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141.
142.
Christine R. Starr Lisa Hunter Robin Dunkin Susanna Honig Rafael Palomino Campbell Leaper 《科学教学研究杂志》2020,57(7):1093-1118
Our short-term longitudinal study explored undergraduate students' experiences with performing authentic science practices in the classroom in relation to their science achievement and course grades. In addition, classroom experiences (felt recognition as a scientist and perceived classroom climate) and changes over a 10-week academic term in STEM (science, technology, engineering, and mathematics) identity and motivation were tested as mediators. The sample comprised 1,079 undergraduate students from introductory biology classrooms (65.4% women, 37.6% Asian, 30.2% White, 25.1% Latinx). Using structural equation modeling (SEM), our hypothesized model was confirmed while controlling for class size and GPA. Performing science practices (e.g., hypothesizing or explaining results) positively predicted students' felt recognition as a scientist; and felt recognition positively predicted perceived classroom climate. In turn, felt recognition and classroom climate predicted increases over time in students' STEM motivation (expectancy-value beliefs), STEM identity, and STEM career aspirations. Finally, these factors predicted students' course grade. Both recognition as a scientist and positive classroom climate were more strongly related to outcomes among underrepresented minority (URM) students. Findings have implications for why large-format courses that emphasize opportunities for students to learn science practices are related to positive STEM outcomes, as well as why they may prove especially helpful for URM students. Practical implications include the importance of recognition as a scientist from professors, teaching assistants, and classmates in addition to curriculum that engages students in the authentic practices of science. 相似文献
143.
This study is part of a project concerned with the analysis of how students work with two-variable functions. This is of fundamental
importance given the role of multivariable functions in mathematics and its applications. The portion of the project we report
here concentrates on investigating the relationship between students’ notion of subsets of Cartesian three-dimensional space
and the understanding of graphs of two-variable functions. APOS theory and Duval’s theory of semiotic representations are
used as theoretical framework. Nine students, who had taken a multivariable calculus course, were interviewed. Results show
that students’ understanding can be related to the structure of their schema for R3 and to their flexibility in the use of different representations. 相似文献
144.
Ana María Delgado García Rafael Oliver Cuello 《Educational technology research and development : ETR & D》2010,58(6):781-790
Education is one of the pillars in which a Welfare State is effectively based on in order to achieve an equitable distribution
of wealth. In contemporary society, knowledge and education are among the most appreciated goods, and everyone should have
the right to acquire them, without distinction of gender, race, age, health or religion. From our experience of over 15 years
at the Universitat Oberta de Catalunya we can claim that virtual learning makes access to education easier for certain population
strata, whereas otherwise, they would be excluded from such a right. A very significant group of students to consider are
women with family burdens who, thanks to this kind of education, are able to gain access to higher education for the first
time in their lives and at their maturity ages. Another significant group is students with disabilities, for whom virtual
education makes it possible to get training in fields for which it would be more difficult to get in the case of the non-virtual
university. Geographic factors are also relevant, since virtual education has provided rural areas and other places with poor
infrastructures with a chance to gain access to higher education. This brings with it a redistribution of wealth among territories,
and also among different social strata with fewer resources and limitations to commute long distances to higher education
institutions. Another issue that needs pointing out is virtual communication. As it is asynchronic, it can lead to a high
degree of reflection. All these elements enable us to have a virtual discussion about cultural and linguistic issues which
have huge educational value. 相似文献
145.
Rafael Ball 《Publishing Research Quarterly》2011,27(1):1-12
As long as scientists discuss scientific problems and communicate with each other, scholarly communication is an essential
part of scientific activities. In the very ancient time the scholarly communication was only an oral tradition, a face to
face communication. Later on, the written form of communication has taken place. Since the invention of movable printing types
by Gutenberg the scholarly communication was preferable in written and printed form. Since 15 years the revolution has taken
place with the digital information, which is now available for scholarly communication. There was a paradigm shift from the
printed and oral tradition to a new digital electronic science communication. In the future the traditional printed book information
for scientific communication will be replaced by problem solving portals with all electronic and digital tools. 相似文献
146.
Rafael Chaiken 《Publishing Research Quarterly》2018,34(4):485-503
The tension between commerce and culture has long been recognized as characteristic of the publishing industry. Publishers seek to put forth quality works of cultural significance yet are constrained by the need to earn a profit. This article is a case study of how this conflict played out at a postwar New York City company, Storm Publishers. Storm was a one-person operation run by Alexander Gode-von Aesch, a German immigrant best known for his work as a linguist and translator. Gode founded the company in 1947 to publish The End Is Not Yet, a pacifist novel by the German playwright Fritz von Unruh. Storm went on to publish a diverse array of scholarly and trade books until it was dissolved in 1958. The article analyzes how Gode pursued a number of strategies—relying on personal connections, developing relationships with celebrities, purchasing advertisements, soliciting reviews, cutting costs, generating subsidiary rights income, and sheer tenacity and audacity—in order to compete with larger and more established Manhattan publishers. It argues Gode harbored a contradictory attitude toward the culture–commerce dichotomy, asserting that his aim was to distribute quality works that could not make a profit while at the same time publishing books aimed at bolstering his balance sheet and lamenting others’ lack of sales. As the first history of Storm Publishers, the article sheds light on the midcentury New York publishing industry and how a small firm sought to claim a place in the postwar intellectual economy. 相似文献
147.
Development of an Instrument to Assess Student Opinions of the Quality of Distance Education Courses
Beth Hensleigh Chaney James M. Eddy Steve M. Dorman Linda Glessner B. Lee Green Rafael Lara-Alecio 《The American journal of distance education》2013,27(3):145-164
This study describes the development of a learning process of genetic counseling and basic genetics using an e-learning model and its application to a group of psychologists in the state of Parana in southern Brazil. The aim was to analyze the impact on the increase of knowledge in the presented subjects and the possibility of applying this project on a larger scale. The results of two observations were compared. The observations consisted of scores on the same exams, applied before and after taking the course. Results indicated that the remote education process is indeed a viable alternative for genetic counseling education and is validated for application in large scale together with Centers for Family Health Care Assistance of the Brazilian Ministry of Health Care. 相似文献
148.
Fuhui Tong Beverly J. Irby Rafael Lara-Alecio Cindy Guerrero Yinan Fan Margarita Huerta 《International Journal of Science Education》2013,35(12):2083-2109
This paper presents the findings from a randomized control trial study of reading/literacy-integrated science inquiry intervention after 1 year of implementation and the treatment effect on 5th-grade low-socio-economic African-American and Hispanic students’ achievement in science and English reading. A total of 94 treatment students and 194 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted of ongoing professional development and specific instructional science lessons with inquiry-based learning, direct and explicit vocabulary instruction, and integration of reading and writing. Results suggested that (a) there was a significantly positive treatment effect as reflected in students' higher performance in district-wide curriculum-based tests of science and reading and standardized tests of science, reading, and English reading fluency; (b) males and females did not differ significantly from participating in science inquiry instruction; (c) African-American students had lower chance of sufficiently mastering the science concepts and achieving above the state standards when compared with Hispanic students across gender and condition, and (d) below-poverty African-American females are the most vulnerable group in science learning. Our study confirmed that even a modest amount of literacy integration in inquiry-based science instruction can promote students' science and reading achievement. Therefore, we call for more experimental research that focus on the quality of literacy-integrated science instruction from which middle grade students, particularly low-socio-economic status students, can benefit. 相似文献
149.
Bjørn H. K. Wolter Mary A. Lundeberg Mark Bergland Karen Klyczek Rafael Tosado Arlin Toro C. Dinitra White 《Journal of Science Education and Technology》2013,22(2):215-225
Does an online, multimedia case study influence students’ performance, motivation, and perceptions of science in collegiate level biology classes, and if so, how? One hundred and eight students in 5 classes from 4 campuses in the United States and Puerto Rico participated in data collection (performance tests, surveys and focus group interviews). Pre- and post-test results increased after students participated in the learning environment (F(1, 80) = 17.256, p ≤ 0.01, η2 = 0.177). Student confidence in their knowledge also increased. During focus group interviews students reported that the project was a good learning experience (95 %), would help with future classes or careers (87 %), and stimulated student curiosity by demonstrating the application of theoretical knowledge in real-world situations (64 %). The learning environment motivated students by making material relevant, which resulted in better performance. This pedagogical tool is not instructor dependent, and is adaptable. 相似文献
150.
Alessandro H. Nicolai Ré Maria Teresa Cattuzzo Rafael dos Santos Henrique David F. Stodden 《Journal of sports sciences》2016,34(18):1716-1722
This study examined the relative contribution of age, stage of puberty, anthropometric characteristics, health-related fitness, soccer-specific tests and match-related technical performance to variance in involvements with the ball during recreational 5-a-side small-sided (32 × 15 m) soccer matches. Using a cross-sectional design, 80 healthy male students (14.6 ± 0.5 years of age; range 13.6–15.4) who played soccer recreationally were randomly divided into 10 teams and played against each other. Measurements included height, body mass, pubertal status, health-related fitness (12-min walk/run test, standing long jump, 15-m sprint and sit-ups in 30 s), soccer-specific tests (kicking for speed, passing for accuracy and agility run with and without a ball), match-related technical performance (kicks, passes and dribbles) and involvements with the ball during matches. Forward multiple regression analysis revealed that cardiorespiratory fitness (12-min walk/run test) accounted for 36% of the variance in involvements with the ball. When agility with the ball (zigzag running) and power (standing long jump) were included among the predictors, the total explained variance increased to 62%. In conclusion, recreational adolescent players, regardless of their soccer-specific skills, may increase participation in soccer matches most through physical activities that promote improvement in cardiorespiratory fitness, muscle power and agility. 相似文献