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901.
Noise affects most of the activities. The term noise is used to describe fluctuations about the mean deterministic stationary value of a physical quantity. Noise is generally associated, for example, with inaccuracies in measurements or impurities in signals such as musical notes and hence is undesirable. However, its essential role in physical processes was pointed out in the beginning the last century by Smoluchowski and others. It is only in the last two decades or so that the positive (active) aspects of its role has come to light and is being subjected to intense scrutiny. It is now being increasingly realised that noise is an important ingredient to bring order in dynamical processes. Though it appears counterintuitive, noise seems to help in directing transport processes in biological systems at the molecular level. 相似文献
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904.
The need to equip science teachers with knowledge, skills, and habits of mind to face the challenges of teaching science through
inquiry informed this study, which analyzed the secondary science intern teachers’ beliefs about inquiry before, during, and
following a series of 2 consecutive science methods courses in an attempt to document the effect of such experiences on their
ability and willingness to infuse science inquiry in their science curricula. Nine science credentialing interns participated
in the study. Data was gathered from their written reflections and various assignments throughout the methods courses. Results
suggested that their beliefs changed significantly after the science methods courses. The implications of the study to secondary
science teacher educators and researchers were highlighted. 相似文献
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907.
D. Michael Malone 《Early Childhood Education Journal》2008,35(6):531-542
The purpose of this paper is to describe a Personal Learning Plan method used in undergraduate early childhood education courses
as a specific case of learner-centered, inquiry-based instruction. A rationale for this approach to instruction, the instructional
context in which the specific method was developed and used, the method framework (i.e., preliminary and final plans, activities,
products, and reflections), and the evaluation process will be discussed. Finally, a discussion of the perceived benefits
and challenges of the method as it has been implemented will be presented. 相似文献
908.
We believe that science journals can be used in the preschool classroom as tools for supporting and assessing children’s learning
of science- and literacy-relevant content and procedures. To support this argument, we review changes in attitudes about the
cognitive competencies of preschoolers and in teaching and learning expectations for early childhood education. We describe
practical aspects of using science notebooks with this age group and discuss specific ways that journals support children’s
learning. Finally, the role of journals in assessment is discussed. 相似文献
909.
Martha Lash 《Early Childhood Education Journal》2008,36(1):33-38
This study reflects a naturalistic, interpretive 5-month study in a public school morning kindergarten regarding the children’s
social development and creation of a peer culture during the transitional months into public education. The main focus of
the research was the children’s perspectives on these transitions and their evolving classroom community and peer culture
in response to the teacher, classroom and school environment. This study captures the dynamic and complex flow of activity
that occurs in classrooms, the give and take of relationships, and the agency that children take in developing peer culture
as one piece of community. Elements of the peer culture that are foregrounded include secondary adjustments as realized in
clean-up strategies, protecting play materials over time, and hypothetical competition with the afternoon kindergarten class. 相似文献
910.
The article presents the results of a study focusing on the family situation, education and interpersonal relations of adults (26–35 years old) who in their adolescence (16–19 years old) displayed exceptional giftedness. One group of those surveyed were national academic award winners (90). The control group consisted of 90 people of no outstanding academic achievement. The research found many differences between these two groups, both in the family situation and in interpersonal relations. High achievers were raised in families of higher social and professional status, and almost 72.2% of them decided to continue their academic career after they had graduated from university. The national academic award winners showed higher scores in shyness and lower scores in sociability in interpersonal relations. 相似文献