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131.
Andrew Turner 《British Journal of Special Education》1998,25(4):164-167
Andrew Turner, who teaches in a school for pupils with severe learning difficulties, considers the teaching of history by teachers of such pupils and suggests that the skills of imaginative reconstruction and empathy are relatively neglected areas, particularly when dealing with distant historical periods. Recent research with mainstream primary pupils illustrates the possible parallels and the article gives details of a small-scale study of one group of Key Stage 3 pupils. 相似文献
132.
Andrew Davis 《Journal of Philosophy of Education》2004,38(1):21-36
This paper discusses the current fashion for brain‐based learning, in which value‐laden claims about learning are grounded in neurophysiology. It argues that brain science cannot have the ‘authority’ about learning that some seek to give it. It goes on to discuss whether the claim that brain science is relevant to learning involves a category mistake. The heart of the paper tries to show how the contribution of brain science to our grasp of the nature of learning is limited in principle. Finally the paper explores the potential of brain science to illuminate specific learning disabilities. 相似文献
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Diane Ebert-May Terry L. Derting Timothy P. Henkel Jessica Middlemis Maher Jennifer L. Momsen Bryan Arnold Heather A. Passmore 《CBE life sciences education》2015,14(2)
The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. 相似文献
139.
Andrew Willden 《中国科学院院刊(英文版)》2015,(1):50-51
<正>Mutualisms—relationships where by two organisms live in tandem with one another,each providing a service to the other—are among the most interesting and complex relationships in nature.These kinds of relationships are generally considered cooperative interactions,whereby each of the organisms incurs substantial cost in trading services with its partner in order for each of them to gain some benefit and increase their chances of survival and evolutionary fitness.While 相似文献
140.
Andrew Edgar 《国际体育史杂志》2015,32(15):1804-1807
Philosophy as a discipline is typically characterized through the use of rigorous argument and analysis, and the clarification of the meaning of concepts. Philosophical problems are thus resolved, not through the appeal to empirical evidence, but by identifying inconsistent and confusing patterns of thought and reflection. This paper will clarify the nature of a philosophical methodology by explicating the relationship between the philosophy of sport and the core traditional areas of philosophy, metaphysics, epistemology, axiology and logic. 相似文献