全文获取类型
收费全文 | 188篇 |
免费 | 1篇 |
专业分类
教育 | 160篇 |
科学研究 | 2篇 |
体育 | 15篇 |
信息传播 | 12篇 |
出版年
2020年 | 4篇 |
2019年 | 7篇 |
2018年 | 6篇 |
2017年 | 7篇 |
2016年 | 7篇 |
2015年 | 6篇 |
2014年 | 6篇 |
2013年 | 38篇 |
2012年 | 7篇 |
2011年 | 5篇 |
2010年 | 3篇 |
2009年 | 2篇 |
2008年 | 4篇 |
2007年 | 5篇 |
2006年 | 4篇 |
2005年 | 9篇 |
2004年 | 16篇 |
2003年 | 9篇 |
2002年 | 1篇 |
2001年 | 3篇 |
2000年 | 1篇 |
1999年 | 2篇 |
1998年 | 4篇 |
1997年 | 4篇 |
1996年 | 2篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1988年 | 4篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 4篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
排序方式: 共有189条查询结果,搜索用时 0 毫秒
131.
Wayne Melville Xavier Fazio Anthony Bartley Doug Jones 《Journal of Science Teacher Education》2008,19(5):477-494
In this article, we investigate the relationship between preservice teachers’ inquiry experience and their capacity to reflect
on the challenges involved in implementing inquiry into classrooms. For data, we draw on the personal narratives of preservice
science teachers enrolled in science instruction courses. Preservice teachers with extensive inquiry experiences perceive
implementation challenges principally in terms of teaching and student learning. This contrasts with the perceptions of preservice
teachers with limited inquiry experience for whom the main concerns relate to the negative perceptions of others, time, the
curriculum, and materials. By identifying these perceptions, it may be possible to develop courses that assist limited and
moderate-experience preservice teachers’ move toward the perceptions of their more inquiry experienced colleagues. 相似文献
132.
133.
134.
135.
136.
The Collaborative Teacher Inquiry Project was a professional development initiative that sought to improve the teaching and learning of Grade 9 Applied mathematics by encouraging teachers to work collaboratively. The project brought together Grade 9 Applied mathematics teachers from 11 schools across four neighboring public school boards in the same geographic area of a large urban city in Southern Ontario, Canada. Teachers formed learning communities as a result of the Collaborative Teacher Inquiry Project through active collaboration to further teachers’ knowledge about teaching the Grade 9 Applied mathematics course and in developing teaching materials. Although it was reported that there were barriers to collaboration, teachers described various strategies that were (or could be) implemented to overcome these barriers. Teachers were enthusiastic in continuing to creatively find solutions to combat barriers as they saw the overall benefits of collaboration to their professional growth and noticed an increase in student engagement and achievement. 相似文献
137.
Content Evaluation of an Environmental Science Field Trip 总被引:1,自引:0,他引:1
Two important content areas associated with informal environmental science programs are ecology/natural science topics and awareness of environmental problems/issues. This study attempted to evaluate which of these content areas may provide a more optimum learning experience. A quantitative analysis was conducted on two field trips to a science center that represented an ecological oriented program and an environmental issue presentation. Two variables that were chosen as indicators of program success—knowledge retention and attitude change—are outcomes that have been found prevalent in informal, environmental science education. These programs were administered and evaluated during the 1996/1997 school year at the Paul H. Douglas Environmental Science Center at Indiana Dunes National Lakeshore. The results of this study showed significant gains in science related knowledge following both the ecology and issue oriented treatments. The data indicate that the focus of the program (ecology or issues) did not significantly alter the way students responded to the knowledge section of the evaluation instrument. Results showed little impact on students' affect toward park site or related subject matter following either presentation type. Authors recommend multiple research methods to better evaluate affect changes following an informal environmental science experience. 相似文献
138.
139.
A study was conducted to determine the effectiveness of in-depth, conceptually integrated instruction delivered via a videodisc program in eliminating children's alternative frameworks in science. Prior to instruction, pupils in two eighth-grade science classes, one of higher ability and one of lower ability, were interviewed to document their alternative frameworks (informal knowledge) for explaining two science phenomena. Interviews after instruction showed that students of both ability groups did not retain their alternative frameworks. This contradicts other research findings that children's alternative frameworks are extremely resistant to change and must be directly addressed during instruction for conceptual change to occur. A well-designed science curriculum that was intelligible, plausible, and fruitful, but did not directly address alternative frameworks during instruction, changed 92% of the alternative frameworks held by students to scientific understandings. 相似文献
140.