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51.
Anne French Dalke Kim Cassidy Paul Grobstein Doug Blank 《Journal of Educational Change》2007,8(2):111-130
This essay reflects the shared experiences of four college faculty members (a biologist, a psychologist, a computer scientist,
and a feminist literary scholar) working together with K-12 teachers to explore a new perspective on educational practice.
It offers a novel rationale for independent thinking and learning, one that derives from rapidly developing interdisciplinary
and transdisciplinary inquiries in the sciences and social sciences into what are known as “complex” or “emergent” systems.
Using emergent systems as a model of teaching and learning makes at least three significant contributions to our thinking
bout teaching, in three very different dimensions. It invites us into an awareness that the brains of individual students
and teachers operate as emergent systems that are neither possible nor desirable to control fully. It invites us to appreciate
as well that the activities and benefits of a classroom are not all individual interactions between teacher and student. Interactions
among students and teachers are collectively contributing to a somewhat unpredictable project with an insistently social dimension,
which is in turn crucial to the individual achievements of all involved. Finally, emergent pedagogy encourages us to consider
more carefully the relations between the individual classroom and the larger educational community of which it is a component,
including a challenge to rethink the matter of assessment. 相似文献
52.
In recent years Australian primary schools have adopted an across-the-curriculum approach to writing. However, relatively
little research has been conducted in the area of primary science. This paper reports the result of a small scale collaborative
study involving a Year 2 and a Year 5 class, and their classroom teacher, which used science activities as the basis for developing
report-writing skills using a framework consisting of three focus questions. Students in both classes learned to use the framework
in one term and it was found that it improved the quality of reports.
Specialisations: science and technology curriculum development, secondary and primary teacher education in agriculture, science and environmental
education.
Specialisations: cognition and curriculum, early childhood and primary teacher education in science and social education. 相似文献
53.
54.
Although innovation diffusion is a central topic in policy and strategy, its measurement remains difficult – particularly in cases where the innovation is a complex and possibly ambiguous practice. In this paper, we develop four theoretical mechanisms that may bias diffusion markers by leading to the understatement and/or overstatement of diffusion at different points in time. Employing the case of “green chemistry,” we then compare three different diffusion markers – keywords, database index terms, and domain expert assessments – and we demonstrate how they lead to differing conclusions about the magnitude and timing of diffusion, organizational demography, publication outlets, and collaboration. We also provide suggestive evidence of extensive “greenwashing” by particular organization types and in particular countries. Building on these findings, we point to potential challenges with existing diffusion studies, and we make a case for the incorporation of practitioners in construct measurement and for the integration of comparative metrics in diffusion studies. 相似文献
55.
56.
Doug Ogilvie 《The Australian Educational Researcher》1991,18(3):37-42
A radical reconceptualisation of the human self and the relevant context is proposed as a subject for educational enquiry in the 1990s. 相似文献
57.
Ed Kameenui Doug Carnine Alex Maggs 《International Journal of Disability, Development & Education》1980,27(1):29-40
Previous behavioural research in the language domain has been largely concerned with the effects of consequent events on the comprehension and production of relatively simple language forms. The present study investigated the application of systematic instructional procedures in simplifying complex sentence forms (reversible passives and clause constructions). A multiple baseline was employed to assess treatment effects across three subjects. The conditions were screening, baseline, prepassage and passage training, and passage training only. In addition, two maintenance measures were taken. The findings indicate that applied behavioural analysis focusing on antecedent events of comprehension training can teach subjects to comprehend reversible passive and clause constructions. 相似文献
58.
Ido Roll Deborah Butler Nikki Yee Ashley Welsh Sarah Perez Adriana Briseno Katherine Perkins Doug Bonn 《Instructional Science》2018,46(1):77-104
Guiding inquiry learning has been shown to increase knowledge gains. Yet, little is known about the effect of guidance on attitudes and behaviours, its interaction with student attributes, and transfer of impact once guidance is removed. We address these gaps in the context of an interactive Physics simulation on electric circuits (https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc). 49 students in the Non-Directive condition received a set of goals to focus their inquiry, in addition to implicit support built into the simulation. 48 students in the Directive condition received, in addition to these, also detailed directions and prompts. Log-file analysis found that directive support led to more formal testing and less exploration. Clustering identified two groups of learners: one with higher incoming knowledge (Higher Knowledge), the other with higher incoming perceptions of competence and control (Higher PoCC). Working with the simulation improved knowledge and attitudes across cluster groups, so that prior differences all but disappeared. With regard to guidance, adding directive support improved knowledge gains for the Higher Knowledge group, yet suppressed their attitudinal growth. The same support had no effect on knowledge gains for the Higher PoCC group, yet it boosted their attitudinal growth. A transfer activity, where directive support was no longer available, found that impact on attitudes carried forward, yet impacts on behaviours and knowledge were short-lived. Overall, the study highlights the complex interaction between guidance and student attributes. For some, supporting short-term knowledge gains may inadvertenly lead to longer term negative impact on attitudes towards inquiry. 相似文献
59.
60.
This study used a phenomenological approach to investigate the recollections of participants of an environmental education (EE) residential program. Ten students who participated in a residential EE program in the fall of 2001 were interviewed in the fall of 2002. Three major themes relating to the participants’ long‐term memory of the residential EE program were identified: (a) recollections were highly influenced by actions taken by the students; (b) program content/subject matter was retained by all of the students to varying degrees; and (c) emotional reactions to the experience were present. The results seem to support the notion that active experiences have an important role in episodic recall. Results also suggest semantic memory was achieved. The authors offer a potential model of learning for residential EE programs that is structured on episodic/semantic memory systems and is reflective of the results of this study as well as current research in cognitive sciences. 相似文献