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131.
In this article, we examine the role constructivist teachers play in fostering moral development in young children. Drawing on Piaget's theory and related empirical research, we trace the development of perspective-taking, autonomy, and self-regulation, and examine the effects of different teaching and parenting practices on children's moral development. We then provide examples of autonomous moral reasoning and behavior in preschool and early primary grade children, and describe how teachers can promote optimal moral development through establishing a sociomoral atmosphere in which mutual respect is continually practiced. 相似文献
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Merkouris Alexandros Chorianopoulou Betty Chorianopoulos Konstantinos Chrissikopoulos Vassilios 《Journal of Science Education and Technology》2019,28(3):209-221
Journal of Science Education and Technology - Embodied interaction with tangible interactive objects can be beneficial for introducing abstract scientific concepts, especially for young learners.... 相似文献
136.
Jeff R. Broadbent Andrea Payant Kevin Peterson Betty Rozum Liz Woolcott 《The Journal of Academic Librarianship》2018,44(1):96-104
Data from federally funded research must now be made publicly accessible and discoverable. Researchers must adhere to guidelines established by federal agencies, and universities must be prepared to demonstrate compliance with the federal mandate. At Utah State University, the Office of Research and Graduate Studies and the Merrill-Cazier Library partnered to facilitate data sharing and create an audit trail demonstrating compliance with the terms of each researcher's award. This systematic approach uses existing resources such as the grant management system, the institutional repository (IR), and the Library online catalog. This paper describes our process and the first eight months of implementation. 相似文献
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Collis Betty Margaryan Anoush 《Educational technology research and development : ETR & D》2004,52(4):38-52
Business needs in many corporations call for learning outcomes that involve problem solutions, and creating and sharing new
knowledge within worksplace situation that may involve collaboration among members of a team. We argue that work-based activities
(WBA) and computer-supported collaborative learning (CSCL) are appropriate components for courses in such learning situations.
Via this approach, collaborative work situations become the core of a course. We further describe how activity theory can
provide a framework for the design of courses that involve WBA and CSCL as part of a workplace-oriented activity system for
learning. The use of this design approach for courses offered by the Learning and Leadership Development organization of Shell
International Exploration and Production is described and an example is elaborated. Finally, we identify four main issues
and challenges that arose during the use of the design approach. 相似文献
139.
Differences in children's social interactions during cooperative and competitive games were investigated. Thirty-seven children from two first grade classes with cooperative classroom climates were videotaped while playing a cooperative and a competitive board game. Children's social interactions were coded using Selman's Levels of Enacted Interpersonal Understanding. Small but significant differences were found between game conditions, with more higher-level negotiation strategies and shared experiences occurring during the cooperative games. No differences were found in lower-level strategies. The benefits of using both competitive and cooperative games in early childhood classrooms are discussed. 相似文献
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