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241.
Osman Birgin Mustafa Baloğlu Hakan Çatlıoğlu Ramazan Gürbüz 《Learning and individual differences》2010,20(6):654-658
The purpose of the present study is to investigate mathematics anxiety among 220 sixth through eighth grade Turkish students in terms of mathematics achievement levels, perceived enjoyment of the mathematics teaching method, perceived enjoyment of mathematics, and perceived help with mathematics from parents. The Mathematics Anxiety Scale for Primary School Students (Bindak, 2005) was used to assess the levels of mathematics anxiety. A 3 × 2 factorial analysis of variance results showed that there was not a significant interaction effect or main effect of gender; however, there was a significant main effect of grade level. Standard multiple regression analyses show that independent variables accounted for 63% to 70% of variability in the dependent variable. The results also indicate that not only the perceived enjoyment of mathematics, but also the enjoyment of the mathematics teaching method and help with mathematics from parents had a significant effect on mathematics anxiety. 相似文献
242.
高吕和 《北京工业职业技术学院学报》2007,6(2):39-41
从图论的角度讨论了静态最优路径的算法及其复杂度,在此基础上对停车诱导功能需求进行研究,提出了停车场内部诱导系统的设计思路和方法. 相似文献
243.
熊吕茂 《河北师范大学学报(教育科学版)》2007,9(4):27-30
杨昌济是中国近代一位杰出的教育家,他一生热衷于教育事业,具有强烈的爱国主义精神。他的教育思想对于发展我国社会主义教育事业仍然具有十分重要的启迪意义。 相似文献
244.
Zafer Kuş Kadir Karatekin Durdane Öztürk Özlem Elvan 《Educational Media International》2016,53(2):118-138
The main purpose of this study is to analyze news stories regarding children in the national print media in the last five years using top eight newspapers in terms of circulation and evaluate these news stories based on the Convention on the Rights of the Child, which was issued by the UN and signed by Turkey. The research was undertaken as a case study. The study data were collected from top eight newspapers in terms of circulation between 2010 and 2014 in order to reveal when and how newspapers at national level represent children and the scientific content of impressions in the national media. Results show that children appear in the national media in mostly negative cases. In conclusion, it was observed in this study, children’s rights to life, development, protection, and participation were violated at both national and international levels. In this sense, news reflects the truth about “children’s rights violations”. However, the way that children appear in news and reflection in media constitute a secondary children’s rights violation. 相似文献
245.
Silva KM Spinrad TL Eisenberg N Sulik MJ Valiente C Huerta S Edwards A Eggum ND Kupfer AS Lonigan CJ Phillips BM Wilson SB Clancy-Menchetti J Landry SH Swank PR Assel MA Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460
RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children. 相似文献
246.
Sarı Uğur Pektaş Hüseyin Miraç Şen Ömer Faruk Çelik Harun 《Education and Information Technologies》2022,27(5):6669-6689
Education and Information Technologies - The need to benefit from information technologies in the twenty-first century digital age is increasing in all economies to overcome problems and... 相似文献
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249.
Worldviews are not only about whether God exists or whether the world has a purpose. They can contain a lot more, or they can differ in excluding the existence of God and/or a purpose for the world. In this article we define worldviews as answering a variety of worldview questions, which we list. Once this is recognized, it becomes clear that scientific worldviews are also a species of worldviews that should not be dismissed categorically. We then distinguish between the project of constructing a scientific worldview and asking whether science itself has any worldview content. We argue that science, even when it is characterized quite minimally, does have worldview content. This has some important implications for science education, which we draw. 相似文献
250.
The research questions addressed in this study were: what types of epistemological beliefs do elementary students have; what
types of metacognition do elementary students have; and what are the relationships among students’ perceived characteristics
of constructivist learning environment, metacognition, and epistemological beliefs. A total of 626 students enrolled in sixth,
seventh, and eight grades of nine elementary public schools located in Ankara, Turkey constituted the participants of this
study. Constructivist learning environment survey (CLES), Junior metacognitive awareness inventory (Jr. MAI), and Schommer
epistemological belief questionnaire (EB) were administered to students. Factor Analysis of Jr. MAI revealed both knowledge
of cognition and regulation of cognition items were loaded into one factor. Confirmatory factor analysis of EB revealed a
four factor structure namely innate ability, quick learning, omniscient authority, and certain knowledge. Regression analyses
revealed that metacognition and omniscient authority were significant predictors of personal relevance dimension of CLES.
Metacognition was found as the only predictor of the student negotiation. Innate ability and metacognition significantly contributed
to uncertainty. This study revealed that the elementary students with different mastery levels hold different epistemological
beliefs and multi-faceted nature of elementary school students’ metacognition was seemed to be supported with this study.
It was found that metacognition contributed to model more than epistemological beliefs for all three dimensions of CLES. 相似文献