全文获取类型
收费全文 | 169篇 |
免费 | 2篇 |
专业分类
教育 | 147篇 |
科学研究 | 5篇 |
各国文化 | 2篇 |
体育 | 2篇 |
信息传播 | 15篇 |
出版年
2020年 | 4篇 |
2019年 | 3篇 |
2018年 | 6篇 |
2017年 | 5篇 |
2016年 | 6篇 |
2015年 | 4篇 |
2014年 | 3篇 |
2013年 | 45篇 |
2012年 | 2篇 |
2011年 | 2篇 |
2010年 | 3篇 |
2008年 | 4篇 |
2003年 | 3篇 |
2002年 | 4篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1996年 | 2篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 4篇 |
1991年 | 5篇 |
1990年 | 3篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 2篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1975年 | 1篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1970年 | 2篇 |
1969年 | 1篇 |
1968年 | 1篇 |
1967年 | 2篇 |
1966年 | 1篇 |
1965年 | 2篇 |
1963年 | 1篇 |
1962年 | 2篇 |
1957年 | 2篇 |
1951年 | 1篇 |
1924年 | 1篇 |
1908年 | 1篇 |
1907年 | 1篇 |
排序方式: 共有171条查询结果,搜索用时 15 毫秒
131.
This paper focuses on theory and research issues associated with the use of hypermedia technologies in education. It is proposed
that viewing hypermedia technologies as an enabling infrastructure for tools to support learning—in particular learning in
problem-based pedagogical environments involving cases—has particular promise. After considering research issues with problem-based
learning related to knowledge transfer and conceptual change, a design framework is discussed for a hypermedia system with
scaffolding features intended to support and enhance problem-based learning with cases. Preliminary results are reported of
research involving a new version of this hypermedia design approach with special ontological scaffolding to explore conceptual
change and far knowledge transfer issues related to learning advanced scientific knowledge involving complex systems as well
as the use of the system in a graduate seminar class. Overall, it is hoped that this program of research will stimulate further
work on learning and cognitive sciences theoretical and research issues, on the characteristics of design features for robust
and educationally powerful hypermedia systems, on ways that hypermedia systems might be used to support innovative pedagogical
approaches being used in the schools, and on how particular designs for learning technologies might foster learning of conceptually
difficult knowledge and skills that are increasingly necessary in the 21st century.
Michael J. Jacobson Ph.D., is a faculty researcher at the Singapore Learning Sciences Laboratory and an Associate Professor in the Learning Sciences and Technology Academic Group at the National Institute of Education (NIE), Nanyang Technological University in Singapore. His research has focused on the design of learning technologies such as 3D multi-user virtual environments and hypermedia to foster deep conceptual understanding, conceptual change, and knowledge transfer in challenging conceptual domains. Most recently, his work has explored cognitive and learning issues related to the design of learning technologies to help students understand new scientific perspectives emerging from the study of complex and dynamical systems. 相似文献
Michael J. JacobsonEmail: |
Michael J. Jacobson Ph.D., is a faculty researcher at the Singapore Learning Sciences Laboratory and an Associate Professor in the Learning Sciences and Technology Academic Group at the National Institute of Education (NIE), Nanyang Technological University in Singapore. His research has focused on the design of learning technologies such as 3D multi-user virtual environments and hypermedia to foster deep conceptual understanding, conceptual change, and knowledge transfer in challenging conceptual domains. Most recently, his work has explored cognitive and learning issues related to the design of learning technologies to help students understand new scientific perspectives emerging from the study of complex and dynamical systems. 相似文献
132.
Scott Hoefle Willard B. Ott Christopher M. Scherpereel Susan K. Williams 《Decision Sciences Journal of Innovative Education》2020,18(2):249-269
We describe our process for transforming a traditional, core operations management/supply chain management (OM/SCM) course into an experiential, integrated, and coordinated course. We developed a vison to create a course that all business majors would find engaging and relevant and that faculty would teach consistently and at the same level of rigor. A primary result was three new learning outcomes that focused on concept integration across operations, the supply chain, and the business. We specifically focused on decision trade‐offs and the effects of OM/SCM decisions on other parts of operations, the supply chain, and the business. The redesigned course has been implemented for three semesters. Our experiences offer new insights for redesigning and coordinating an OM/SCM core course and a process that can be implemented in other redesign efforts. 相似文献
133.
Sandra W. Jacobson Joseph L. Jacobson James M. O''Neill Robert J. Padgett James J. Frankowski Joan T. Bihun 《Child development》1992,63(3):711-724
Visual expectation was assessed in 103 black 6.5-month-olds using Haith, Hazan, and Goodman's paradigm and related to performance on standard developmental assessments and tests of information processing skill. As expected, percent anticipations was higher and RT lower than in 3.0-month-olds previously tested. Split-half and left-right correlations for the RT measures were moderate and similar to those previously reported, as was split-half reliability for percent anticipations. The 2 RT measures were related to fixation duration on both visual recognition memory (VRM) and cross-modal transfer, suggesting moderate cross-task and cross-age consistency in processing speed. Percent anticipations and baseline RT each contributed independently to the prediction of VRM novelty preference. Data from a factor analysis suggested 3 dimensions of cognitive function: processing speed, developmental level, and memory/attention. These findings suggest that the visual expectation paradigm provides a reliable new approach for assessing cognitive processing efficiency and attention during infancy. 相似文献
134.
135.
136.
137.
138.
139.
Michael J. Jacobson Beaumie Kim Suneeta Pathak BaoHui Zhang 《Interactive Learning Environments》2013,21(6):715-730
This research explores issues related to the sequencing of structure that is provided as pedagogical guidance. A study was conducted that involved grade 10 students in Singapore as they learned concepts about electricity using four NetLogo Investigations of Electricity agent-based models. It was found that the low-to-high structure learning sequences group participants scored significantly higher on the posttest assessments of conceptual and procedural understanding of electricity concepts, whereas the high-to-high structure learning sequences showed no significant changes from pretest to posttest. The implications of these findings are discussed with respect to other research into the sequencing and design of pedagogical structure and guidance in the literature. 相似文献
140.
Willard M. Oliver 《Journal of Criminal Justice Education》2013,24(3):420-439
In this article, the author discusses the pedagogical value of teaching a criminal justice history course through the use of major motion pictures. He examines the past use of film in academia, specifically the criminal justice academy, and highlights the gap in the literature associating historical films with criminal justice history. The article then proceeds to discuss the manner in which Hollywood often portrays history and include criminal justice history, and presents an example through the Steven Spielberg movie Amistad. The article also describes the author’s experience in creating and teaching a criminal justice history films course. 相似文献