggested that the Gewirtz–Cribb ‘manifesto’ for routine ethical reflexivity may be inefficient and impractical. An alternative way of thinking about political reflexivity in sociology of education is offered, as are some possible avenues of philosophical resolution between the main protagonists of the longstanding debate on ‘what to do about values’ in sociology of education. 相似文献
90.
Hennig-Thurau Thorsten Ravid S. Abraham Sorenson Olav 《Journal of Cultural Economics》2021,45(2):157-170
Journal of Cultural Economics - 相似文献