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61.
Daniel A. Menchik 《British Journal of Sociology of Education》2004,25(2):193-213
The use of the Internet in the classroom has often been characterized as a practice that disconnects the teacher from traditional forms of externally imposed influence. This paper examines this assertion by mapping the emerging field of cybereducation and considering how endemic knowledge is contextualized by national curricular authorities. The field theories of Pierre Bourdieu and Basil Bernstein are employed in order to demonstrate the relationship between expert discourse and classroom pedagogy, using the National Grid for Learning (NGfL) as a case study. This attempt to capture the dynamics of cybereducation ultimately suggests how this emergent intellectual field’s fragmentation and decoupling from State education forces offers policymakers the capacity to influence use. Progress of the UK government in integrating knowledge from an emergent educational field with its incumbent priorities is gauged, demonstrating the way in which national education officials have attempted to constrain potential departures from unregulated, officially mandated curriculum. 相似文献
62.
Three experiments have been devoted to the application of the methodology developped by Anderson, N. H. (1981, 1982) in the framework of the Information Integration Theory to the problem of the mastery by children (14 old) of the relations between the notions of mass, volume and volumic mass. It appears that, having to judge of the mass values of diverses objects from given values of volume and volumic mass, a majority of pupils are able to take account of the positive link between the mass on the one part and the volume and the volumic mass on the other part but apply an additive type integration rule. However, a minority of pupils are able to apply a normatively correct multiplicative rule. Concerning the judgements of volume values from given mass and volumic mass values, and the judgements of volumic mass values from given mass and volume values, a majority of pupils apply a soustractive integration rule. In these two cases however the integration patterns are extremely variegated. The relation between the algebraic level of analysis of the judgement data and an information processing level of analysis of the same data is discussed. The use by teachers of the paradigm presented in the study with the aim of improving upon the current evaluation methods is proposed. 相似文献
63.
Discrimination performance was investigated with pigeons using feature negative (FN) discrimination procedures which differed in the temporal arrangement of the stimuli on S? trials. In both procedures, a single common element was presented on reinforced (S+) trials. In thesimultaneous FN procedure, a distinguishing element was presented simultaneously with the common element of S? trials. In thesequential FN procedure, the distinguishing element preceded onset of the common element on S? trials. In two experiments, the sequential FN procedure yielded better discrimination performance. In Experiment 1, a summation test designed to separate learning and performance variables indicated that sequential FN subjects had learned the negative relationship between the distinguishing element and reinforcement while simultaneous FN subjects had not. In Experiment 2, summation and acquisition tests indicated that the distinguishing element developed inhibitory properties in the sequential FN procedure but not in the simultaneous FN procedure. 相似文献
64.
65.
This study explored kindergartners' and first graders' collaborative processes to understand the nature of peer collaboration and the learning opportunities afforded by peer discourse. Data were drawn from 6 dyads who participated in a computer writing project for 2 school semesters. Children's videotaped interactions were analyzed with the focus on understanding how children's collaborative roles and patterns changed over time. Examination of video data and children's computer products revealed that (a) children's interaction patterns changed from a more independent style toward a more integrative style, as shown in their distribution of control over mouse and keyboard and in the written outcomes of their collaboration; (b) a shift in role patterns emerged across repeated instances of peer collaboration so that children began alternating the roles of leader and observer, and less competent children began carrying out more important tasks; and (c) the computer served as an object of reference for children to sustain their interaction and stay on task. 相似文献
66.
67.
Daniel Froste 《Health information and libraries journal》2020,37(1):89-93
This feature describes the tailored information skills programme which was delivered for the second cohort of Trainee Nursing Associates (TNAs) at Barnsley Hospital NHS Foundation Trust and presents the results of the evaluation which was undertaken. Literature searching and critical appraisal were offered to the first cohort. Feedback was collated, and sessions were refined and tailored to better meet the information needs of the second cohort of TNAs. A comparison of confidence ratings before and after the programme ascertained whether the information skills programme had a positive benefit in confidence levels of attendees. D.I. 相似文献
68.
Capurro D 《Health information and libraries journal》2007,24(4):287-291
Chile is in the throes of health reforms aimed at ensuring that every person with specified chronic diseases receives timely and high quality care. CITs are crucial to the achievement of this vision because they make it possible to manage information and knowledge in a more efficient way. Until a few years ago, the incorporation of CITs was limited to individual initiatives, but since 2004 there has been a master plan to coordinate this task in the public sector. Some projects are now operative but there is still a long road to travel before getting to our destination. One of the most underdeveloped areas is the clinical applications of health CITs, especially the incorporation of biomedical knowledge to clinical practice. The two biggest challenges facing the Digital Agenda for the health care system are (i) to develop a critical mass of clinicians and health related professionals with expertise in Health Informatics; and (ii) to foster technical integration of the private and public sectors of the health care market. 相似文献
69.
In four experiments with rats, we examined the persistence of behavior when reinforcement was switched from immediate to delayed.
In Experiment 1, lever pressing elicited by instrumental training with immediate reinforcement continued when a 20-sec delay
of reinforcement was introduced (easy-to-hard condition), whereas when the delay condition was introduced from the start (hard-to-hard
condition), responding remained low throughout. A similar result was obtained in Experiment 2, in which lever pressing was
elicited by a classical conditioning (autoshaping) procedure. In Experiment 3, rats initially trained with delayed reinforcement
continued to respond at a low rate when switched to immediate reinforcement (hard-to-easy condition). By measuring magazine
entry (goal tracking) as well as lever pressing (sign tracking) in Experiment 4, we confirmed that such transfer effects at
least partly involve the persistence of whatever type of behavior was initially dominant. 相似文献
70.
In Pavlovian fear conditioning, context-mediated decrements in conditioned responding (e.g., the US preexposure effect) can
counteract competition between cues trained together (e.g., overshadowing). Two experiments were conducted using rats in a
conditioned lick suppression preparation to determine whether context-mediated competition also counteracts competition between
cues trained separately (retroactive interference, or RI). In Experiment 1, a combination of degraded contingency and RI treatments
produced less of a decrement in conditioned responding than did either of those treatments alone. Experiment 2 showed that
RI treatment attenuates the normally deleterious effect of trial massing. The results suggest that empirical similarities
are shared by interference between cues trained apart and competition between cues trained together. 相似文献