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41.
Characteristics and Difficulties of Teachers Who Mentor Environmental Inquiry Projects 总被引:1,自引:0,他引:1
The paper describes characteristics and analyses difficulties of environmental sciences teachers in mentoring their students
in an extended inquiry project, which is a mandatory requirement of the environmental sciences matriculation in Israel. The
teachers participated in a professional development program that provided both content knowledge and support for conducting
inquiry, and enabled the teachers to guide the students in the inquiry project. Teachers who had experience in inquiry identified
more skills required for mentoring students' inquiry, and provided a non-directive guidance pattern, whereas inexperienced
teachers acknowledged less skills, and tended to present a directive-authoritative approach. Insufficient content and pedagogical
content knowledge affected the teachers who closely controlled their students' work. 相似文献
42.
The purpose of this case study is to delve into the complexities of how preservice science teachers’ science teaching orientations, viewed as an interrelated set of beliefs, interact with the other components of pedagogical content knowledge (PCK). Eight preservice science teachers participated in the study. Qualitative data were collected in the form of content representation, responses to an open-ended instrument, and semi-structured interviews. Preservice teachers’ orientation and PCK were analyzed deductively. Constant comparison analysis of how their orientation interacted with other PCK components revealed three major themes: (1) one’s purpose for science teaching determines the PCK component(s) with which it interacts, (2) a teacher’s beliefs about the nature of science do not directly interact with his/her PCK, unless those beliefs relate directly to the purposes of teaching science, and (3) beliefs about science teaching and learning mostly interact with knowledge of instructional strategies. Implications for science teacher education and research are discussed. 相似文献
43.
Teemu?P??kk?nen Jaana?Kek?l?inenEmail author Heikki?Keskustalo Leif?Azzopardi David?Maxwell Kalervo?J?rvelin 《Information Retrieval》2017,20(4):338-362
A searcher’s interaction with a retrieval system consists of actions such as query formulation, search result list interaction and document interaction. The simulation of searcher interaction has recently gained momentum in the analysis and evaluation of interactive information retrieval (IIR). However, a key issue that has not yet been adequately addressed is the validity of such IIR simulations and whether they reliably predict the performance obtained by a searcher across the session. The aim of this paper is to determine the validity of the common interaction model (CIM) typically used for simulating multi-query sessions. We focus on search result interactions, i.e., inspecting snippets, examining documents and deciding when to stop examining the results of a single query, or when to stop the whole session. To this end, we run a series of simulations grounded by real world behavioral data to show how accurate and responsive the model is to various experimental conditions under which the data were produced. We then validate on a second real world data set derived under similar experimental conditions. We seek to predict cumulated gain across the session. We find that the interaction model with a query-level stopping strategy based on consecutive non-relevant snippets leads to the highest prediction accuracy, and lowest deviation from ground truth, around 9 to 15% depending on the experimental conditions. To our knowledge, the present study is the first validation effort of the CIM that shows that the model’s acceptance and use is justified within IIR evaluations. We also identify and discuss ways to further improve the CIM and its behavioral parameters for more accurate simulations. 相似文献
44.
The main purpose of this research was to explore the developmental process of and possible changes in beginning elementary
mathematics teachers’ efficacy. Beginning teachers with and without mathematics and science backgrounds were also compared
to explore differences in their efficacy development. A multiple-case study method with a process and recursive design was
employed in this study. The participants were six beginning elementary mathematics teachers purposefully selected from Taichung,
Taiwan. Data were collected through interviews, recordings, observations, and reflection notes and then analyzed by immersion
and editing analytic techniques. Based on the data analysis, a five-gradation developmental model and its characteristics
of elementary beginning mathematics teacher efficacy was developed and proposed. The findings demonstrated the developmental
process of this five-gradation model and its continuity and cyclical nature. Moreover, beginning mathematics teachers, who
were at the same efficacy levels, tended to exhibit substantial similarities but slight differences in their developmental
processes. This study also verified that the construct of internal and external factors played a significant role in cyclically
contributing to continuous efficacy development. The implications of beginning mathematics teachers’ efficacy and their professional
development that derived from the findings and discussions were proposed, as well as a recommendation for further exploration
on their efficacy development. 相似文献
45.
This study investigated the image of scientists held by Israeli pre-service teachers, the majority of whom were female. The population consisted of students belonging to two cultures, Hebrew-speaking and Arabic-speaking. The DAST ('Draw-a-Scientist-Test') tool and other tools, some of which were developed specifically for this research, tested the image of the scientist as perceived by the participants. It was found that the image of the scientist is perceived as predominantly male, a physicist or a chemist, working in a laboratory typical of the eighteenth, nineteenth or the early-twentieth century. Students did not differentiate between scientists and inventors. Different images were held in the two cultures. Most of the Arabic-speaking students put Classical Islamic scientists near the top of their lists and thought of the scientist as an Arab male, while the Hebrew-speaking students' was as a typical Western male. Recommendations, resulting from the findings, for developing a new learning unit for the purpose of altering stereotypes are suggested. 相似文献
46.
Jānis Ozoli?? 《Educational Philosophy and Theory》2013,45(9):892-907
Abstract The place of physical education has been contested in recent times and it has been argued that its justification as part of school curricula seems to be marginal at best. Such justifications as have been offered, propose that physical education is justified because of its contribution to moral development or because it is capable of being studied as a theoretical subject. Other justifications have centred on the embodied nature of the human being. In this article we draw on some classical thinkers, Plato, Aristotle, Aquinas, Augustine and Benedict, to argue for a strong, integrated view of the human person. From this it is concluded that physical education is a necessary component of education and that a complete education therefore involves physical education. Physical education is understood in a broad sense as a family resemblance concept which incorporates a wide variety of physical activities. Disciplined physical activity which enables individuals to gain those physical skills required for learning, it is proposed, is essential for intellectual development. Benedictine education, which involves hard physical work, reading, prayer and reflection, illustrates how the physical and mental aspects of a person are to be integrated in order to attain the ends of the committed Benedictine monk. 相似文献
47.
采用青少年学生生活满意度量表和青少年生活事件量表对185名初中学生进行问卷调查,结果:(1)初中生的生活满意度水平在中等程度以上.(2)男女生在总体满意度、家庭满意度、学校满意度、学业满意度和环境满意度上均存在显著的差异,女生在家庭和自由满意度方面得分高于男生,而男生在学校、学业和环境因素方面,有更高的满意度体验.(3)生活事件与生活满意度之间呈显著的负相关.(4)初中生的各种生活事件中,"家庭矛盾"、"考试失败"、"讨厌上学"、"失窃"和"升学压力"这五项生活事件与初中生的生活满意度关系最为密切. 相似文献
48.
骨髓增生异常综合征(MDS)以难治性全血细胞减少和易转化为急性白血病为特征.患者的预后、合并症和年龄是决定治疗策略时必须考虑的因素.治疗策略经常以支持治疗为主,包括造血细胞生成因子、输注红细胞和血小板以及抗感染治疗.另外诱导分化、免疫抑制治疗、刺激造血、靶向治疗、化疗、异基因骨髓移植等根据具体病情选择应用.我们明确提出"气阴两虚,血瘀内阻"的中医复合证候为MDS临床主证,以"益气养阴活血"为治疗大法,制成"益髓颗粒剂",进行了大量实验及临床研究,获得了确切疗效. 相似文献
49.
Dr. Jochen Kramer Prof. Dr. Gabriel Nagy Prof. Dr. Ulrich Trautwein Prof. Dr. Oliver L??dtke Prof. Dr. Kathrin Jonkmann Prof. Dr. Kai Maaz Prof. Dr. Rainer Treptow 《Zeitschrift für Erziehungswissenschaft》2011,14(3):465-487
In Germany, different types of university-level institutions are available for tertiary education: traditional universities (Universit?ten) and??since the 1970s??universities of applied science (Fachhochschulen) as well as universities of cooperative education (Berufsakademien). The present study investigates differences in key areas related to students?? academic choices and success: do students at different types of university differ significantly in terms of cognitive performance, personality or social background? We compared N?=?1.230 students at traditional universities, universities of applied science, and universities of cooperative education (Baden-W??rttemberg Cooperative State University) on the basis of a large scale longitudinal study in the German federal state of Baden-W??rttemberg. Students of the different university types differed significantly in all three key areas (cognitive performance, personality, and social background) within the fields of technical sciences and economics. We determine the relative importance of these key areas for differences between university types and we discuss the implications of our findings. 相似文献
50.
The objective of this paper is to compare the Jigsaw III technique (of cooperative learning) with the instructional teacher-centered
teaching method in six graders in terms of the effect of written expression on their academic success. The universe of the
study consists of 71 sixth-grade students studying during 2009–2010 academic term in a primary school in the province of Erzurum.
Two classes were randomly selected: one (n = 35) of which was the control group where teacher-centered teaching method was applied, the other being experimental group
(n = 36) where the Jigsaw III technique was applied. In the study, one of the most common application, pretest/posttest with
control group experimental design, was chosen. The data regarding the academic success of the groups were collected by means
of the achievement test in Turkish course as pretest, posttest and retention test; the students’ opinions about the group
works were obtained through feedback form, group work opinionnaire, and data were analyzed through 11.5 SPSS program. The
results of the statistical analysis of teaching a written expression course showed that the experimental group did significantly
better than the control group in terms of academic success. In addition, it can be said that the students had positive impressions
on the Jigsaw III technique. 相似文献