全文获取类型
收费全文 | 285篇 |
免费 | 5篇 |
专业分类
教育 | 188篇 |
科学研究 | 8篇 |
各国文化 | 7篇 |
体育 | 5篇 |
文化理论 | 2篇 |
信息传播 | 80篇 |
出版年
2021年 | 4篇 |
2020年 | 5篇 |
2019年 | 9篇 |
2018年 | 10篇 |
2017年 | 14篇 |
2016年 | 9篇 |
2015年 | 6篇 |
2014年 | 16篇 |
2013年 | 50篇 |
2012年 | 14篇 |
2011年 | 11篇 |
2010年 | 11篇 |
2009年 | 15篇 |
2008年 | 14篇 |
2007年 | 8篇 |
2006年 | 7篇 |
2004年 | 4篇 |
2003年 | 4篇 |
2002年 | 8篇 |
2001年 | 2篇 |
2000年 | 3篇 |
1999年 | 5篇 |
1998年 | 2篇 |
1997年 | 6篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 4篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1979年 | 4篇 |
1977年 | 1篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1967年 | 2篇 |
1965年 | 1篇 |
1959年 | 1篇 |
1940年 | 1篇 |
1865年 | 1篇 |
排序方式: 共有290条查询结果,搜索用时 15 毫秒
11.
The purpose of this study was to assess preservice teachers’ views of Nature of Science (NOS), identify aspects that were challenging for conceptual change, and explore reasons why. This study particularly focused on why and how some concepts of NOS may be more easily altered than others. Fourteen preservice science teachers enrolled in a NOS and Science Inquiry course participated in this study. Data were collected by using a pre/post format with the Views of Nature of Science questionnaire (VNOS-270), the Views of Scientific Inquiry questionnaire (VOSI-270), follow-up interviews, and classroom artifacts. The results indicated that most students initially held naïve views about certain aspects of NOS like tentativeness and subjectivity. By the end of the semester, almost all students dramatically improved their understanding about almost all aspects of NOS. However, several students still struggled with certain aspects like the differences between scientific theory and law, tentativeness, and socio-cultural embeddedness. Results suggested that instructional, motivational, and socio-cultural factors may influence if and how students changed their views about targeted NOS aspects. Students thought that classroom activities, discussions, and readings were most helpful to improve their views about NOS. The findings from the research have the potential to translate as practical advice for teachers, science educators, and future researchers. 相似文献
12.
Julie Sarno Owens Madeleine E. Schwartz William P. Erchul Lina K. Himawan Steven W. Evans Erika K. Coles 《Journal of educational and psychological consultation》2017,27(4):411-436
The goals were to (a) replicate the findings of previous research with regard to the Consultee/Teacher Version of the Interpersonal Power Inventory (IPI), and (b) advance the literature by examining IPI scores about a current consultation relationship. Sample 1 included 99 elementary school teachers (44.4% Hispanic) who completed the IPI. Results replicated Erchul et al. Sample 2 (N = 37; 45.9% Hispanic) represented a subset of Sample 1 who participated in a consultation project and completed the IPI about influence in their current consultation relationship. The results advance the literature by offering evidence for convergent and predictive validity of the IPI soft power bases. Teachers who reported being influenced by soft power strategies experienced greater change in their behaviors and their students’ behaviors than those who reported being not influenced by such strategies. Implications for research and practice in school consultation are discussed. 相似文献
13.
14.
Adina M. Seidenfeld Stacy R. Johnson Elizabeth Woodburn Cavadel Carroll E. Izard 《Early education and development》2014,25(7):933-948
Research Findings: Emotion knowledge (EK) enables children to identify emotions in themselves and others, and its development facilitates emotion recognition in complex social situations. Sociocognitive processes, such as theory of mind (ToM), may contribute to developing EK by helping children realize the inherent variability associated with emotion expression across individuals and situations. The present study explored how ToM, particularly false belief understanding, in preschool predicts children's developing EK in kindergarten. Participants were 60 Head Start children ages 3 to 5 years. ToM and EK measures were obtained from standardized child tasks. ToM scores were positively related to performance on an EK task in kindergarten after we controlled for preschool levels of EK and verbal ability. Exploratory analyses provided preliminary evidence that ToM serves as an indirect effect between verbal ability and EK. Practice or Policy: Early intervention programs may benefit from including lessons on ToM to help promote socioemotional learning, specifically EK. This consideration may be most fruitful when the targeted population is at risk. 相似文献
15.
Research supports an explicit-reflective approach to teaching about nature of science (NOS), but little is reported on teachers’ journeys as they attempt to integrate NOS into everyday lessons. This participatory action research paper reports the challenges and successes encountered by an in-service teacher, Sarah, implementing NOS for the first time throughout four units of a community college biology course (genetics, molecular biology, evolution, and ecology). Through the action research cycles of planning, implementing, and reflecting, Sarah identified areas of challenge and success. This paper reports emergent themes that assisted her in successfully embedding NOS within the science content. Data include weekly lesson plans and pre/post reflective journaling before and after each lesson of this lecture/lab combination class that met twice a week. This course was taught back to back semesters, and this study is based on the results of a year-long process. Developing pedagogical content knowledge (PCK) for NOS involves coming to understand the overlaps and connections between NOS, other science subject matter, pedagogical strategies, and student learning. Sarah found that through action research she was able to grow and assimilate her understanding of NOS within the biology content she was teaching. A shift in orientation toward teaching products of science to teaching science processes was a necessary shift for NOS pedagogical success. This process enabled Sarah’s development of PCK for NOS. As a practical example of putting research-based instructional recommendations into practice, this study may be very useful for other teachers who are learning to teach NOS. 相似文献
16.
17.
18.
20.