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991.
Analogies offer conceptual models for supporting the development of understanding. Contrary to some expectations, there is growing evidence that young children can reason analogically. Much of this evidence comes from experiments intended to test psychological theories. This study aimed to gauge the practical potential of analogy in topics often considered by teachers difficult for young children to understand. Aspects of young children's understanding of current electricity were compared in two conditions, namely with and without an analogy (87 and 89 children, respectively; 6‐7 years of age). The results indicated that the analogy was of practical value in teaching for understanding. It is suggested that their bases be carefully prepared prior to teaching the target topic and that what is to be understood is modelled directly and is explicitly related to its equivalent in the topic. Further investigations to determine conditions for the effective use of analogies when teaching young children, who benefits particularly and in what ways seem warranted. 相似文献
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993.
Ivor Davies 《国际体育史杂志》2013,30(5):796-814
The question of providing the citizens of London, Ontario, Canada with public bathing facilities emerged in the late 1860s and persisted through the early 1920s. Initially concerns over the financial costs of such a venture trumped the need to protect public morals and ensure the physical safety of bathers. Not until the first decade of the 1900s did serious interest arise within local government to provide public facilities, prompted primarily by concerns over the moral and physical safety of the city's children. Whereas concerns related to the provision of public bathing facilities are relatively well documented for larger Canadian cities including Montreal and Toronto, attempts to secure public space to bathe in smaller centres such as London provide clear evidence of how broader social forces, including the critical influence of the playgrounds movement, served to promote swimming and bathing in Canadian towns and cities after the turn of the twentieth century. 相似文献
994.
Patrick Alexander Susan Harris-Huemmert Lynn McAlpine 《International Journal for Academic Development》2013,18(3):162-173
In this paper, we explore the usefulness of three different approaches to facilitating reflexivity and a critical awareness of emerging academic identities for doctoral students. This paper stems from a longitudinal research project entitled The Next Generation of Social Scientists, which was conducted across three research-intensive British universities and based at the University of Oxford. The research examined how doctoral students in a range of social science disciplines develop (or do not develop) notions of ‘academic’ identity as they move along the doctoral trajectory and into academic positions. In what follows we describe how three different data collection tools – weekly logs, interviews and a card-sorting activity – were used to encourage doctoral students to consider the process of constructing academic identities more actively and self-reflectively. We then consider how the use of these tools at two workshops further revealed how they can be utilised by academic developers to explore the needs of doctoral students and improve the support in place for this student group. 相似文献
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996.
Lynn Schofield Clark Christof Demont-Heinrich Scott Webber 《Critical Studies in Media Communication》2013,30(5):409-426
Interviews with 52 parents of varying income levels and positions on the digital “access rainbow” are used to explore how parents discuss the widespread belief that ICT (information and communication technologies) access affects their children's prospects for success. While all parents agreed that ICT competence is important, differences emerged along socioeconomic lines regarding how parents conceptualized the computer/success relationship. While upper-income parents demonstrated greater ICT proficiency and access and assumed that their children needed ICT proficiency for success, parents in the lower-income groups saw the need for ICT proficiency as more context-dependent and adopted broader definitions of success. All parents expressed concerns about the negative attributes of ICTs as entertainment rather than educational media; for lower- and middle-income families, however, this objection justified limits on use or access among children. 相似文献
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998.
Brian E. Davies 《Higher Education》2001,41(4):473-480
Instructions for Authors
Instructions for Authors 相似文献999.
1000.
Julia Davies 《English in Education》2010,44(2):169-171