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991.
Lee Anne Cope 《Anatomical sciences education》2008,1(5):207-211
Dilated canine hearts were used to teach undergraduate students internal and external cardiac anatomy. The specimens were dilated using hydrostatic pressure and then fixed using 5% formalin. These specimens provided the students with an alternative to prepackaged embalmed hearts and anatomical models for studying the external and internal cardiac anatomy. In addition, the dilated hearts are more similar to the organ they encounter within the thoracic cavity of their dissected animal. This gives the students a better chance of developing a three‐dimensional understanding of the heart. Anat Sci Ed 1:207–211, 2008. © 2008 American Association of Anatomists. 相似文献
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Salomon Anne Comeau Judith 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(2-3):251-267
This study examines the perceptions which teachers, head teachers and parents have of the participation of parents in the running of primary schools. While participation has been widely advocated (in North America, Europe and Africa), it appears that there are still tensions between the school and the family. The study shows that parents who are members of school councils state that they favour participation while teachers express some doubts on the positive aspects. Headteachers are more convinced, however. A number of variables help to differentiate the results, such as environment (rural, semi-urban or urban), and the sub-group to which the respondents belong (parents who are members or non-members of school councils, and teachers of different grades). The discussion considers the need for dialogue and consideration of each person's position in the interest of creating conditions favourable to children's development. 相似文献
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Mary Wong Siew Lian 《Research in Science Education》1998,28(3):337-352
This study used concept map content analysis and interviews to gain insights into the knowledge organisation and knowledge
processing of pre-service teachers. Forty-eight preservice teachers of elementary science from a teachers’ training college
in Sarawak, Malaysia, participated in this study. Correlations between achievement and five concept map characteristics showed
that there were significant positive correlations (p<.01) between achievement and: the number of appropriate links; the average number of appropriate concepts per cluster; and,
the hierarchy score of subjects’ concept maps, and significant negative correlations (p<.01) between achievement and: the number of inappropriate links; and, the average number of inappropriate concepts per cluster.
Interviews with high-achievers and lowachievers revealed that there were differences in the way they processed knowledge during
concept mapping. The high-achievers were more thorough than were the low-achievers in cognitive processing of knowledge, taking
time to make sense of concepts, sort and group concepts, form relevant links between concepts, and organise concepts hierarchically.
Active cognitive processing of knowledge seems to be related to more complex, well-integrated cognitive structures for the
material learned. 相似文献
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Mary Frances Hanline Lise Fox Pamela Phelps 《International Journal of Disability, Development & Education》1998,45(4):469-488
The development of two children with severe disabilities who were fully included in a community child care centre that implemented a developmentally appropriate play‐based curriculum is chronicled in this paper. The children's development was monitored over the course of a 9‐month school year using the traditional measure of a standardised assessment instrument, as well as monthly observations of the children in various play activities. The data are presented in a case study format and provide evidence that the children in this study made progress in all areas of development. The findings are important in that they show the children with severe disabilities progressed without intensive intervention, indicating that a play‐based curriculum utilising developmentally appropriate practice may provide an effective structure for the instruction of young children with disabilities. 相似文献
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