全文获取类型
收费全文 | 504篇 |
免费 | 2篇 |
国内免费 | 1篇 |
专业分类
教育 | 430篇 |
科学研究 | 15篇 |
各国文化 | 3篇 |
体育 | 15篇 |
综合类 | 2篇 |
文化理论 | 6篇 |
信息传播 | 36篇 |
出版年
2020年 | 5篇 |
2019年 | 8篇 |
2018年 | 7篇 |
2017年 | 9篇 |
2016年 | 13篇 |
2015年 | 12篇 |
2014年 | 15篇 |
2013年 | 132篇 |
2012年 | 8篇 |
2011年 | 6篇 |
2010年 | 7篇 |
2009年 | 5篇 |
2008年 | 6篇 |
2007年 | 4篇 |
2006年 | 7篇 |
2005年 | 9篇 |
2004年 | 7篇 |
2003年 | 7篇 |
2002年 | 4篇 |
2001年 | 4篇 |
2000年 | 10篇 |
1999年 | 5篇 |
1998年 | 11篇 |
1997年 | 7篇 |
1995年 | 13篇 |
1994年 | 5篇 |
1993年 | 6篇 |
1992年 | 14篇 |
1991年 | 4篇 |
1990年 | 11篇 |
1989年 | 7篇 |
1988年 | 7篇 |
1986年 | 4篇 |
1985年 | 6篇 |
1983年 | 5篇 |
1982年 | 9篇 |
1981年 | 5篇 |
1980年 | 5篇 |
1979年 | 9篇 |
1978年 | 8篇 |
1976年 | 4篇 |
1975年 | 4篇 |
1974年 | 5篇 |
1973年 | 5篇 |
1972年 | 5篇 |
1971年 | 6篇 |
1970年 | 10篇 |
1968年 | 6篇 |
1967年 | 3篇 |
1954年 | 3篇 |
排序方式: 共有507条查询结果,搜索用时 6 毫秒
501.
502.
Science & Education - 相似文献
503.
The study investigated the relationship between instructional context (integrated and non‐integrated) that explicitly teaches about nature of science (NOS) and students’ view of NOS across different disciplines. Participants were three teachers and their students, which comprised six classes of 89 ninth‐graders and 40 10th/11th‐graders. Each teacher taught two intact sections of the same grade level within a specific science discipline. The treatment for all groups involved teaching a 5–6 week unit that included the science content and NOS. The two intact groups learned about same content; the only difference was the context of NOS instruction (integrated or non‐integrated). An open‐ended questionnaire, followed by interviews, was used to assess change in participants’ views. Results showed improvement in students’ NOS views regardless of whether NOS instruction was embedded within the content. Therefore, it was not possible to make claims about whether one instructional context is more effective than another in general terms. 相似文献
504.
This study assessed the effectiveness of the systematic modeling teaching strategy on integrated science process skills and formal reasoning ability. Urban middle school students received a three-month process skill intervention treatment from teachers trained in either the use of systematic modeling or the learning-cycle model. A third, control group received traditional science instruction. The analysis of data revealed that (a) students receiving modeled instruction demonstrated a significant difference in their achievement of process skills when compared to either of the control groups. (b) Students taught by teachers who had received special process skill and strategy training demonstrated a significant difference in their process skill achievement when compared with the control group. (c) Students at different cognitive reasoning levels demonstrated significantly different process skill ability. 相似文献
505.
Norman G. Lederman 《科学教学研究杂志》1992,29(4):331-359
The development of adequate student conceptions of the nature of science has been a perennial objective of science instruction regardless of the currently advocated pedagogical or curricular emphases. Consequently, it has been an area of prolific research characterized by several parallel, but distinct, lines of investigation. Although research related to students' and teachers' conceptions of the nature of science has been conducted for approximately 40 years, a comprehensive review of the empirical literature (both quantitative and qualitative) has yet to be presented. The overall purpose of this review is to help clarify what has been learned and to elucidate the basic assumptions and logic which have guided earlier research efforts. Ultimately, recommendations related to both methodology and the focus of future research are offered. 相似文献
506.
James A. Shymansky George Woodworth Obed Norman John Dunkhase Charles Matthews Chin-Tang Liu 《科学教学研究杂志》1993,30(7):737-755
This article examines the impact of a specially designed in-service model on teacher understanding of selected science concepts. The underlying idea of the model is to get teachers to restructure their own understanding of a selected science topic by having them study the structure and evolution of their students' ideas on the same topic. Concepts on topics from the life, earth, and physical sciences served as the content focus and middle school Grades 4–9 served as the context for this study. The in-service experience constituting the main treatment in the study occurred in three distinct phases. In the initial phase, participating teachers interviewed several of their own students to find out what kinds of preconceptions students had about a particular topic. The teachers used concept mapping strategies learned in the in-service to facilitate the interviews. Next the teachers teamed with other teachers with similar topic interests and a science expert to evaluate and explore the scientific merit of the student conceptual frameworks and to develop instructional units, including a summative assessment during a summer workshop. Finally, the student ideas were further evaluated and explored as the teachers taught the topics in their classrooms during the fall term. Concept maps were used to study changes in teacher understanding across the phases of the in-service in a repeated-measures design. Analysis of the maps showed significant growth in the number of valid propositions expressed by teachers between the initial and final mappings in all topic groups. But in half of the groups, this long-term growth was interrupted by a noticeable decline in the number of valid propositions expressed. In addition, analysis of individual teacher maps showed distinctive patterns of initial invalid conceptions being replaced by new invalid conceptions in later mappings. The combination of net growth of valid propositions and the patterns of evolving invalid conceptions is discussed in constructivist terms. 相似文献
507.