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11.
Homework is an important component of most physics courses. One of the functions it serves is to provide meaningful formative assessment in preparation for examinations. However, correlations between homework and examination scores tend to be low, likely due to unproductive student behavior such as copying and random guessing of answers. In this study, we attempt to model these two counterproductive learner behaviors within the framework of Item Response Theory in order to provide an ability measurement that strongly correlates with examination scores. We find that introducing additional item parameters leads to worse predictions of examination grades, while introducing additional learner traits is a more promising approach. 相似文献
12.
ICT is meant to be integrated in all subjects in Norwegian schools; nevertheless many teachers are reluctant to use ICT in their own teaching. This paper explores to what extent teachers use ICT in their classroom teaching and what teacher‐level factors influence the use of ICT. It draws on an analysis of 10 focus‐group interviews with 10 teachers and a quantitative study of 59 teachers in three lower secondary schools in Hamar, Norway. The teachers showed commitment to ICT; however, may did not see the educational value, except for increased access to learning material and to stimulate learner motivation. Teachers also expressed lack of ICT confidence even though they have been taking part in ICT courses. A main finding is that to integrate ICT in one’s own teaching is a difficult and gradual process and teachers must be given time to find their own way to merge ICT with their own teaching style. 相似文献
13.
David K. Gattie Nadia N. Kellam John R. Schramski Joachim Walther 《European Journal of Engineering Education》2011,36(6):521-535
This paper presents a theoretical basis for cultivating engineering education as a complex system that will prepare students to think critically and make decisions with regard to poorly understood, ill-structured issues. Integral to this theoretical basis is a solution space construct developed and presented as a benchmark for evaluating problem-solving orientations that emerge within students’ thinking as they progress through an engineering curriculum. It is proposed that the traditional engineering education model, while analytically rigorous, is characterised by properties that, although necessary, are insufficient for preparing students to address complex issues of the twenty-first century. A Synthesis and Design Studio model for engineering education is proposed, which maintains the necessary rigor of analysis within a uniquely complex yet sufficiently structured learning environment. 相似文献
14.
Gerd Schürmann 《Informatik - Forschung und Entwicklung》2005,4(5):112-114
Informatik-Patente
Informatik-Patente 相似文献15.
In 1933, the Prussian Academy of Sciences and Humanities was an exclusive learned society, out of touch with modern methods and funding, which had also failed to re-establish itself as a centre of research. During the Nazi regime, it was at best peripherally involved in the restructuring of German academia. While some of its members played a political role, the Academy itself retained its status as a learned society, even an academic club. This helped make possible its subsequent adaptation to the new political order in post-war Germany. 相似文献
16.
Franklin Parker William W. Brickman Tadeusz J. Wiloch Enno Schmitz Otto Roloff John Raven Eric Hoyle Gerd Doerry Walter Hahn Hans Weiler Richard Cummings A. G. Hearnden Gerd Iben E. K. Townsend Coles A. Harry Passow Françoise Bacher Alexandre Vexliard Thành Lê Khôi Doris Elbers Brigitte Beer 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(4):469-504
17.
The article summarizes some considerations about the development of indicators for education for sustainable development (ESD). It reflects the present state of discussion, especially from a German perspective, and includes present developments in the area of quality criteria and standards for ESD. These discussion threads only denote the beginning of a discourse that will eventually lead to a practicable instrument for estimating the progress of ESD. This article shall give suggestions for the systematic development of an indicator system for ESD linking three dimensions: levels of educational systems, key functions of indicators, and key aspects of indicator development. 相似文献
18.
G. Walther 《Educational Studies in Mathematics》1976,7(4):465-495
Ohne Zusammenfassung 相似文献
19.
20.
Mario Thevis Michael Sauer Hans Geyer Gerd Sigmund Ute Mareck Wilhelm Schänzer 《Journal of sports sciences》2013,31(10):1059-1065
Abstract Drug abuse by adolescents has been investigated in various surveys that reported correlations between age, gender, and activity. However, none of these studies included chemical analyses to help substantiate the statements of participants. In the present study, the urine specimens of 964 students (439 females, 525 males; mean age 22.1 years, s = 1.7), who applied to study sports sciences at university, were assessed for anabolic steroids, stimulants, and selected drugs prohibited in sports. In total, 11.2% of the urine specimens provided contained drugs covered by doping controls. The most frequently detected compound was the major metabolite of tetrahydrocannabinol (9.8%) followed by various stimulants related to amphetamine and cocaine (1.0%). Indications of anabolic steroid use were found in 0.4% of urine samples but originated from contraceptives containing norethisterone. The present study provided unambiguous data on the status quo of drug (ab)use by adolescents hoping for a career related to elite sport or sports sciences. No use of anabolic steroids was detected. However, evidence for stimulants and tetrahydrocannabinol administration was obtained, although not reported by any participant, which highlights the issue of under-reporting in surveys based solely on questionnaires. 相似文献