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761.
In this study, we used targeted active-learning activities to help students improve their ways of reasoning about carbon flow in ecosystems. The results of a validated ecology conceptual inventory (diagnostic question clusters [DQCs]) provided us with information about students' understanding of and reasoning about transformation of inorganic and organic carbon-containing compounds in biological systems. These results helped us identify specific active-learning exercises that would be responsive to students' existing knowledge. The effects of the active-learning interventions were then examined through analysis of students' pre- and postinstruction responses on the DQCs. The biology and non-biology majors participating in this study attended a range of institutions and the instructors varied in their use of active learning; one lecture-only comparison class was included. Changes in pre- to postinstruction scores on the DQCs showed that an instructor's teaching method had a highly significant effect on student reasoning following course instruction, especially for questions pertaining to cellular-level, carbon-transforming processes. We conclude that using targeted in-class activities had a beneficial effect on student learning regardless of major or class size, and argue that using diagnostic questions to identify effective learning activities is a valuable strategy for promoting learning, as gains from lecture-only classes were minimal. 相似文献
762.
Baumler DJ Banta LM Hung KF Schwarz JA Cabot EL Glasner JD Perna NT 《CBE life sciences education》2012,11(1):81-93
Genomics and bioinformatics are topics of increasing interest in undergraduate biological science curricula. Many existing exercises focus on gene annotation and analysis of a single genome. In this paper, we present two educational modules designed to enable students to learn and apply fundamental concepts in comparative genomics using examples related to bacterial pathogenesis. Students first examine alignments of genomes of Escherichia coli O157:H7 strains isolated from three food-poisoning outbreaks using the multiple-genome alignment tool Mauve. Students investigate conservation of virulence factors using the Mauve viewer and by browsing annotations available at the A Systematic Annotation Package for Community Analysis of Genomes database. In the second module, students use an alignment of five Yersinia pestis genomes to analyze single-nucleotide polymorphisms of three genes to classify strains into biovar groups. Students are then given sequences of bacterial DNA amplified from the teeth of corpses from the first and second pandemics of the bubonic plague and asked to classify these new samples. Learning-assessment results reveal student improvement in self-efficacy and content knowledge, as well as students' ability to use BLAST to identify genomic islands and conduct analyses of virulence factors from E. coli O157:H7 or Y. pestis. Each of these educational modules offers educators new ready-to-implement resources for integrating comparative genomic topics into their curricula. 相似文献
763.
Given enormous global challenges, alongside nurturing children's creativity, professional creativity has perhaps never been more vital (
[Craft, 2011a] and [Moss, 2010]). This paper considers how a small, qualitative, co-participative study in an inner city children's centre, explored practitioner perspectives and practice related to creativity understood as possibility thinking. This research builds on previous studies that have documented possibility thinking and analyses the nature of possibility thinking manifest in child-initiated immersive play triggered by practitioner-placed provocations, and pedagogical strategies which foster this. 相似文献
764.
Nicole Beeman-Cadwallader 《Cultural Studies of Science Education》2012,7(1):245-254
Rahm sought to illuminate how children and youth make meaning of science in three out-of-school time programs, and the identity
work that is done through the trajectory of their youth toward their young adulthood. Through using multisited ethnography,
she asserts that we can learn more about what the youth say about their science learning and science literacy development
in these programs. She has revealed through her rich data the potential value of multisited ethnography for science education
research. A similar theme of insider/outsider status to science emerged in each of the three sites. The nature of the data
collected in Rahm’s multisited ethnography allowed for the unveiling of the similarities in this theme, but also made evident
the nuanced ways that this theme presented itself differently across the three sites. The additional potential came through
in the varied data Rahm could have delved into and did not. A unique characteristic of ethnographic research, that is not
necessarily present in other research methods, is that a wide array of varied data is collected. An analysis of documents,
images, and observational field notes, which go beyond interview data, may provide deeper understandings previously untouched
in science education. 相似文献
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