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排序方式: 共有146条查询结果,搜索用时 15 毫秒
51.
Charlotte A. Otto Susan A. Everett Richard H. Moyer Paul W. Zitzewitz 《International Journal of Science and Mathematics Education》2012,10(3):531-552
In this study, we looked at the impact of our specially designed inquiry-based science courses for pre-service elementary teachers on their science content knowledge as measured by a high-stakes state certification test for elementary education. We conducted a pre/post-analysis of the certification test scores of 1,003 pre-service teachers. Cohort 1 consisted of 424 students who took the test prior to implementation of our reformed science courses. Cohort 2 consisted of 579 students taking the test after complete implementation. We examined overall test scores, science subscores, total science credits, age, and science transfer credits. We found that the overall test score dropped significantly from cohort 1 to cohort 2, but the science subscores remained unchanged. Our results showed that students who took all 3 of the science content courses vs. none scored significantly higher on the science portion, non-traditional students (older than 25) scored similarly to traditional-aged students, and there was a negative correlation with the number of science courses transferred. Of importance is the fact that students who took the minimal number of science courses and are less interested in science passed the science portion at the same rate (over 90%) as science majors and minors. We conclude that our pre-service elementary teachers can and do learn science content using inquiry as recommended by the National Science Education Standards (NRC, 1996). 相似文献
52.
F. L. Shoemaker Floyd W. Newman Jr. Edna Lue Furness Martin Levit Alexander P. Cappon Otto Krash F. L. Shoemaker 《Educational theory》1955,5(1):56-63
COMMUNITY IN CRISIS: THE ELIMINATION OF SEGREGATION FROM A PUBLIC SCHOOL SYSTEM. By James H. Tipton.
THE MEANING OF THE GLORIOUS KORAN. Translated by Mohammed Marmaduke Pickthall.
PUBLIC EDUCATION UNDER CRITICISM.M. Hill. New York: Prentice-Hall, 1954. 414 pages. $6.35. Edited by W. Winfield Scott and Clyde
INQUIRY INTO INQUIRIES: ESSAYS IN SOCIAL THEORY. By Arthur F. Bentley.
POWER OF WORDS. By Stuart Chase in collaboration with Marian T. Chase.
GREAT HUMAN ISSUES OF OUR TJMES. By Harold Benjamin, Kenneth Cooper, Willard Gosh, Clifton L. Hall, Claude Chadwick, James L. Hymes, Jr., Henry H.Hill and William Van Til.
PUBLIC EDUCATION AND ITS CRITICS. New York: The Mac-millan Company, 1954. 170 pp. $2.50. (Kappa Delta Phi Lecture.) By V. T. Thayer. 相似文献
THE MEANING OF THE GLORIOUS KORAN. Translated by Mohammed Marmaduke Pickthall.
PUBLIC EDUCATION UNDER CRITICISM.M. Hill. New York: Prentice-Hall, 1954. 414 pages. $6.35. Edited by W. Winfield Scott and Clyde
INQUIRY INTO INQUIRIES: ESSAYS IN SOCIAL THEORY. By Arthur F. Bentley.
POWER OF WORDS. By Stuart Chase in collaboration with Marian T. Chase.
GREAT HUMAN ISSUES OF OUR TJMES. By Harold Benjamin, Kenneth Cooper, Willard Gosh, Clifton L. Hall, Claude Chadwick, James L. Hymes, Jr., Henry H.Hill and William Van Til.
PUBLIC EDUCATION AND ITS CRITICS. New York: The Mac-millan Company, 1954. 170 pp. $2.50. (Kappa Delta Phi Lecture.) By V. T. Thayer. 相似文献
53.
Traditionally, the education in electrical engineering is roughly divided into two areas, viz. electronics and telecommunication on the one hand and electrical energy on the other. Though the borders between these two areas have become vague, this division is still clearly observable, in particular when it comes down to the student's perception of these areas as potential fields of study. Electrical energy has an old-fashioned image. Furthermore, over the last decades there has been a shift from laboratory experiments to computer simulations. In this paper a new approach is introduced, which is aimed at raising first-year students' awareness of the potential attractiveness of electrical energy as an area of study. The approach is project-oriented and based on teamwork. Projects are carried out that are aimed at the design, implementation and verification of small total energy systems. The problems involved are related to energy production, system design, energy storage and consumption. 相似文献
54.
Training for reflective expertise: A four-component instructional design model for complex cognitive skills 总被引:2,自引:0,他引:2
Jeroen J. G. van Merriënboer Otto Jelsma Fred G. W. C. Paas 《Educational technology research and development : ETR & D》1992,40(2):23-43
This article presents a four-component instructional design model for the training of complex cognitive skills. In the analysis
phase, the skill is decomposed into a set of recurrent skills that remain consistent over problem situations and a set of
nonrecurrent skills that require variable performance over situations. In the design phase, two components relate to the design
of practice; they pertain to the conditions under which practice leads either to rule automation during the performance of
recurrent skills or to schema acquisition during the performance of nonrecurrent skills. The other two components relate to
the design of information presentation; they pertain to the presentation of information that supports the performance of either
recurrent or nonrecurrent skills. The basic prediction of the model is that its application leads to “reflective expertise”
and increased performance on transfer tasks. Applications of the model that support this prediction are briefly discussed
for the training of fault management in process industry, computer programming, and statistical analysis. 相似文献
55.
56.
Jihyun Lee Taejung Park Robert Otto Davis 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(2):211-228
The current popularity of flipped learning may be attributed to its reported successes in bringing about enhanced learner engagement and positive learning outcomes. This study aims to improve our understanding of flipped learning (FL) outcomes by examining factors of learner engagement, academic capability, and epistemological beliefs. Data were collected and statistically analyzed from 231 undergraduate students enrolled in a general biology or general chemistry course at a Korean university implemented with the FL model. The results indicated that learners’ epistemological beliefs influenced neither pre-class nor in-class engagement, but that academic capability did affect both pre-class and in-class engagement. Only content/learning-related outcomes, not generic competencies or satisfaction, were affected by both academic capability and epistemological beliefs. Both pre-class and in-class engagement levels affected most types of FL outcomes except generic competencies, which were only affected by the extent of in-class engagement. Learners’ affective engagement was not influenced by epistemological beliefs, but directly and indirectly affected FL outcomes via behavioral and cognitive engagement. Theoretical and practical implications are discussed along with recommendations. 相似文献
57.
Russel B. Nye's The Unembarrassed Muse: The Popular Arts in America (Dial Press, $12.50) Otto Friedrich's Decline and Fall (Harpor & Row, $10.00) “The Sociology of Mass Media Communicators,” The Sociological Review Monograph No. 13 (University of Keele, Staffordshire, England, January 1969, $4.60 including air mail costs) Audio Visual Marketplace: A Multimedia Guide (Bowker, $12.25) Jerry Della Femina's From Those Wonderful Folks Who Gave You Pearl Harbor (Simon and Schuster, $6.50) 相似文献
58.
59.
介绍了美国目前限制和减少温室气体排放的方法和政策及其影响,并在分析温室气体排放和全球气候变化的科学数据的基础上,对现行政策进行评述并追踪美国在减少温室气体排放方面所做的努力及这些努力中潜在的可能具有的政策效力。 相似文献
60.
Engineers have a set of powerful tools at their disposal for designing robust and reliable technical systems. In educational design these tools are seldom applied. This paper explores the application of concepts from the systems approach in an educational context. The paradigms of design methodology and systems engineering appear to be suitable for both analysing existing education and designing new curricula. 相似文献