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31.
Nigel Oseland Robert Collins John Hegarty 《British journal of educational technology : journal of the Council for Educational Technology》1990,21(3):203-214
The authors argue that there is a need for a microcomputer software authoring package which produces graphics. The novel feature of the Graphics Authoring Package (GAP) which they developed is that it produces Basic code from the user's graphical input. GAP is described together with the results of an evaluation study. The results indicate that the package is easy to use, effective in rapidly producing graphics code and that, in general, it fills a gap in the current range of educational software. 相似文献
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W. F. Beasley 《Research in Science Education》1978,8(1):135-144
Some conclusions This study has demonstrated the feasibility of improving the laboratory performance of freshman chemistry students through
planned skill practice activities. However, no differences were found among the specific practice strategies which were employed.
Mental practice of laboratory techniques represents the most efficient strategy in terms of the necessary laboratory resources.
Although mental practice alone was not expected to be as effective as physical practice, this study’s findings proved to be
an exception to the implications of earlier reported literature. However, if one accepts the argument that prior experience
with the appropriate apparatus during the pretest experiment and/or high school courses was significant, then this study is
consistent with the implications of the proposed model. Thus mental practice, to be fully effective, should be associated
with prior experience of the task.
Evaluation of such findings should relate to the degree of improvement which was found relative to the investment of student
time and laboratory resources in the practice activities. A more detailed discussion of the study is provided elsewhere (Beasley,
1978). 相似文献
34.
Linda Watson Graeme Douglas Liz Hodges Mike McLinden Nigel Hall 《Journal of Research in Special Educational Needs》2004,4(2):82-90
There have been many efforts to conceptualise literacy, both in terms of its essence and component parts, but it has proved difficult to define. This paper considers work that is undertaken with children and older learners with sensory needs in order to promote the early stages of literacy. Recent government initiatives aimed at fostering literacy development have caused teachers of children with sensory needs to re-examine their practice. The paper discusses early literacy as part of children's attempts to communicate and describes children with sensory needs engaging in a range of activities that are termed 'literacy' by those working with them. By taking into account these activities, the authors endeavour to throw light on the broader questions around concepts of literacy. 相似文献
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Anne Graham Mary Ann Powell Nigel Thomas Donnah Anderson 《Cambridge Journal of Education》2017,47(4):439-455
In Australia and internationally, the well-being of children and young people is a core focus of social policy, with a growing imperative to locate well-being within the sphere of education. However, the term ‘well-being’ remains ambiguous and the implementation of educational approaches to promote and improve it appears fragmented and ad hoc. In Australia, little is known about how well-being is understood and supported in schools, particularly from the perspective of students themselves. This article reports on key findings from an ambitious mixed-methods study funded by the Australian Research Council that investigated conceptualisations and practices around well-being in schools. Underpinned by theoretical interests linked to Childhood Studies and recognition theory, the research investigated policy, student and staff perspectives on well-being. The findings point to the key role of relationships, providing considerable scope for analysing the salience of Honneth’s modes of recognition for well-being in schools. 相似文献