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871.
Hemispheric laterality may be a useful concept in teaching, learning, training, and in understanding more about human development.
To address this issue, a measure of hemispheric laterality was compared to musical and mathematical ability. The Human Information
Processing Survey (HIPS) instrument, designed to measure hemispheric laterality, was administered to 101 participants who
were then asked to provide a measure of their conceptual aptitude for mathematics and music. Scores were then compared through
canonical correlation to test the hypothesis that perceived mathematical ability may be explained by left-brain hemisphere
preference and musical by the right hemisphere. A relatively strong correlation was found between music ability and right-brain
hemisphere preference. A relationship between math and left-brain hemisphere preference or integrated brain processing scores
was found to be marginal. Ramifications to learning are discussed. 相似文献
872.
Gunnar Peterson John Steven 《中国教育网络》2008,(2):26-27
2007年IEEE在波士顿召开了Metricon2.0工作会议,同时进行的还有第十六届Usenix安全研讨会.与会人员被问到的首要问题是:"度量事关重大吗?"你可以想象,与会者对这一问题的直觉问答会是"yes",但是经过会议当天的一番激辩,支持这一回答的人数在数量上只是稍占上风. 相似文献
873.
Educational Psychology Review - Previous simulation studies of randomization tests applied in single-case educational intervention research contexts have typically focused on A-to-B phase changes... 相似文献
874.
Bingolbali Erhan Demir Gokhan Monaghan John D. 《International Journal of Science and Mathematics Education》2021,19(6):1187-1208
International Journal of Science and Mathematics Education - This paper examines a didactic phenomenon, a perception that the elements of sets have a common property, e.g. that {1, 2, 3} and {a, b,... 相似文献
875.
Anders Jake Has Silvan Jerrim John Shure Nikki Zieger Laura 《Educational Assessment, Evaluation and Accountability》2021,33(1):229-249
Educational Assessment, Evaluation and Accountability - The purpose of large-scale international assessments is to compare educational achievement across countries. For such cross-national... 相似文献
876.
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878.
John B. Power 《Teaching in Higher Education》2016,21(3):235-248
This paper documents the ongoing development of a framework for reflection for undergraduate learners new to the reflective process. Motivated by the gap between students’ abilities and experience of reflection and the expectations of them at undergraduate level, the author experimented with a variety of approaches over a number of years. After much trial and error, a three-step pyramid method loosely based on Mezirow's three stages of the reflective process has been meeting with some success and is presented here. Findings indicate that recognizing the limitations in novice practitioners ability to reflect effectively, and providing them with a practical framework of initial support can empower them and result in greater expression and confidence in their reflective journal writing. 相似文献
879.
Michael T. Butcher John E. A. Bertram 《Journal of Science Education and Technology》2004,13(2):285-297
This laboratory exercise is designed to provide an understanding of the mechanical concept of impulse as it applies to human movement and athletic performance. Students compare jumps performed with and without handheld weights. Contrary to initial expectation, jump distance is increased with moderate additional weights. This was familiar to Ancient Greek athletes where halteres were a part of the original Olympic jumping sports. The effectiveness of this laboratory was assessed with a prelab questionnaire evaluating understanding of the concepts relevant to jumping mechanics and a postlab questionnaire assessing understanding of the same principles in the context of a different but mechanically analogous circumstance, that of throwing. Results indicate that understanding improved significantly as a result of participation in the laboratory exercise. 相似文献
880.
Data, based on responses of 1274 Australia secondary school students, are reported which link the student's learning motives and strategies to both personological and school environment factors and learning outcomes. The results indicate substantial positive relationships between the students’ level of self‐esteem and their perceptions of the learning environment as enjoyable and worthwhile with both deep and achieving approaches to learning. Students with more versatile learning strategies are also likely to be the more successful academically. 相似文献