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101.
A key focus of current science education reforms involves developing inquiry-based learning materials. However, without an
understanding of how working scientists actually do science, such learning materials cannot be properly developed. Until now, research on scientific reasoning has focused on
cognitive studies of individual scientific fields. However, the question remains as to whether scientists in different fields
fundamentally rely on different methodologies. Although many philosophers and historians of science do indeed assert that
there is no single monolithic scientific method, this has never been tested empirically. We therefore approach this problem
by analyzing patterns of language used by scientists in their published work. Our results demonstrate systematic variation
in language use between types of science that are thought to differ in their characteristic methodologies. The features of
language use that were found correspond closely to a proposed distinction between Experimental Sciences (e.g., chemistry) and Historical Sciences (e.g., paleontology); thus, different underlying rhetorical and conceptual mechanisms likely operate for scientific reasoning
and communication in different contexts.
Jeff Dodick is an Assistant Professor of Science Education at the Science Teaching Centre of the Hebrew University of Jerusalem. He has a background in both Paleontology (M.Sc. from the University of Toronto) and Science Education (Ph.D. from the Weizmann Institute of Science). His current research focuses on how novice learners, as well as experts, solve problems and communicate findings in historical based sciences, including evolutionary biology, geology, and archeology. Shlomo Argamon is an Associate Professor of Computer Science at the Illinois Institute of Technology in Chicago. He has degrees in Applied Mathematics (B.Sc. from Carnegie Mellon University) and Computer Science (M.Phil. and Ph.D. from Yale University), and has been a Fulbright Fellow at Bar-Ilan University. His current research focuses on developing computational models of textual style and interpersonal aspects of human language use, particularly on scientific and literary texts and for forensic applications. Paul Chase is a doctoral candidate at the Illinois Institute of Technology, and is currently working for the MITRE corporation. He has a B.Sc. in Computer Science from the University of Illinois at Urbana-Champaign. His doctoral research focuses on developing automated methods for style-based text categorization and segmentation. 相似文献
Jeff DodickEmail: |
Jeff Dodick is an Assistant Professor of Science Education at the Science Teaching Centre of the Hebrew University of Jerusalem. He has a background in both Paleontology (M.Sc. from the University of Toronto) and Science Education (Ph.D. from the Weizmann Institute of Science). His current research focuses on how novice learners, as well as experts, solve problems and communicate findings in historical based sciences, including evolutionary biology, geology, and archeology. Shlomo Argamon is an Associate Professor of Computer Science at the Illinois Institute of Technology in Chicago. He has degrees in Applied Mathematics (B.Sc. from Carnegie Mellon University) and Computer Science (M.Phil. and Ph.D. from Yale University), and has been a Fulbright Fellow at Bar-Ilan University. His current research focuses on developing computational models of textual style and interpersonal aspects of human language use, particularly on scientific and literary texts and for forensic applications. Paul Chase is a doctoral candidate at the Illinois Institute of Technology, and is currently working for the MITRE corporation. He has a B.Sc. in Computer Science from the University of Illinois at Urbana-Champaign. His doctoral research focuses on developing automated methods for style-based text categorization and segmentation. 相似文献
102.
Chase M. Straw Christine O. Samson Gerald M. Henry Cathleen N. Brown 《European Journal of Sport Science》2018,18(6):893-902
Natural turfgrass sports fields exhibit within-field variations due to climatic conditions, field construction, field management, and foot traffic patterns from field usage. Variations within a field could influence the playing surface predictability and require athletes to make abrupt or frequent adjustments that lead to increased ground-derived injury occurrence. This study introduces a new methodology aimed at evaluating the potential relationship between within-field variations of turfgrass sports field properties and ground-derived athlete injuries. Collegiate Club Sport athletes self-reported ground-derived injuries over two years. Soil moisture, turfgrass quality, surface hardness, and turfgrass shear strength were quantified from their two home fields. Hot spot analysis identified significantly high (hot spots) and low (cold spots) values within the fields. Injury locations were compared to hot spot maps each month. Binomial proportion tests determined if there were differences between observed injury proportions and expected proportions. Twenty-three ground-derived injuries were reported overall. The observed injury proportions occurring in turfgrass quality cold spots [0.52 (95% CI 0.29–0.76)] and soil moisture hot spots [0.43 (95% CI 0.22–0.66)] was significantly higher than expected [0.20 (p?.001) and 0.21 (p?.05), respectively]. Most injuries in significant areas of turfgrass quality, soil moisture, and surface hardness were along edges of hot and cold spots. These results suggest a potential relationship between within-field variations and ground-derived injuries, particularly in transition areas between non-significant and significant high and low values. Future larger-scale studies can incorporate the reported methodology to validate this relationship and implement strategies that reduce ground-derived injuries. 相似文献
103.
Chase Young Daniel Pearce Jeannette Gomez Rosalynn Christensen Bethanie Pletcher Kathleen Fleming 《The Journal of educational research》2018,111(6):657-665
This seven-week study examined the effects of the Neurological Impress Method and Read Two Impress on reading comprehension, fluency, and students’ attitude toward reading. The 57 first-, second-, and third-grade students were randomly assigned to three conditions and were pre- and posttested on eight reading measures. Several 3 × 2 factorial analyses of variance revealed significant interaction effects on retell, comprehension questions, and the multidimensional fluency scale as well as time effects on words read correctly per minute and word recognition accuracy. Moreover, a comparison of mean difference effect sizes favored the treatment groups on all reading fluency and comprehension measures. The interventions, however, had little effect on students’ attitude toward reading. Practical implications and future research directions are also discussed. 相似文献
104.
105.
The main objective of this research was to use learning environment and attitude scales in evaluating online resource materials for supporting a traditional mathematics curriculum. The sample consisted of 914 middle-school students in 49 classes. A second research focus was the validation of the chosen learning environment questionnaire, the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI), with an ethnically-diverse sample of middle-grade mathematics students in Florida. Finally, we complemented quantitative questionnaire data with qualitative interview data that were analysed thematically. In addition to cross-validating the TROFLEI, our study suggested that the online resource provided neither much advantage nor much disadvantage. 相似文献
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108.
Reliability of a criterion-referenced test is often viewed as the consistency with which individuals who have taken two strictly parallel forms of a test are classified as being masters or nonmasters. However, in practice, it is rarely possible to retest students, especially with equivalent forms. For this reason, methods for making conservative approximations of alternate form (or test-retest “without the effects of testing”) reliability have been developed. Because these methods are computationally tedious and require some psychometric sophistication, they have rarely been used by teachers and school psychologists. This paper (a) describes one method (Subkoviak's) for estimating alternate-form reliability from one administration of a criterion-referenced test and (b) describes a computer program developed by the authors that will handle tests containing hundreds of items for large numbers of examinees and allow any test user to apply the technique described. The program is a superior alternative to other methods of simplifying this estimation procedure that rely upon tables; a user can check classification consistency estimates for several prospective cut scores directly from a data file, without having to make prior calculations. 相似文献
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