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61.
Zazove P Meador HE Derry HA Gorenflo DW Burdick SW Saunders EW 《American annals of the deaf》2004,148(5):376-384
Deaf person's computer use was studied (N = 227). Respondents self-administered a survey in their preferred language (voice, American Sign Language, captions, or printed English). A small nonparticipant sample was also recruited. Demographics were consistent with those in other studies of deaf people: 63% of respondents reported computer use, mostly at home; 50% of nonparticipants reported computer use. Subjects with hearing loss due to meningitis were less likely to use computers (p = .0004). Computer use was associated with English usage at home (p = .008), with hearing persons (p = .002), and with physicians and nurses (p = .00001). It was also associated with the use of Signed English as a child to communicate (p = .02), teacher use of Signed English (p = .04), and teacher use of ASL (p = .03). Two thirds of respondents reported using computers, though nonresponder data suggested less use among all deaf persons. Computer use was associated with English use and inversely associated with hearing loss due to meningitis. 相似文献
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Lawrenz Frances Gravemeijer Koeno Stephan Michelle 《International Journal of Science and Mathematics Education》2017,15(1):1-17
A one-group quasi-experimental design and survey methodology were used to investigate the effect of virtual laboratory practices on preservice teachers’ (N = 29) graphic comprehension and interpretation skills with different learning approaches. Pretest and posttest data were collected with the Test of Understanding Kinematic Graphs. The Learning Approaches Scale was administered to the preservice science teachers to determine if they used an in-depth, superficial, or strategic approach. These data were analyzed using non-parametric statistics. The effect of virtual laboratory practices on these preservice teachers’ graphic comprehension and interpretation skills was evaluated, and a significant pretest–posttest gain for “Selecting the graphic related to the explanation of movement” was found. Suggestions are made to address the effects of teaching models and technology-integrated learning environments on students’ learning approach in science courses at different levels of education. 相似文献
64.
We examine the labor market for the highly trained in nanotechnology and the response of universities toward providing training. We draw comparisons with the labor market and university response in bioinformatics. The demand analysis is based on position announcements in Science in 2002 compared to 2005. We also analyze online position announcements in late 2005 and early 2006. Our analysis leads us to conclude that at the present time the market is small and growing for positions in academe and at FFRDCs, small and stable for positions at firms. Our analysis of training leads to the conclusion that the pipeline is being filled primarily through a principal investigator approach, where a student is attached to one faculty member's lab, rather than to a formal program. The fundamental difference between nanotechnology and bioinformatics in this respect may be due to differences in the opportunities available to universities and faculty. 相似文献
65.
Novel homo-dinuclear silicon bridged cyanoethyl cyclopentadienyl complexes of titanium and zirconium (CH3)2Si((η5-C5H3CH2CH2CN)(C5H5)MCl2)2 (M=Ti(1), Zr(2)) were synthesized and developed for the polymerization of ethylene. Compared with their corresponding mononuclear complexes (η5-C5H4CH2CH2CN)(C5H5)MCl2 (M=Ti(3), Zr(4)), the dinuclear complexes had higher catalytic activity. And the polyethylene produced had a higher molecular weight than that obtained with mononuclear catalysts. Effects of conditions on the ethylene polymerization catalyzed by (2)/MAO (methylaluminoxane) were studied in detail. The catalyst showed a very high activity ( >106g PE/mol Zr*h) under low catalyst concentration and high molar ratio of Al/Zr. 相似文献
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Dipl.-Gwl. Stephan Abele Dr. Samuel Greiff Tobias Gschwendtner Sascha Wüstenberg Reinhold Nickolaus Alexander Nitzschke Joachim Funke 《Zeitschrift für Erziehungswissenschaft》2012,15(2):363-391
This article is about the importance and validity of dynamic problem solving (DPS) in predicting technical problem solving performances. In addition to DPS, fluid intelligence and technical knowledge were included in the study. Assessing DPS and fluid intelligence simultaneously also allowed for testing the empirical distinction between both constructs. Results are based on data of a sample of car mechatronics (n?=?129) and electronics technicians (n?=?88) and showed that DPS and fluid intelligence were empirically separable. In the first sample (electronics technicians) DPS explained technical problem solving performance best, although fluid intelligence showed incremental validity too. In the second sample (car mechatronics) fluid intelligence was weakly related to the criterion whereas DPS was not at all. When technical knowledge was added to the prediction, both DPS and fluid intelligence did not predict technical problem solving performance. However, in the sample of the electronics technicians fluid intelligence indirectly affected the criterion through technical knowledge. A discussion of the somewhat contradictory results, the different results patterns in the two samples and a theoretical explanation of the results are provided. 相似文献
68.
AbstractThe introduction of Philosophy and Ethics to the Western Australian Certificate of Education courses in 2008 brought philosophy into the Western Australian secondary school curriculum for the first time. How philosophy came to be included is part of a larger story about the commitment and perseverance of a relatively small number of Australian educators and their belief in the value of introducing philosophical communities of inquiry into school classrooms through a revised pedagogy which could sit comfortably with an outcomes-based education system. 相似文献
69.
The present study examines how learnersinteract with one another within the context ofa computer conference for the purposes ofpassing a test. In a faked computer conferencewith predetermined messages, both the number ofmessages irrelevant to the topic, and theexplicit threading of messages were varied in a2 × 2 design (n = 54). Subjects participated in anasynchronous fashion over a course of fourlog-in sessions. In general, learners indicateda fairly consistent pattern of reception. Theyopened virtually all messages, grouped them ina non-chronological order, and processed themaccording to their topic relevance. Thispattern was also mediated by the conferencecharacteristics. Explicit threading led tosequences of message readings that were morecontent oriented. Similarly, fewer irrelevantmessages lead to prolonged reading times ofrelevant messages. Whereas learning success wasnot affected by conference characteristics,explicitly threaded messages decreased theperceived cognitive demands. 相似文献
70.
Skedsmo Guri Huber Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2020,32(1):1-4
Educational Assessment, Evaluation and Accountability - 相似文献