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991.
Steven L. Goldman 《Educational Philosophy and Theory》2018,50(14):1453-1454
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Constructing knowledge in the context of BioWorld 总被引:1,自引:0,他引:1
Lajoie Susanne P. Guerrera Claudia Munsie Steven D. Lavigne Nancy C. 《Instructional Science》2001,29(2):155-186
BioWorld is a computer learning environmentdesigned for high school biology students. BioWorldcomplements the biology curriculum by providing ahospital simulation where students can apply what theyhave learned about body systems to problems where theycan reason about diseases. Students workcollaboratively at collecting evidence to confirm orrefute their hypotheses as they attempt to solveBioWorld cases. The present study examined students'use of BioWorld to solve problems related to thedigestive system. Analyses of student actions andverbal dialogue were conducted to pinpoint the typesof features within BioWorld that were most conduciveto learning and scientific reasoning. An exploratoryanalysis of the types of assistance provided tostudents by a teacher, researcher, and BioWorld alonewas conducted to examine how scaffolding influencedstudent actions. 相似文献
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Steven Holiday Matthew J. Lewis Rachel Nielsen Harper D Anderson Maureen Elinzano 《Visual Communication Quarterly》2016,23(3):175-187
Photographic self-portraits have existed since the mid-19th century, but the emergence of digital photography and social media as tools that facilitate rapid visual communication have contributed to a surge of self-photographs, or selfies, and the practice has become a ubiquitous part of today's culture. This exploratory research employed a Q-method analysis to quantitatively and qualitatively identify what archetypal motivations exist among individuals who take and share selfies. The findings largely validated past scholarship on the uses and gratifications of photography, new media, and visual rhetoric individually, but also identified that the motivation to take and share selfies is a complex balance of preservation, communication, and entertainment for most individuals who engage in the practice. 相似文献
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Dennis W. Moore 《教育心理学》1984,4(3):233-248
The effect of different seating positions on the frequency with which pupils were addressed questions by the teacher was examined in two primary school classes. Baseline observations identified areas in both classes to which a disproportionately high and low number of questions were directed. Utilising a multiple baseline design six pupils in both classes were systematically moved in and out of these areas. Results indicate that location within the classroom is in itself a causal factor in the question distribution pattern. Concomitant measures of teacher location and pupil on‐task levels indicate that changes in these features of the behavioural ecology of the classes did not confound the location effects. Data are discussed illustrating the value of obtaining observational measures on behaviours concomitant with the dependent variable both in order to monitor uncontrolled variables which it is anticipated may confound the experimental effects, and to assist in the identification of other potentially significant ecological setting events within the classroom. 相似文献
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Formal reasoning has been studied extensively with tasks that have physics or laboratory content. This study compares laboratory and naturalistic content influences on formal reasoning tasks. Ninety 13-, 15-, and 17-year olds received both laboratory and naturalistic content tasks which required ability to control variables. Expectations about the variables in each task were measured. Results revealed that 8 to 20% of the variance in performance was associated with task content. Content effects were shown to reflect expectations about task variables. 相似文献