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91.
The abundance of the element oxygen is not only crucial for life at the surface of the Earth, but also greatly affects the properties and dynamics of the interi... 相似文献
92.
Wim De Clercq Jonas Braekevelt Jaume Coll Conesa Hilmi Kaçar Josep Vicente Lerma Jan Dumolyn 《Al-Masaq: Islam & the Medieval Mediterranean》2015,27(2):153-171
Excavation of the mid-fifteenth-century castle of Pieter Bladelin, a high-ranking Burgundian official, in the village of Middelburg-in-Flanders, near Bruges (Belgium), has unearthed a remarkable series of blue and white painted and glazed floor tiles. Post-excavation archival and heraldic inquiries into the tiles has led to a deeper understanding of the role that gift exchange of luxury objects played within the diplomatic network of Alfonso V “the Magnanimous”, King of Aragon, and Philip “the Good”, Duke of Burgundy, in shaping a shared chivalric and crusading culture between Burgundy and Aragon. The study demonstrates the added value of the integration of archaeological and historical data in studying economic, political and cultural processes for the later medieval or early modern period. 相似文献
93.
This paper discusses the construction of hints for mathematical problems and their effectiveness. From a set of 15 non-standard problems on functions every problem was presented to a hundred ninth-grade students (age about 15). Hints might be used if necessary. Hint effectiveness was studied as a function of hint characteristics. The following results were obtained: Hints which stimulate concrete action are effective, if the action serves as a model for the required solution method. Hints which give only warnings against certain mistakes are ineffective. Hints which show a great part of the solution of a problem seem to be effective; however the solution was often reached with lack of understanding. The results are compared with results obtained by Trismen (1981, 1982). 相似文献
94.
95.
Redesigning a learning and assessment environment: The influence on students' perceptions of assessment demands and their learning strategies 总被引:1,自引:0,他引:1
The study aimed to determine if students in a redesigned course, firstly, hold different perceptions of the assessment demands and, secondly, adjusted their learning strategies towards deeper learning. Contrary to expectations, the students in the original assignment-based (ABL) course (n = 406 students) adopted more deep- learning strategies and less surface-learning strategies than the students in the problem-based (PBL) course (n = 312 students). Although both course format as well as assessment clearly differed in the two conditions, this has not resulted in different perceptions of the assessment demands. Additionally, the results show clearly that the students who express their intentions to employ a certain learning strategy perceive the assessment demands as such and actually employ a related learning strategy. 相似文献
96.
Henry Nsubuga Kiwanuka Jan Van Damme Wim Van Den Noortgate Dickson Nkafu Anumendem Gudrun Vanlaar Chandra Reynolds 《School Effectiveness & School Improvement》2017,28(1):1-21
This study investigated the effects of student and classroom characteristics on math self-confidence, perceived usefulness, and enjoyment of mathematics as multiple outcomes. A sample of 7th-grade students from 78 classes of 49 schools was studied. The data were collected using, among other instruments, an attitude questionnaire. The results of the multivariate multilevel analysis showed that the variance of the 3 indicators was situated mostly at the student level, and that the indicators correlated strongly at the class level. Higher prior mathematics achievement and positive parental beliefs and attitudes were significant predictors of higher scores across the 3 indicators. Each of the baseline indicators was significantly associated with its corresponding final indicator. At the classroom level, classroom assessment was significantly associated with less endorsement of all 3 indicators, higher levels of classroom modeling with greater endorsement of perceived usefulness of mathematics, and classroom questioning with greater enjoyment of mathematics. 相似文献
97.
Peer teaching: Academic achievement of teacher-led versus student-led discussion groups 总被引:1,自引:0,他引:1
Problem-based small-group discussions are the cornerstone of health sciences education at the University of Limburg (The Netherlands). In each of three courses, fifteen discussion groups of about eight students were randomly assigned a staff-tutor (control condition) or student-tutor (experimental condition).In two of the courses no significant differences in cognitive test achievement between the two conditions were found. In one course students tutored by staff-tutors performed significantly better than students tutored by student-tutors. However, no significant differences in test performance were found between students tutored by high-achieving versus average-achieving student-tutors. These findings contradict the congruence hypothesis from information processing theory. Several other explanations are explored. 相似文献
98.
Pieter J. Beers Henny P. A. Boshuizen Paul A. Kirschner Wim Gijselaers Jochem Westendorp 《Educational technology research and development : ETR & D》2008,56(3):309-328
Many researchers use information and communications technology (ICT)-tools to augment learning in a great variety of tasks.
Their effects are generally measured in terms of intended outcomes. This article argues for the use of additional, more general
measures to obtain a more complete impression of the effects of ICT-tools. The first study presented in this article shows
why tools should not only be studied in terms of their specific intended outcomes, but also in terms of their effects on working
memory, and the cognitive mechanisms needed to achieve the intended outcomes. The second study uses cognitive load measurements
and stimulated recall interviews to obtain a more comprehensive view of the effects of learning tools. Results suggest that
traditional outcome measures need to be complemented with quantitative and qualitative measures of cognitive processes to
substantiate conclusions about intended effects of ICT-tools.
相似文献
Pieter J. BeersEmail: |
99.
Dirk De Bock Deborah Neyens Wim Van Dooren 《International Journal of Science and Mathematics Education》2017,15(5):939-955
Recent research on the phenomenon of improper proportional reasoning focused on students’ understanding of elementary functions and their external representations. So far, the role of basic function properties in students’ concept images of functions remained unclear. We add to this research line by investigating how accurate students are in connecting functions to their corresponding properties and how this accuracy depends on function types and representations. A large group of 10th graders evaluated for different function types, represented in either a graphical, a formulaic, or a tabular mode, the correctness of statements about their general properties and behavior. Results show that students succeeded rather well in making the right connections between properties and functions. Errors depended not only on the type of function for which the properties were evaluated but also on the kind of representation in which the function was presented. These results highlight the importance of function properties in students’ concept images of functions and suggest positive effects of making these properties explicit to students. 相似文献
100.
In science, and in the teaching of science, knowinghow is as important as knowingthat. The value of theoretical knowledge is limited, especially so in view of the rapid increase in available information. Methodological analysis of concrete problems should play a major role in teaching. Also, students should learn to contextualize problems in disciplines other than their major area of interest. Generalists are badly needed for this, in teaching and in research. However, current forms of interdisciplinary integration must be de-emphasized. 相似文献