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Virtual Solar System Project: Learning Through a Technology-Rich,Inquiry-Based,Participatory Learning Environment 总被引:3,自引:2,他引:1
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Designing System Dualities: Characterizing a Web-Supported Professional Development Community 总被引:2,自引:0,他引:2
In this article we focus on the challenges we have encountered in attempting to support the development of an online community of practice for grade 5-12 mathematics and science teachers. Specifically, this project involves the design and evaluation of an electronic knowledge network, the Inquiry Learning Forum (ILF), a web-based professional development system designed to support a community of practice (CoP) of in-service and preservice mathematics and science teachers who are creating, reflecting upon, sharing, and improving inquiry-based pedagogical practices. This research examines the interplay among a variety of variables that characterize the dynamics of building a social network through which participating teachers will seek to share and improve their pedagogical practices. Our research suggests that designing for virtual communities involves balancing and leveraging complex dualities from the "inside" rather than applying some set of design principles from the "outside." This research provides an illuminative case study from which others can more readily identify patterns occurring in their own interventions and navigate the challenges they face more intelligently. 相似文献
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Sasha A. Barab Bruce E. Bowdish Kimberly A. Lawless 《Educational technology research and development : ETR & D》1997,45(3):23-41
In this study we explored the use of log files as a window into the process of hypermedia navigation. Although there is a
growing body of research addressing theoretical and design issues related to open-ended, non-directive technologies such as
hypermedia, relatively few studies have attempted to explain navigational performance. Sixty-six undergraduate students used
a multidimensional, computer-based kiosk that could be explored in a nonlinear fashion to find information in response to
one of two information-retrieval tasks (simple or complex). Cluster analysis was used to generate performance profiles derived
from navigational data captured in log files. Analyses of within-cluster performance profiles, combined with external validation
criteria, led to the classification of four different types of navigational performance (models users, disenchanted volunteers,
feature explorers, and cyber cartographers). These characterizations were consistent with information-retrieval scores and
the external criteria (self-efficacy, perceived utility, and interest). For example, individuals who appeared to take the
time to learn the layout of the kiosk also had the highest self-efficacy, while those who used the help screen and watched
the most movies had the lowest self-efficacy. Results also demonstrated an interaction between various individual navigational
profiles and type of information-retrieval task. 相似文献
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Sexuality professionals are likely to experience unwanted sexualization based solely on their profession. Sexuality professionals are sexualized by various groups of people including strangers, colleagues, or even friends and family. The research literature discusses how sexuality researchers experience and navigate this sexualization but includes little information about the ways in which sexuality educators are sexualized. At the 2016 National Sex Ed Conference, we facilitated a workshop for sex educators to discuss how they are sexualized and how they would suggest navigating such experiences. Through this workshop proceeding, we examine how educators echoed many of the same strategies used by sexuality researchers found in the literature along with some unique population concerns and strategies. 相似文献
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Dennis L. Molfese Victoria J. Molfese Sasha Key Arlene Modglin Spencer Kelley Shona Terrell 《Annals of dyslexia》2002,52(1):99-119
This paper focuses on methods useful for identifying differences in the development of language reading abilities in children
that rely on measures of brain responses and behavioral assessments. Findings from longitudinal and cross-sectional studies
using brain and behavior measures are described, along with findings from research designed to influence changes in brain
and behavioral responses through training. The findings show differences in event-related potentials (ERP) responses recorded
at birth that are related to a child’s later performance on language and reading tasks. Such findings point to a strong biological
influence on the development of language and reading skills. However, other findings show that the influence of biological
factors on brain processing can be modified through learning. In fact, several studies show that even brief periods of stimulation
and opportunities for learning can produce changes in the brain’s ERP repsonses. Such findings suggest that new approaches
to evaluating the effectiveness of interventions might change the rate and likelihood of developmental changes. 相似文献