科技期刊的营销策略

期刊"营销"除了发行之外,还涵盖策划、经营、售后服务等更丰富的含义.科技期刊必须改变以作者市场为主体的经营理念,借鉴其他行业及国外先进的营销方式,结合本行业实际,认真研究以读者市场为主体的营销策略,从而拓展自己的功能,实现多元化、产业化发展.     

Critical trial use of TIMS* as an alternative instructional delivery tool

This quantitative-qualitative study seeks to determine the effectiveness of TIMS (Thomasian Interactive Multimedia Software) in teaching the introductory topics in Trigonometry. The acceptability of the software to the student respondents was established using the content, design, interface, and effectiveness of the media used as the evaluation criteria. The critical trial use of the software involving a small group of students was employed to elicit the needed information. It aims to provide meaningful report which includes the strengths and weaknesses of the software, the recurring problems, and constraints during its implementation, and a critique of the software as to how it should be improved for future use.     

The development of a questionnaire to measure students' motivation towards science learning

The purpose of this study was to develop a questionnaire that measures students' motivation toward science learning (SMTSL). Six scales were developed: self‐efficacy, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation. In total, 1407 junior high school students from central Taiwan, varying in grades, sex, and achievements, were selected by stratified random sampling to respond to the questionnaire. The Cronbach alpha for the entire questionnaire was 0.89; for each scale, alpha ranged from 0.70 to 0.89. There were significant correlations (p?<?0.01) of the SMTSL questionnaire with students' science attitudes (r?=?0.41), and with the science achievement test in previous and current semesters (r ^p?=?0.40 and r ^c?=?0.41). High motivators and low motivators showed a significant difference (p?<?0.01) on their SMTSL scores. Findings of the study confirmed the validity and reliability of the SMTSL questionnaire. Implications for using the SMTSL questionnaire in research and in class are discussed in the paper.     

Evaluating a bedside tool for neuroanatomical localization with extended‐matching questions

Neuroanatomical localization (NL) is a key skill in neurology, but learners often have difficulty with it. This study aims to evaluate a concise NL tool (NLT) developed to help teach and learn NL. To evaluate the NLT, an extended‐matching questions (EMQ) test to assess NL was designed and validated. The EMQ was validated with fourth‐year medical students and internal medicine and neurology residents. The NLT's usability was evaluated with third‐ and fourth‐year students, and the effectiveness was evaluated with an experimental study of second‐year students, using the EMQ as the outcome measure. Students were taught how to use both the NLT and textbook algorithms (control) to perform NL, then randomized into either group, and only allowed to use their assigned tool to complete the EMQ. Primary outcome was the difference in mean EMQ scores expressed as a percentage of total score. For EMQ validation, students (n = 56) scored lower than residents (n = 50) (76.7% ± 1.7 vs. 83.0% ± 1.6; mean ± standard error of mean, P < 0.009). The EMQ demonstrated good reliability (Cronbach's α 0.85) and generalizability (G‐coefficient 0.85). Third‐ (n = 77) and fourth‐year (n = 42) students found the NLT user‐friendly and helpful in their learning of NL. In the experimental study, scores were significantly higher for NLT group (n = 94) than for controls (n = 101) (42.5 vs. 37.0%, P = 0.014); the effect size (Cohen's d) was 0.36. The EMQ is validated to reliably assess NL and is generalizable, feasible, practical, and of low cost. The concise and user‐friendly NLT for NL was effective in aiding medical student performance of NL. Anat Sci Educ 11: 262–269. © 2017 American Association of Anatomists.     

Learning deeply in science: An analysis and reintegration of deep approaches in two case studies of grade 8 students

The purpose of this study was to articulate in fine detail, the kinds of learning strategies associated with a deep approach to learning science. The interactions of two groups of Grade 8 students were taped while they were engaged in hands-on science activities during instruction in a chemistry unit. The students were also interviewed both before and after instruction to find out more about their understanding of the science concepts in this unit. The focus in this paper is on case studies of two students who showed a deep approach to learning. Analysis of transcipts produced several categories which were used to classify the different strategies used by the students. Examples illustrating the use of these strategies are provided. A model illustrating how a learner's use of strategies is translated into regulatory control of the learning process is proposed.     

C2STEM: a System for Synergistic Learning of Physics and Computational Thinking

Journal of Science Education and Technology - Synergistic learning combining computational thinking (CT) and STEM has proven to be an effective method for advancing learning and understanding in a...     

This is Not an Article: a reflection on Creative Research Dialogues (This is Not a Seminar)

Abstract

This is Not a Seminar (TINAS) is a multidisciplinary forum established in 2012 at Edith Cowan University (ECU) in Australia to support practice-led and practice-based Higher Degree by Research students. The Faculty of Education and Arts at ECU includes cohorts of postgraduate research students in, for example, performance, design, writing and visual arts. We established the TINAS programme to assist postgraduate research students in connecting their creative practices to methodological, theoretical and conceptual approaches whilst fostering an atmosphere of rapport across creative disciplines. The pilot programme conducted for six months in 2012 comprised dialogues with experienced creative researchers; critical reading sessions on practice-led theory; and workshops in journaling, ethics and copyright. This article is a reflection on the strengths and limitations of TINAS and future projections. More than an additional teaching and learning service, the programme has become a vital forum for creative dialogue.