全文获取类型
收费全文 | 211篇 |
免费 | 0篇 |
专业分类
教育 | 75篇 |
科学研究 | 107篇 |
各国文化 | 2篇 |
体育 | 15篇 |
信息传播 | 12篇 |
出版年
2021年 | 2篇 |
2020年 | 2篇 |
2019年 | 7篇 |
2018年 | 2篇 |
2017年 | 2篇 |
2016年 | 3篇 |
2015年 | 2篇 |
2014年 | 6篇 |
2013年 | 34篇 |
2012年 | 2篇 |
2011年 | 4篇 |
2010年 | 1篇 |
2009年 | 1篇 |
2008年 | 1篇 |
2007年 | 1篇 |
2004年 | 2篇 |
2003年 | 1篇 |
2001年 | 3篇 |
2000年 | 3篇 |
1999年 | 5篇 |
1998年 | 1篇 |
1996年 | 1篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1979年 | 1篇 |
1974年 | 2篇 |
1970年 | 1篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1924年 | 9篇 |
1923年 | 14篇 |
1922年 | 12篇 |
1921年 | 18篇 |
1920年 | 8篇 |
1919年 | 10篇 |
1917年 | 10篇 |
1915年 | 10篇 |
1912年 | 9篇 |
1910年 | 4篇 |
排序方式: 共有211条查询结果,搜索用时 15 毫秒
81.
82.
David C. Owens Rachel S. A. Pear Hanan A. Alexander Michael J. Reiss Tali Tal 《Research in Science Education》2018,48(6):1171-1186
There is a long history of some students finding that the science instruction they receive in schools fails to address their deeply held concerns about the theory of evolution. Such concerns are principally religious, though there are also students with deeply held religious views who are perfectly comfortable with the theory of evolution. New instructional strategies are emerging, aimed at reducing the tensions that may exist between evolution and religion by making space for students to examine their own views and recognize the spectrum of views that exists between atheistic evolution and special creation, as well as the bounded nature of science and different ways of knowing. In this article, we discuss the teaching of evolution in societies where acceptance of the theory of evolution is far from universal, and argue that an approach based on pedagogy of difference has considerable potential to enhance students’ development of epistemic insight through recognition of the multiple perspectives that exist concerning the relationship between religion and science. In doing so, we explicate precisely what pedagogy of difference entails and introduce an approach that should enhance evolution education, and even aid students’ situating of science as a resource for making decisions about issues with scientific and societal aspects where the acknowledgement of multiple perspectives is valuable. 相似文献
83.
When a caloric substance is followed by a flavored substance, preference for the flavor that followed the calories can increase because of a flavor-nutrient association. We showed here that this effect is opposed by a fullness effect: consuming the caloric substance itselfreduces-consuniption of the flavor that follows. Because consumption of this flavor was less than consumption of a flavor that was given alone, there was a reduced preference for the flavor that followed the calories—an effect opposing flavor-nutrient learning. The preference for the flavor that was given alone and consumed in greater amounts seems to be due to exposure per se and is not a result of contrast. When the amount of the flavor given alone was directly controlled so that it was one half the amount of the flavor that followed the calories, preference for the flavor following the calories was no higher than when consumption of the two flavors was equal. Thus, exposure can interfere with flavor-nutrient learning, but does not enhance it. 相似文献
84.
Paul Owens 《教育心理学》2008,28(1):29-45
In two experiments, the principles of cognitive load theory were applied to the design of alternatives to conventional music instruction hypothesised to facilitate learning. Experiment 1 demonstrated that spatial integration of visual text and musical notation, and dual‐modal delivery of auditory text and musical notation, were superior to the spatially separated placement of the same visual materials, demonstrating the split‐attention and modality effects respectively. In Experiment 2 there were four conditions differentiated by the presence or absence of musical notation and the simultaneous or successive presentation of auditory music, written explanations, and musical notation. Results indicated that the presence of music notation had no effects, but that the simultaneous presentation of either two or three information sources was superior to successive presentation. These results provide further empirical support for the need to consider cognitive load theory when designing instruction in any domain. 相似文献
85.
Daniel G. Webster Myles H. Williams Roger D. Owens Vance B. Geiger Donald A. Dewsbury 《Learning & behavior》1981,9(2):173-177
The digging behavior of 12 taxa of muroid rodents was observed on sand and peat substrates. Overall, significantly more digging was performed on peat than on sand. The percentage of animals of each taxon that dug was found to be positively correlated with both the duration of digging and the number of bouts of digging and negatively correlated with latency to dig. Differences across taxa in the duration of digging were correlated with field observations of the nesting behavior of these taxa; taxa that frequently utilize subterranean nest sites exhibited more digging than those that do not. The motor patterns used in digging are described;Mus musculus was the only species that appeared to exhibit a unique digging pattern. Digging behavior appears to be a pattern that is readily elicited in the laboratory, related to behavior in the field, and appropriated for further laboratory study. 相似文献
86.
Melissa L. Shirley Karen E. Irving Vehbi A. Sanalan Stephen J. Pape Douglas T. Owens 《International Journal of Science and Mathematics Education》2011,9(2):459-481
Connected classroom technology (CCT) is a member of a broad class of interactive assessment devices that facilitate communication
between students and teachers and allow for the rapid aggregation and display of student learning data. Technology innovations
such as CCT have been demonstrated to positively impact student achievement when integrated into a variety of classroom contexts.
However, teachers are unlikely to implement a new instructional practice unless they perceive the practical value of the reform.
Practicality consists of three constructs: congruence with teacher’s values and practice; instrumentality—compatibility with the existing school structures; and cost/benefits—whether the reward is worth the effort. This study uses practicality as a framework for understanding CCT implementation in
secondary classrooms. The experiences of three science teachers in their first year implementing CCT are compared with matched-pair
mathematics teachers. Findings suggest that despite some differences in specific uses and purposes for CCT, the integration
of CCT into regular classroom practice is quite similar in mathematics and science classrooms. These findings highlight important
considerations for the implementation of educational technology. 相似文献
87.
Kyle Gray Katharine Owens Xin Liang David Steer 《Journal of Science Education and Technology》2012,21(3):392-402
To date, research to date on personal response systems (clickers) has focused on external issues pertaining to the implementation
of this technology or broadly measured student learning gains rather than investigating differences in the responses themselves.
Multimedia learning makes use of both words and pictures, and research from cognitive psychology suggests that using both
words and illustrations improves student learning. This study analyzed student response data from 561 students taking an introductory
earth science course to determine whether including an illustration in a clicker question resulted in a higher percentage
of correct responses than questions that did not include a corresponding illustration. Questions on topics pertaining to the
solid earth were categorized as illustrated questions if they contained a picture, or graph and text-only if the question only contained text. For each type of question, we calculated the percentage of correct responses for each
student and compared the results to student ACT-reading, math, and science scores. A within-groups, repeated measures analysis
of covariance with instructor as the covariate yielded no significant differences between the percentage of correct responses
to either the text-only or the illustrated questions. Similar non-significant differences were obtained when students were
grouped into quartiles according to their ACT-reading, -math, and -science scores. These results suggest that the way in which
a conceptest question is written does not affect student responses and supports the claim that conceptest questions are a
valid formative assessment tool. 相似文献
88.
Caroline Wakefield James Adie Edd Pitt Tessa Owens 《Assessment & Evaluation in Higher Education》2014,39(2):253-262
Owing to the increasing diversity of assessments in higher education, feedback should be provided to students in a format that can assist future and alternative work. This study aimed to assess the effectiveness of the Essay Feedback Checklist on future alternative assessments. Participants were assigned to one of two groups, one of which completed the checklist prior to assessment 1 (essay) and received feedback using this method. Attainment on assessment 1 and assessment 2 (examination) were taken as pre- and post-test scores. Results revealed increased assessment scores for the checklist group, compared to those who received conventional feedback. Focus group data indicated that students particularly liked elements of the checklist as a feedback method, but potential drawbacks were also highlighted. Implications and future use of the checklist is then discussed. 相似文献
89.
McKeown Debra FitzPatrick Erin Brown Megan Brindle Mary Owens Julie Hendrick Robert 《Reading and writing》2019,32(6):1483-1506
Reading and Writing - Writing allows access to venues often limited by poverty, disabilities, and geography. Promoting writing skills can create bridges to overcome the isolation that often keeps... 相似文献
90.
In four experiments, rats’ preferences for flavors consumed under high deprivation versus low deprivation were measured. In Experiment 1, rats preferred flavors received in unsweetened food under high deprivation to flavors received in unsweetened food under low deprivation. This preference did not vary with amount of food used to deliver the flavors (1-g vs. 16-g wet mash). Sweetening the food (0.10% saccharin) eliminated this preference when 16 g of mash was received, but not when 1 g of mash was received (Experiments 2 and 3). Sweetening the mash even more (0.15% saccharin) eliminated the preference when 1 g of mash was received, as well as when 20 g of mash was received. We suggested that the reinforcing value of sweetness is reduced by increasing deprivation level. 相似文献