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101.
Michael A. Evans Megan Lopez Donna Maddox Tiffany Drape Rebekah Duke 《Journal of Science Education and Technology》2014,23(5):624-640
The concept of connected learning proposes that youth leverage individual interest and social media to drive learning with an academic focus. To illustrate, we present in-depth case studies of Ryan and Sam, two middle-school-age youth, to document an out-of-school intervention intended to direct toward intentional learning in STEM that taps interest and motivation. The investigation focused on how Ryan and Sam interacted with the designed elements of Studio STEM and whether they became more engaged to gain deeper learning about science concepts related to energy sustainability. The investigation focused on the roles of the engineering design process, peer interaction, and social media to influence youth interest and motivation. Research questions were based on principles of connected learning (e.g., self-expression, lower barriers to expertise, socio-technical supports) with data analyzed within a framework suggested by discursive psychology. Analyzing videotaped excerpts of interactions in the studio, field notes, interview responses, and artifacts created during the program resulted in the following findings: problem solving, new media, and peer interaction as designed features of Studio STEM elicited evidence of stimulating interest in STEM for deeper learning. Further research could investigate individual interest-driven niches that are formed inside the larger educational setting, identifying areas of informal learning practice that could be adopted in formal settings. Moreover, aspects of youth’s STEM literacy that could promote environmental sustainability through ideation, invention, and creativity should be pursued. 相似文献
102.
Mattos Cristiano Lopez Felipe Sanches Ortega José Luis Rodrigues André 《Science & Education》2022,31(5):1339-1361
Science & Education - The paper reflects on public discourses about science and pseudoscience, proposing the same discursive structure for both—the Esperantist-Epideictic genre. This... 相似文献
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Susana C. Marques Shane J. Lopez Anne Marie Fontaine Susana Coimbra Joanna Mitchell 《Psychology in the schools》2015,52(4):325-334
This study investigated the characteristics of students who report extremely high levels of hope. A sample of 682 students (ages 11–17) completed measures of hope, school engagement, life satisfaction, self‐worth, and mental health. Academic achievement was obtained from students’ school records. Based on their hope scores, students were divided into three groups: “extremely low” (bottom 10% of the distribution), “average” (middle 25%), and “extremely high” (upper 10%). Results indicate that students in the extremely high hope (EHH) group differed from students with average (AH) and extremely low hope (ELH) on all measures. Further, EHH and AH are associated with mental health benefits that are not found among students reporting comparatively ELH levels. Taken together, the findings support the notion that EHH in students is associated with adaptive psychological and school‐related functioning. Overall, given the superior adjustment profile, perhaps ‘‘enough hope’’ should be defined as “EHH.” 相似文献
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The perspective of situated learning offers a theoretical framework for understanding the dialectical relations between the social and the individual dimensions of classroom microculture. The purpose of this article is to show how sociomathematical norms constructed during whole-class discussions provide a reference for the elaboration of mathematical practices and for the interactive regulation of learning. Qualitative data regarding the transition from additive to multiplicative problem solving were collected in two third-grade classrooms during an entire school year. The sociomathematical norms constructed in the two classrooms were identified and compared. An in-depth analysis focusing on two interactive episodes in one classroom showed the forms of regulation of learning that emerged in relation to the norm of “effectiveness”. Both episodes demonstrated how the processes of regulation resulting from teacher–student interactions incorporated and orchestrated regulations resulting from peer interactions and thereby contributed to the progression of the students’ problem-solving procedures. 相似文献
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The purpose of this study was to continue the investigation into the cognitive domain of communicative competence (Duran & Kelly, 1984; McCroskey, 1982; Spitzberg, 1983). The relationship between interaction involvement (Cegala, 1981) and communicative adaptability (Duran, 1983), a communicative competence construct, was studied. Canonical correlation analysis produced three significant canonical roots. Root 1 was defined by social confirmation appropriate disclosure, and responsiveness. Root 2 was defined by social composure, social experience, andperceptiveness. Root 3 was defined by social experience, and attentiveness. The theoretical implications of the results as well as suggestions for future research are discussed. 相似文献
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