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Maria Emilia Brederode Santos 《Educational Media International》2013,50(3):190-191
Abstract The ICEM Conference which was held in Lisbon in October 1997 was entitled ‘Education for Media’. This article presents some reflections from one of the Portuguese representatives, a TV researcher and producer, on the discussions which took place during the conference, and looks at some of the implications which can perhaps be felt world wide 相似文献
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Emilia I. De La Fuente F. Javier Perales Juan García 《The Journal of environmental education》2013,44(2):19-21
Abstract Many parameters may be used to measure the deterioration of water quality. One very important parameter is total dissolved solids (TDS). An increase in TDS beyond acceptable levels can have a significant impact on municipal, industrial, and agricultural use of water. In this review an overview of the problem of high TDS levels is given. Factors related to TDS which are considered include: (a) laboratory determination, (b) natural and man-influenced sources, (c) adverse effects, and (d) treatment process removal techniques. A brief summary of the TDS problem associated with the Colorado River is also considered. 相似文献
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This study aims to explore the influence of outdoor teaching among students, aged 13, on arithmetic performance and self-regulation skills as previous research concerning outdoor mathematics learning is limited. This study had a quasi-experimental design. An outdoor and a traditional group answered a test and a self-regulation skills questionnaire before and after a 10 weeks unit in arithmetic. Findings suggest differences in changes in academic performance between the groups in favour of the outdoor group and no significant changes in self-regulation skills, apart from a decrease in intrinsic motivation in the traditional group. 相似文献
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European Journal of Psychology of Education - 相似文献
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Emilia A. Nhalevilo 《Cultural Studies of Science Education》2011,6(2):441-444
This paper is written in response to a paper by Maria Rivera on issues of language and identity. I give an autobiographical
account of my own experiences in relation to language identity and colonialism. I relate language and issues of alienation
during the colonial time and I reflect on how that past is still currently distorting the way we look at our local language.
I depict some episodes that, although they cannot be generalized, show how colonialism still deforms our cultural liberty.
I conclude that only with cultural emancipation can we teach in a truly contextualized manner and do research based on our
context. Only with cultural liberty we can be emancipated in the context of globalisation. 相似文献
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Anna Emilia Berti Valentina Barbetta Laura Toneatti 《International Journal of Science and Mathematics Education》2017,15(2):215-232
This study examines how third-graders’ conceptions about the origin of species are affected by formal instruction and whether children can learn not only about evolution but also about natural selection. We interviewed the same group of third-grade children (8–9 years old) twice, before and after following a curriculum about these topics. Creationist answers were very rare at both pre- and post-tests. The number of evolutionist answers increased significantly after instruction. However, children learned about evolution in a piecemeal way; they gave evolutionist answers for only some of the animals they were asked about and made several errors when putting classes of vertebrates on a time line. In addition, only a minority of children learned something about evolutionary mechanisms. They said that new-born animals can be different from the parents because of mutations but did not mention differential survival. These results challenge the views, according to which, cognitive biases (i.e. essentialism, teleological and intentional thinking) make children unreceptive to evolution. 相似文献
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The actual infrastructure of the information society sustains the globalization trend and increases the importance of the information and knowledge. The development of the knowledge society is the direct consequence of the mix of economic, social and cultural processes, which involve the knowledge creation and its equitable distribution, access and sharing. Universities, as poles of knowledge, creativity and innovation, play a key part in the regional development and the global competitiveness. The universities are active promoters of the innovation culture at the regional and international level, by increasing the synergy among education, research and innovation. The article focuses on the role of the academic area in the development of the learning and creative society at the regional level, contributing to the design of new knowledge and technology embedded products, services and organizational processes, which represent the premises of the global competitiveness. The most important challenge the academic environment faces in the new economy is to bridge the gap between the political decision, the governance and the labour market, offering innovative solutions and developing the intellectual capital to address the various issues of the knowledge economy. The article highlights the role of the universities as regional development drivers, by analyzing the economic performance of the Bucharest-llfov region and the direct influence of the trinomial equation: education-research-innovation. 相似文献
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