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141.
Olaf Uhden Ricardo Karam Maurício Pietrocola Gesche Pospiech 《Science & Education》2012,21(4):485-506
Many findings from research as well as reports from teachers describe students’ problem solving strategies as manipulation
of formulas by rote. The resulting dissatisfaction with quantitative physical textbook problems seems to influence the attitude
towards the role of mathematics in physics education in general. Mathematics is often seen as a tool for calculation which
hinders a conceptual understanding of physical principles. However, the role of mathematics cannot be reduced to this technical
aspect. Hence, instead of putting mathematics away we delve into the nature of physical science to reveal the strong conceptual
relationship between mathematics and physics. Moreover, we suggest that, for both prospective teaching and further research,
a focus on deeply exploring such interdependency can significantly improve the understanding of physics. To provide a suitable
basis, we develop a new model which can be used for analysing different levels of mathematical reasoning within physics. It
is also a guideline for shifting the attention from technical to structural mathematical skills while teaching physics. We
demonstrate its applicability for analysing physical-mathematical reasoning processes with an example. 相似文献
142.
Elisia L. Cohen Santosh Vijaykumar Ricardo Wray Ajlina Karamehic-Muratovic 《Communication Research Reports》2013,30(4):266-281
During natural disasters, mass media facilitate the timely provision of accurate information about health risks to the public. This study informs our understanding of such public health discourse, utilizing a content-analysis of 235 newspaper articles in four major metropolitan newspapers published in the five weeks after Hurricane Katrina hit the Gulf Coast in August 2005. These data reveal that a small and diminishing number of articles included public health information over time, detailed the hurricane impact on affected communities, and used reliable health sources. The implications for future research from a public health and media relations perspective are discussed. 相似文献
143.
Maria Emilia Ricardo Marques 《Educational Media International》2013,50(3):119-123
Abstract This article discusses the role played by socio‐educational documents, from schools or local media libraries, in the everyday life of the linguistic minority learner. 相似文献
144.
Luis M. Casas-García Ricardo Luengo-González 《European Journal of Psychology of Education - EJPE》2013,28(2):373-398
The present research approached a problem which has a twofold aspect: the concept of angle and the techniques needed to represent how pupils construct that concept in their cognitive structure during their years in school. In order to access the knowledge of the concept of angle, we used the pathfinder associative networks. This technique provided us with the data of the 458 networks of the participating students, using 11 concepts related to the general concept of angle. We used quantitative indicators on the network characteristics: coherence, complexity, and similarity with others. Results showed how the pupil’s cognitive structure evolutioned during instruction and what were the most relevant concepts for them. On the basis of the results, we have proposed what we call the “Theory of Nuclear Concepts” which offers a new focus to understanding how the processes of teaching and learning occur. 相似文献
145.
Ricardo Trumper 《Research in Science & Technological Education》2013,31(1):97-109
Senior high school students' astronomy conceptions were analysed by means of a written questionnaire presented to them during the beginning of the first semester. The main findings were: (1) Most students answered correctly the questions dealing with the following subjects: the day-night cycle, the reason for the different seasons, and the time of the Moon's revolution around the Earth and the Sun. (2) Most students chose their best account for changes in the Moon's phases as the Moon moving around the Earth. Despite that, most students thought that the Moon must be in its full phase in order to get a total solar eclipse. (3) Most students underestimated distances in the Universe and overestimated the Earth's diameter. (4) Most students answered incorrectly the questions dealing with the following subjects: Sun overhead at noon, longitude time zones, and Moon's rotation. (5) Students studying physics succeeded significantly better than their colleagues in some of the subjects that were taught as a part of their optics and mechanics courses. 相似文献
146.
Adjunctive behaviors such as schedule-induced polydipsia are said to be induced by periodic delivery of incentives, but not reinforced by them. That standard treatment assumes that contingency is necessary for conditioning and that delay of reinforcement gradients are very steep. The arguments and evidence for this position are reviewed and rejected. In their place, data are presented that imply different gradients for different classes of responses. Proximity between response and reinforcer, rather than contingency or contiguity, is offered as a key principle of association. These conceptions organize a wide variety of observations and provide the rudiments for a more general theory of conditioning. 相似文献
147.
Mary Louise Gomez 《The Urban Review》2010,42(2):81-101
Through a Bakhtinian conceptual framework, this text explores Latina prospective teachers’ life histories—their experiences
at home, in their K-12 schooling, on campus in a Midwestern university, and in their teacher education program. Further, it
shows how often, when asked about their own experiences, Latinas responded with stories of their mothers’ past and present
experiences. The author shows how drawing on stories of their mothers supported young women in rebutting discourses promulgated
by white female peers regarding their cultural and language backgrounds, making them feel dismissed and unvalued. They used
“mother stories” as ways to assert their strengths, knowledge, and understandings about schools and schooling. 相似文献
148.
Ricardo Lopes Coelho 《Science & Education》2010,19(1):91-113
Some physicists have pointed out that we do not know what force is. The most common definition of force in textbooks has been
criticized for more than two centuries. Many studies have shown that the concept of force is a problem for teaching. How to
conceive force on the basis of the concepts and criticism of force in the works of Newton, Euler, d’Alembert, Lagrange, Lazare
Carnot, Saint-Venant, Reech, Kirchhoff, Mach, Hertz and Poincaré is the question of the present article. This part of the
article is followed by an overview of definitions of force in contemporary textbooks. In the next part, an answer to the question
is given: how to understand force within the framework of the laws of motion and in applications. Finally, some educational
implications are considered. 相似文献
149.
150.