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171.
The incorporation of Physics as a subject matter in secondary school and universities was a long and controversial process. First, because of religious tensions; later, due to political tensions that, in some way, also had to do with religious belief. In 1857 the Faculties of Sciences were created in Spain. From that time onward the problems for the teaching of physics diminished considerably. At the same time, the first steps were taken toward the development of research in the physical sciences. 相似文献
172.
Enrique A. González-Velasco Emilio Sanvicente 《Journal of The Franklin Institute》1980,310(2):135-142
The analytic representation of band-pass signals, which is extremely useful in information transmission and radar, is usually obtained by first introducing the Hilbert transform of a signal. We consider this procedure artificial, and propose here to follow the opposite path, which leads, in a natural way, to a motivated definition of the Hilbert transform. The key to this procedure is to show how, as a simple application of the Fourier integral, every band-pass signal can be expressed as the real part of a low frequency signal which modulates an exponential. Such a representation, called the analytic signal, is then used to define the Hilbert transform in a natural manner. Finally, we show that the term analytic signal is motivated by the fact that this signal is the restriction to the real axis of a function defined and analytic (holomorphic) in the upper half of the complex plane. 相似文献
173.
Mariano González-Delgado 《History of education》2017,46(6):810-825
The Holocaust was one of the most significant events of contemporary history and still has great relevance for current times. This paper analyses the portrayal of the Holocaust in secondary education history textbooks in Spain. As this type of research has grown in the international arena, the need to review critically this event in Spanish textbooks has become ever more evident. This paper reviews what has already been written on this subject in the international arena and makes a number of methodological observations both quantitatively and qualitatively. In the review, a number of deficiencies in the representation of the Holocaust were found. This strongly indicates the need to contextualise the study of the Holocaust and frame it within a structural perspective that would account for its multi-causal origin. Attention is also drawn to the need to improve the content, dispel some myths and improve deficiencies identified in textbooks on the subject. 相似文献
174.
The Erasmus Programme for higher education students is supposed to play an important socio-economic role within Europe. Erasmus
student mobility flows have reached a relevant level of two million since 1987, boosted in recent years by the enlargement
of the programme to eastern countries. Thereafter, it seems that flows have staggered. In this context, the article analyses
the determinants of Erasmus student mobility establishing relevant hypotheses, which arise from the migration theory and gravity
models. A panel data set of bilateral flows for all the participating countries has been used in order to test the factors
influencing these student flows. Country size, cost of living, distance, educational background, university quality, the host
country language and climate are all found to be significant determinants. Results also reveal that there are other determinants,
like a country’s characteristics and time effects, which can affect mobility flows. Based on these findings, some general
recommendations are put forward to enhance these flows. 相似文献
175.
AbstractEarly schooling may influence the future academic results of students. In spite of this, there are very few studies providing evidence to demonstrate such an influence, with children under three being included in the notion of early schooling, as is the case in this study. We analyse the influence of this kind of education on the reading comprehension of fourth year primary students in Spain, on the basis of the data obtained from the Progress in International Reading Literacy Study (PIRLS) of 2011. Given the type of sampling used with PIRLS, with its hierarchical structure, we estimate multilevel educational production functions. The results obtained indicate that early schooling, as well as the socio-economic and cultural background of families, has a positive effect on students’ results in reading comprehension. These results support proposals for widening opportunities for receiving free education in early childhood, at least for socio-economically disadvantaged families, in order to compensate for the lack of early schooling received by their children and the consequent effects this has on their reading skills. 相似文献
176.
V. González J. M. Rodríguez J. L. Jiménez I. Gómez J. E. González A. Viñuelas 《European Journal of Engineering Education》2003,28(3):361-373
This paper presents a detailed planning for a high frequency or microwaves laboratory based on microstrip techniques and also on the use of a CAE commercial software. In the second part of the article we justify the use of the so-called Microwave Office software because of its easy handling and learning, which make it, in the authors' opinion, a good tool for correct learning of the circuits with microstrip techniques and, therefore, of the proposed educational programme. 相似文献
177.
Schenkel Kathleen Calabrese Barton Angela Tan Edna Nazar Christina Restrepo Flores Marcos D. González D. 《Cultural Studies of Science Education》2019,14(2):309-325
Cultural Studies of Science Education - Science for all has been touted as the primary path to equity in science education in the USA. We argue that without attention to the power imbalances that... 相似文献
178.
Katherine L. McNeill Rebecca Katsh-Singer María González-Howard Suzanna Loper 《International Journal of Science Education》2016,38(12):2026-2046
Science education research, reform documents and standards include scientific argumentation as a key learning goal for students. The role of the teacher is essential for implementing argumentation in part because their beliefs about argumentation can impact whether and how this science practice is integrated into their classroom. In this study, we surveyed 42 middle school science teachers and conducted follow-up interviews with 25 to investigate the factors that teachers believe impact their argumentation instruction. Teachers responded that their own learning goals had the greatest impact on their argumentation instruction while influences related to context, policy and assessment had the least impact. The minor influence of policy and assessment was in part because teachers saw a lack of alignment between these areas and the goals of argumentation. In addition, although teachers indicated that argumentation was an important learning goal, regardless of students' backgrounds and abilities, the teachers discussed argumentation in different ways. Consequently, it may be more important to help teachers understand what counts as argumentation, rather than provide a rationale for including argumentation in instruction. Finally, the act of trying out argumentation in their own classrooms, supported through resources such as curriculum, can increase teachers' confidence in teaching argumentation. 相似文献
179.
Joaquin Sanchis-Moysi Cecilia Dorado Fernando Idoate Juan J. González-Henríquez Jose A. Serrano-Sanchez Jose A. L. Calbet 《European Journal of Sport Science》2016,16(7):780-786
It is generally accepted that preadolescents have a limited capacity to develop muscle hypertrophy in response to exercise compared with older populations; however, studies are scarce and conflicting. The main aim of the present study was to assess if playing tennis is associated with the hypertrophy of dominant pectoralis muscles (PM) in professional (PRO) and in prepubescent tennis players (PRE). A secondary aim was to assess if the degree of asymmetry of PM is greater in PRO than PRE. The volume of PM of both sides was determined using magnetic resonance imaging in 8 male PRO (21.9 years), 6 male PRE (11 years, Tanner 1–2) and 12 male non-active controls (6 adults: 23.5 years; and 6 prepubescents: 10.7 years, Tanner 1–2). PRO and PRE had 15 and 30% greater volume, respectively, in the dominant than in the contralateral PM (P?.01). No significant side-to-side differences in PM volume were observed in the non-active controls (3%, P?=?.34 in adults and 5%, P?=?.17 in children). The degree of side-to-side asymmetry in PM volume was greater in PRE than in PRO (P?.05). In conclusion, tennis practice is associated with marked hypertrophy of dominant PM in tennis players, even at prepubertal age, whilst non-active age-matched control subjects display similar volumes in both sides. The larger asymmetry observed in PRE than in PRO may indicate a greater relative loading in the children or increased contralateral hypertrophy in the professionals. This study demonstrates that prepubertal children respond with marked hypertrophy to loading by tennis. 相似文献
180.
Marianela Navarro Carla Förster Caterina González Paulina González-Pose 《International Journal of Science Education》2016,38(9):1459-1482
Understanding attitudes toward science and measuring them remain two major challenges for science teaching. This article reviews the concept of attitudes toward science and their measurement. It subsequently analyzes the psychometric properties of the Test of Science-Related Attitudes (TOSRA), such as its construct validity, its discriminant and concurrent validity, and its reliability. The evidence presented suggests that TOSRA, in its Spanish-adapted version, has adequate construct validity regarding its theoretical referents, as well as good indexes of reliability. In addition, it determines the attitudes toward science of secondary school students in Santiago de Chile (n?=?664) and analyzes the sex variable as a differentiating factor in such attitudes. The analysis by sex revealed low-relevance gender difference. The results are contrasted with those obtained in English-speaking countries. This TOSRA sample showed good psychometric parameters for measuring and evaluating attitudes toward science, which can be used in classrooms of Spanish-speaking countries or with immigrant populations with limited English proficiency. 相似文献