排序方式: 共有20条查询结果,搜索用时 0 毫秒
11.
12.
13.
It is important for teachers of mathematics to know how pupils react to certain mathematical situations and what these reactions imply, in order to design more effective instructional environments based on their learning needs. This study reports the development processes of a digital learning tool (Learning Tool for Elementary School Teachers (L‐TEST)) that shows children's mathematical thinking for the ages of 4–11 years across certain problem situations. L‐TEST is designed as a support tool to be used in teacher education. A case‐based instructional model was used in designing the instructional tool. Video recordings were digitised to provide a rich environment where learners observe exemplary cases. These exemplified videos included children's mathematical development in the subjects of numbers and shapes, combined with discussions in line with the current research findings. Finally, a usability test for the learning tool was carried out. 相似文献
14.
Acoustic micromanipulation technologies are a set of versatile tools enabling unparalleled micromanipulation capabilities. Several characteristics put the acoustic micromanipulation technologies ahead of most of the other tweezing methods. For example, acoustic tweezers can be adapted as non-invasive platforms to handle single cells gently or as probes to stimulate or damage tissues. Besides, the nature of the interactions of acoustic waves with solids and liquids eliminates labeling requirements. Considering the importance of highly functional tools in biomedical research for empowering important discoveries, acoustic micromanipulation can be valuable for researchers in biology and medicine. Herein, we discuss the potential of acoustic micromanipulation technologies from technical and application points of view in biomedical research. 相似文献
15.
Ozcan Gulacar Olcay Sinan Charles R. Bowman Yetkin Yildirim 《Research in Science Education》2015,45(5):717-726
A study is presented that explores how students’ knowledge structures, as related to the scientific method, compare at different student ages. A word association test comprised of ten total stimulus words, among them experiment, science fair, and hypothesis, is used to probe the students’ knowledge structures. Students from grades four, five, and eight, as well as first-year college students were tested to reveal their knowledge structures relating to the scientific method. Younger students were found to have a naïve view of the science process with little understanding of how science relates to the real world. However, students’ conceptions about the scientific process appear to be malleable, with science fairs a potentially strong influencer. The strength of associations between words is observed to change from grade to grade, with younger students placing science fair near the center of their knowledge structure regarding the scientific method, whereas older students conceptualize the scientific method around experiment. 相似文献
16.
17.
S. Sinan Erzurumlu Keith Rollag 《Decision Sciences Journal of Innovative Education》2013,11(4):359-381
How can you get undergraduate students more interested and engaged with business cases? Instead of using the traditional case teaching format, turn the case into a consulting exercise. Give students only the managerial dilemma and some starting information, form them into consulting teams, and then have each team requests additional case information by submitting a restricted number of questions. Through successive rounds, teams will gather enough information and data to analyze the situation and develop a set of recommendations. This approach transforms case‐based learning from a passive analysis of case details to an active process of discovery through smart questioning. 相似文献
18.
Sinan Olkun Arif Altun Glenn Smith 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(2):317-326
This research investigated the possible impacts of computers on Turkish fourth‐grade students’ geometry scores and further geometric learning. The study used a pretest–intervention–posttest experimental design. Results showed that students who did not have computers at home initially had lower geometry scores. However, these differences were minimised with an appropriate intervention containing computer‐based Tangram puzzles. This suggests that at schools, it seems more effective to integrate mathematical content and technology in a manner that enables students to do playful mathematical discoveries. 相似文献
19.
20.