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91.
Sırakaya Mustafa Alsancak Sırakaya Didem Korkmaz Özgen 《Journal of Science Education and Technology》2020,29(4):561-572
Journal of Science Education and Technology - This study aimed to investigate the relationships among computational thinking (CT) skills, science, technology, engineering and mathematics (STEM)... 相似文献
92.
Nuri Balta Ali Eryılmaz 《International Journal of Science and Mathematics Education》2017,15(3):411-431
One way to fascinate, engage, arouse curiosity, motivate, and stimulate intellectual development in learning scientific concepts is to use counterintuitive questions. These questions make students aware of the inadequacies of their own thinking by exposing them to situations whose outcomes are inconsistent with what they would expect. In this study, a counterintuitive dynamics test (CIDT) is developed and administered to high school students along with the force concept inventory (FCI). After expert reviews, the initial version of the test consisting of 39 questions was administered to 87 students as a pilot study. After item analysis, a final version of 30 questions was developed; its internal consistency reliability coefficient was calculated as 0.826. The CIDT and FCI were administered to 229 students from 9 different high schools in Turkey. The results indicated that while in FCI students were mostly affected by everyday experiences and while in CIDT by carelessness and a superficial approach. Average scores for both tests were roughly equal and low. The results showed that the CIDT is a new test that measures another dimension of dynamic concepts and should be used along with the FCI. 相似文献
93.
94.
Büşra Tuncay Özgül Yılmaz-Tüzün Gaye Tuncer Teksoz 《Environmental Education Research》2012,18(4):485-505
This study investigated pre-service science teachers’ (PSTs’) moral reasoning patterns and the factors underlying these reasoning patterns. Local and non-local environmental dilemmas were used to examine moral reasoning patterns. An explanatory design was used with the collection and analysis of quantitative data, which was subsequently refined using qualitative interview data. For the quantitative part of the study, PSTs were asked to comment on four local and non-local environmental dilemmas (i.e. deforestation, e-waste, oil spills, and global warming). The responses were categorized as ecocentric, anthropocentric, or non-environmental reasoning. The findings showed that the participants’ moral reasoning focused on both ecocentric and anthropocentric perspectives, with a few displaying non-environmental reasoning. Concern for environmental problems was related to perceptions of whether the issue was directly related to nature, and was independent of whether the issues were local or non-local. The Moral Decision Making Interview protocol was used in the qualitative part of the study. Analysis revealed that the participants’ moral decisions were based on their resolutions in situational context and their concerns showed variations in their moral reasoning due to different factors like, effect on human life, formal principles, notion of rights, moral emotions, potential harm to others, and popular culture. 相似文献
95.
The main aim of this research is to examine teachers’ opinions about functions of school rules, reasons for rule-breaking and results of rule-breaking in relation to their locus of control, gender, age, seniority and branch. 350 public elementary school teachers in Ankara are included in the correlational survey model study. According to the teachers, the main function of school rules is to “provide regularity”. Classroom teachers find school rules more functional than branch teachers. Teachers with internal locus of control find school rules more functional than externals and junior teachers find school rules more functional than senior teachers. The main reason for teachers’ rule-breaking is “being uninvolved in rulemaking process”. When teachers do not follow school rules, they come across with cold behaviours of the school administrators. 相似文献
96.
Gökçe Erturan İlker Yunus Arslan Gıyasettin Demirhan 《Measurement in physical education and exercise science》2013,17(4):301-313
The Trichotomous Achievement Goal Scale was developed by Agbuga and Xiang (2008) by including selected items from the scales of Duda and Nicholls (1992), Elliot (1999), and Elliot and Church (1997) and adapting them into Turkish. The scale consists of 18 items, and students rated each item on a 7-point Likert scale. To ascertain the validity and reliability of the Trichotomous Achievement Goal Scale, it was administered to 845 female and 861 male Turkish high school students attending three public schools in the 2008–2009 spring semester. Exploratory and confirmatory factor analyses were conducted, and Cronbach's alpha and Fornell and Larcker's (1981) criteria were tested on the items that measured the students' achievements, screening for the three distinct types of achievement goals proposed by the trichotomous framework. Based on the results of the study, the 16-item Trichotomous Achievement Goal Scale can be claimed as a valid a reliable scale. 相似文献
97.
Sabri Güngör İnayet Aydın Hasan Basri Memduhoğlu Ebru Oğuz 《International journal of qualitative studies in education》2013,26(10):1349-1372
Respect means consideration of actions and requests of others and confirmation of values of others. School is a social institution where students are equipped with knowledge and skills, as well as fundamental character attributes. Respect among students, teachers, administrators, parents, and other staff at schools is of importance. In this study, the focus group method, including 12 principals and 10 teachers at state primary schools, was employed to explore respect in principal–teacher relations. According to the findings, the participants generally developed professional respect understanding. The teachers presented different definitions of respect associated with hierarchical relations. The participants’ respect behaviors were commonly observed in positive communication and self-improvement. The principals displayed respect for teachers through some guarding behaviors, and the teachers displayed profession-related respect behaviors. The common respect expectations of the participants were as follows: self-improvement, establishment of positive social relations, and unbiased behavior. While the school principals expected obedience and complete fulfillment of assigned tasks from teachers, the teachers expected civility, justice, and guarding administration from principals. The participants regarded improper appearance, behaviors contradictory to rules of good manners and bad habits as disrespectfulness. The school principals regarded abuse of goodwill and false excuses by teachers as disrespectfulness; whereas the teachers regarded oral or behavioral insults by school principals and intervention in their private life as disrespectfulness. 相似文献
98.
This structural equation modeling study aimed to investigate both direct and indirect relations between metacognition and geometrical knowledge. The model was tested using data from tenth grade secondary school students (N = 923). It was used to estimate and test the hypothesized effects of two metacognitive constructs (knowledge of cognition and regulation of cognition) on three knowledge constructs (declarative, conditional, and procedural knowledge) together with the interrelationships among these three knowledge constructs. Major findings from the model indicated: (a) a reciprocal relationship existed among declarative, conditional, and procedural knowledge; (b) knowledge of cognition had a positive direct effect on procedural knowledge and a significant but negative direct effect on declarative knowledge; and (c) regulation of cognition had a positive direct effect on declarative knowledge and a significant but negative direct effect on procedural knowledge. 相似文献
99.
In this study, relationships between vocational self-esteem and psychological needs (autonomy, affiliation, achievement, and
dominance) in Turkish counseling students were examined. In addition, the moderating effect of gender on the relationships
between vocational self-esteem and psychological needs was investigated. The participants consisted of 281 undergraduate counseling
students at Pamukkale University, in Denizli, Turkey. Data were gathered by using the Vocational Self-Esteem Scale and the
Needs Assessment Questionnaire. Results indicated that vocational self-esteem was positively related to need for affiliation
and achievement in Turkish counseling students. Vocational self-esteem was higher in female students compared to male students.
There was a stronger relationship between vocational self-esteem and need for achievement in females than males. 相似文献
100.
Teachers’ views on the effectiveness of in‐service courses on the new curriculum in Turkey 总被引:1,自引:1,他引:0
This study aims to evaluate the effectiveness of in‐service courses conducted by the Ministry of National Education in order to inform teachers about the changes introduced by the new primary and secondary school curricula. The study also aims to reveal whether these changes have entered the classrooms based on the teachers’ views of the INSET courses they attended. For this purpose, semi‐structured interviews were conducted with both primary and secondary school teachers during the 2007–2008 academic year. Data were analysed based on the effective INSET criteria identified from the literature. According to the findings, the INSET courses were found to be ineffective, mainly in terms of the quality of the instructors, teaching methods employed, duration of the courses and support after training. Suggestions to conduct effective INSET courses, especially when change is afoot, are included at the end of this paper. 相似文献