全文获取类型
收费全文 | 258篇 |
免费 | 4篇 |
国内免费 | 2篇 |
专业分类
教育 | 231篇 |
科学研究 | 7篇 |
各国文化 | 1篇 |
体育 | 7篇 |
文化理论 | 1篇 |
信息传播 | 17篇 |
出版年
2023年 | 1篇 |
2022年 | 1篇 |
2021年 | 3篇 |
2020年 | 6篇 |
2019年 | 6篇 |
2018年 | 6篇 |
2017年 | 14篇 |
2016年 | 16篇 |
2015年 | 10篇 |
2014年 | 16篇 |
2013年 | 49篇 |
2012年 | 12篇 |
2011年 | 11篇 |
2010年 | 11篇 |
2009年 | 9篇 |
2008年 | 8篇 |
2007年 | 8篇 |
2006年 | 8篇 |
2005年 | 2篇 |
2004年 | 6篇 |
2003年 | 6篇 |
2002年 | 1篇 |
2001年 | 1篇 |
2000年 | 2篇 |
1999年 | 5篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1996年 | 5篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 1篇 |
1990年 | 4篇 |
1989年 | 1篇 |
1988年 | 3篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1980年 | 1篇 |
1978年 | 3篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1973年 | 1篇 |
1968年 | 1篇 |
排序方式: 共有264条查询结果,搜索用时 0 毫秒
261.
Alister Jones Cathy Buntting Rose Hipkins Anne McKim Lindsey Conner Kathy Saunders 《Research in Science Education》2012,42(4):687-708
Futures thinking involves a structured exploration into how society and its physical and cultural environment could be shaped in the future. In science education, an exploration of socio-scientific issues offers significant scope for including such futures thinking. Arguments for doing so include increasing student engagement, developing students?? values discourse, fostering students?? analytical and critical thinking skills, and empowering individuals and communities to envisage, value, and work towards alternative futures. This paper develops a conceptual framework to support teachers?? planning and students?? futures thinking in the context of socio-scientific issues. The key components of the framework include understanding the current situation, analysing relevant trends, identifying drivers, exploring possible and probable futures, and selecting preferable futures. Each component is explored at a personal, local, national, and global level. The framework was implemented and evaluated in three classrooms across Years 4?C12 (8 to 16-year olds) and findings suggest it has the potential to support teachers in designing engaging science programmes in which futures thinking skills can be developed. 相似文献
262.
Nicole L. Thompson Dwight Hare Tracie T. Sempier Cathy Grace 《Early Childhood Education Journal》2008,35(5):397-404
This article explains the creation of the Growing and Learning with Young Native Children curriculum toolkit. The curriculum toolkit was designed to give American Indian and Alaska Native early childhood educators
who work in a variety of settings the framework for developing a research-based, developmentally appropriate, tribally specific
curriculum to use with Native children aged 0–3. The curriculum toolkit should assist Native people in preserving and maintaining
their unique culture and language. Challenges specific to the implementation of an early childhood program in Indian Country
have been explained. A brief historical overview of Indian education has been included.
The contents of this article were developed under Grant #P116Z05-0056 from the US Department of Education. However, the contents
do not necessarily represent the policy of the US Department of Education and the reader should not assume endorsement by
the Federal Government. 相似文献
263.
Active‐learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab‐based activities, with active‐learning labs compared to traditional instruction. In‐class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab‐based curriculum indicated that they perceived changing their behaviors as intended by the student‐centered principles of the labs. The major implication of this study is that active‐learning–based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student‐centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960–979, 2007 相似文献
264.