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201.
Abstract This is a multiple‐indicators evaluation of an innovative approach, using self‐paced learning modules accompanying computerised exercises as an adjunct to teaching quantitative concepts and skills to environmental science students at university. The evaluation data, based on a pre‐unit and a post‐unit questionnaire survey completed by 38 students, show high levels of student satisfaction with the unit as a whole, and the self‐paced workbooks in particular. Students also indicated a clear preference for learning from self‐paced workbooks compared to learning from textbooks. Some students applied the quantitative skills acquired to other academic units, or took the initiative to learn to use additional statistical procedures (not covered in the unit) for academic purposes. However, comparison of students’ levels of interest and confidence in quantitative subjects before and after the completion of the unit did not yield significant changes. Implications of the research findings for university science education are discussed. 相似文献
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Jessie A. Charters 《Religious education (Chicago, Ill.)》2013,108(10):938-943
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Lori E. Skibbe Amelia J. Moody Laura M. Justice Anita S. McGinty 《Reading and writing》2010,23(1):53-71
The current study describes the storybook reading behaviors of 45 preschoolers [30 with language impairment (LI) and 15 with
typical language (TL)] and their mothers. Each dyad was observed reading a storybook within their homes, and sessions were
subsequently coded for indicators of emotional and instructional quality as well as for child participation. Mothers of children
with LI showed lower levels of emotional support than mothers of children with TL, although all mothers exhibited similar
quality of instruction. The two groups of children were equally enthusiastic about the book; however, children with LI were
observed to be less compliant than children with TL and showed a trend to be less persistent. For the children with LI, participation
in the book reading task was found to be high only when mothers’ behaviors were observed to be highly sensitive in nature,
demonstrating the importance of exposing children to maternal behaviors that are responsive to their unique abilities and
needs. 相似文献
208.
Abdul Hamid HAFIZAH Zakaria ZAITON Amom ZULKHAIRI Adenan MOHD ILHAM Megat Mohd Nordin NOR ANITA Abdullah Mahdy ZALEHA 《Journal of Zhejiang University. Science. B》2010,11(5):357-365
Endothelial cell death due to increased reactive oxygen species(ROS) may contribute to the initial endothelial injury,which promotes atherosclerotic lesion formation.Piper sarmentosum(PS),a natural product,has been shown to have an antioxidant property,which is hypothesized to inhibit production of ROS and prevent cell injury.Thus,the present study was designed to determine the effects of PS on the hydrogen peroxide(H2O2)-induced oxidative cell damage in cultured human umbilical vein endothelial cells(HUVECs).In this experiment,HUVECs were obtained by collagenase perfusion of the large vein in the umbilical cord and cultured in medium M200 supplemented with low serum growth supplementation(LSGS).HUVECs were treated with various concentrations of H2O2(0-1000 μmol/L) and it was observed that 180 μmol/L H2O2 reduced cell viability by 50% as denoted by 3-(4,5-dimethylthiazol-2-yl)-2,5-diphenyltetrazolium bromide(MTT) assay.Using the above concentration as the positive control,the H2O2-induced HUVECs were concomitantly treated with various concentrations(100,150,250 and 300 μg/ml) of three different extracts(aqueous,methanol and hexane) of PS.Malondialdehyde(MDA),superoxide dismutase(SOD),catalase(CAT) and glutathione peroxidase(GPX) levels showed a significant increase(P0.05) in HUVECs compared to the negative control.However,PS extracts showed a protective effect on HUVECs from H2O2-induced cell apoptosis with a significant reduction in MDA,SOD,CAT and GPX levels(P0.05).Furthermore,PS had exhibited ferric reducing antioxidant power with its high phenolic content.Hence,it was concluded that PS plays a beneficial role in reducing oxidative stress in H2O2-induced HUVECs. 相似文献
209.
This longitudinal case study describes the factors that affect an experienced teacher’s attempt to shift her pedagogical practices
in order to implement embedded elements of argument into her science classroom. Research data was accumulated over 2 years
through video recordings of science classes. The Reformed Teacher Observation Protocol (RTOP) is an instrument designed to
quantify changes in classroom environments as related to reform as defined by the National Research Council (National science education standards. Washington, DC: National Academy Press, 1996b) and the National Research Council (Fulfilling the promise: Biology education in the nation’s schools, Washington, DC: National Academy Press, 1990) and was used to analyze videotaped science lessons. Analysis of the data shows
that there was a significant shift in the areas of teacher questioning, and student voice. Several levels of subsequent analysis
were completed related to teacher questioning and student voice. The data suggests a relationship between these areas and
the implementation of scientific argument. Results indicate that the teacher moved from a traditional, teacher-centered, didactic
teaching style to instructional practices that allowed the focus and direction of the lesson to be affected by student voice.
This was accomplished by a change in teacher questioning that included a shift from factual recall to more divergent questioning
patterns allowing for increased student voice. As student voice increased, students began to investigate ideas, make statements
or claims and to support these claims with strong evidence. Finally, students were observed refuting claims in the form of
rebuttals. This study informs professional development related to experienced teachers in that it highlights pedagogical issues
involved in implementing embedded elements of argument in the elementary classroom. 相似文献
210.
The paper presents comparative analyses of two publication point systems, The Norwegian and the in-house system from the interdisciplinary Danish Institute of International Studies (DIIS), used as case in the study for publications published 2006, and compares central citation-based indicators with novel publication point indicators (PPIs) that are formalized and exemplified. Two diachronic citation windows are applied: 2006-07 and 2006-08. Web of Science (WoS) as well as Google Scholar (GS) are applied to observe the cite delay and citedness for the different document types published by DIIS, journal articles, book chapters/conference papers and monographs. Journal Crown Indicator (JCI) calculations was based on WoS. Three PPIs are proposed: the Publication Point Ratio (PPR), which measures the sum of obtained publication points over the sum of the ideal points for the same set of documents; the Cumulated Publication Point Indicator (CPPI), which graphically illustrates the cumulated gain of obtained vs. ideal points, both seen as vectors; and the normalized Cumulated Publication Point Index (nCPPI) that represents the cumulated gain of publication success as index values, either graphically or as one overall score for the institution under evaluation.The case study indicates that for smaller interdisciplinary research institutions the cite delay is substantial (2–3 years to obtain a citedness of 50%) when applying WoS for articles. Applying GS implies a shorter delay and much higher citedness for all document types. Statistical significant correlations were only found between WoS and GS and the two publication point systems in between, respectively. The study demonstrates how the nCPPI can be applied to institutions as evaluation tools supplementary to JCI in various combinations, in particular when institutions include humanistic and social science disciplines. 相似文献