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111.
Ville Nivalainen Mervi A. Asikainen Kari Sormunen Pekka E. Hirvonen 《Journal of Science Teacher Education》2010,21(4):393-409
Practical work in school science plays many essential roles that have been discussed in the literature. However, less attention
has been paid to how teachers learn the different roles of practical work and to the kind of challenges they face in their
learning during laboratory courses designed for teachers. In the present study we applied the principles of grounded theory
to frame a set of factors that seem to set major challenges concerning both successful work in the school physics laboratory
and also in the preparation of lessons that exploit practical work. The subject groups of the study were preservice and inservice
physics teachers who participated in a school laboratory course. Our results derived from a detailed analysis of tutoring
discussions between the instructor and the participants in the course, which revealed that the challenges in practical or
laboratory work consisted of the limitations of the laboratory facilities, an insufficient knowledge of physics, problems
in understanding instructional approaches, and the general organization of practical work. Based on these findings, we present
our recommendations on the preparation of preservice and inservice teachers for the more effective use of practical work in
school science and in school physics. 相似文献
112.
Given concerns for a severely diminished childhood experience of nature, coupled with alarm for a rapidly diminishing global biodiversity, this article considers the potential for childhood nature experience to be an important part of biodiversity understanding. Findings from two studies are integrated and presented as windows into childhood nature experience to illuminate important aspects of sensory rich learning. In one study from Sweden, semi-structured interviews with adults were conducted and analyzed to explore an understanding of the sensory experience of childhood collecting in nature via participant memories. In the second study, direct observations of children’s play and exploration in an outdoor kindergarten in Norway were conducted and analyzed. Bringing these two studies together for shared analysis is useful for investigating biodiversity experience and understanding. Analysis supports the idea that the experience of biodiversity, actual childhood interaction with variation and diversity with living and nonliving items from nature allows children important learning opportunities, inclusive of biodiversity understanding. The results support practical implications for sensory rich environmental education and underscores the practical importance of childhood access to nature. 相似文献
113.
Suzanne G. Margiano Kari A. Sassu Brittany A. Dale Jacqueline M. Caemmerer Melissa A. Bray Emily Peters 《Psychology in the schools》2023,60(2):441-451
Although federal law has provided guidelines for autism eligibility for special education, school-based autism assessment and eligibility vary widely across states and identification continues to lag behind national prevalence data. The main role of the school psychologist continues to be conducting evaluations for special education eligibility, and given current barriers, some school psychologists do not feel equipped to make a recommendation for autism eligibility. This article summarizes the barriers school psychologists face when conducting autism assessments in the schools, including systemic barriers, lack of training or professional development, resulting lack of confidence, among others. We conclude by highlighting recommendations for multipronged systemic changes that will improve the capacity of special education teams and specifically support the pivotal role of the school psychologist in conducting autism eligibility evaluations in the schools. 相似文献