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21.
In South Africa the education system for black children is fraught with problems. These problems are the direct result of apartheid and have been compounded by poverty and illiteracy. In this article the problem of poorly qualified or unqualified teachers is discussed especially with regard to the teaching of map skills to children in their fifth school year. The project team needed to develop affordable materials which could be used in large classes by teachers after a very short period of training. Books and other materials which are available commercially were examined, but for various reasons were found to be unsuitable for local conditions. After determining the extent of the problem, the project team followed a grassroots process of developing a flip chart which teachers learnt to use with confidence and which enabled pupils to master the concepts and skills necessary for understanding a map. 相似文献
22.
Derek Law 《New Review of Academic Librarianship》2013,19(1):53-67
Libraries are attempting to face a future in which almost every fixed point has disappeared. Users are changing; content is changing; research is taking new forms. Indeed the very need for libraries is being questioned in some quarters. This paper explores the nature of the changes and challenges facing higher education libraries and suggests key areas of strength and core activities which should be exploited to secure their future. 相似文献
23.
Viva voce is the Latin expression traditionally used to refer to doctoral oral examinations. Viva voce, or simply viva, examinations are a standard requirement for doctoral candidacy and degree completion in many counselor education programs. Despite the prevalent use of vivas as an assessment and learning tool, the counselor education literature is scant on information about their rationale, method, and impact. Current trends toward transparency and accountability in higher education now require that counselor educators and researchers take steps to ensure that the use of vivas is justified beyond tradition alone. 相似文献
24.
Interactivity, group learning and student engagement are accepted as key features of social constructivist learning theories.
The challenge is to understand the interplay between such features in different learning environments. This study focused
on the qualitative differences between two interventions—small-groups and whole-class discussions. In both interventions,
three short video slices on the abstract topic ‘the physics of superconductivity’ were interspersed with the different discussion
styles. The video slices are based on the Bruner stages. Twenty-nine first year university physics students completed a pre-test,
underwent the intervention and completed a post-test. The remainder of the data were collected from student drawings, video
recordings, observer notes and facilitator feedback. Results indicate that the use of the video slices in both interventions
were successful in changing students’ understandings of superconductivity. However, the small groups treatment tended to facilitate
questioning, meaning-making and subsequent changes of ideas more so than the whole class discussions. Implications for research
and practice are discussed. 相似文献
25.
Brad Benedict Linda Barton George McCue Dean Tudor Andrew D. Armitage Derek Jewell 《Communication Booknotes Quarterly》2013,44(3):55-57
Brad Benedict and Linda Barton's Phonographics: Contemporary Album Cover Art and Design (New York: Collier Books/Macmillan Publishing, 1977—$9.95, paper) George McCue, ed. Music in American Society, 1776-1976: From Puritan Hymn to Synthesizer (New Brunswick, N.J.: Transaction Inc., 1977—$14.95/3.95) Dean Tudor and Andrew D. Armitage, comps. Popular Music Periodicals Index, 1975 (Metuchen, N.J.: Scarecrow Press, 1976—$15.00) Derek Jewell, Duke: A Portrait of Duke Ellington (New York: Norton, 1977—$9.95) Stanley Dance, The World of Earl Hines (New York: Scribner's, 1977—$14.95/7.95 相似文献
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Derek Cheung Hong-jia Ma Jie Yang 《International Journal of Science and Mathematics Education》2009,7(6):1111-1133
The importance of research on misconceptions about chemical equilibrium is well recognized by educators, but in the past,
researchers’ interest has centered on student misconceptions and has neglected teacher misconceptions. Focusing on the effects
of adding more reactants or products on chemical equilibrium, this article discusses the various misconceptions held by high
school teachers. A misconception test was administered to two samples of chemistry teachers in Nanjing, China. Of the 109
teachers who participated in the test, only one understood that adding more CS2 gas to the equilibrium system CS2(g) + 4H2(g) ⇌ CH4(g) + 2H2S(g) at constant pressure and temperature can shift the equilibrium to the reactant or product side, depending upon the amount
of CS2 in the initial equilibrium system. Most of the teachers relied on Le Chatelier’s principle and thus made erroneous predictions.
The misconception test also revealed that those teachers who managed to compute equilibrium constants had a limited conceptual
understanding of chemical equilibrium. Implications of these findings for teacher education and chemistry curriculum development
are discussed. 相似文献
28.
Derek J. Harmon Barbie A. Klein Cecilia Im Dylan Romero 《Anatomical sciences education》2022,15(3):620-627
Three-dimensional (3D) printing technology has become more affordable, accessible, and relevant in healthcare, however, the knowledge of transforming medical images to physical prints still requires some level of training. Anatomy educators can play a pivotal role in introducing learners to 3D printing due to the spatial context inherent to learning anatomy. To bridge this knowledge gap and decrease the intimidation associated with learning 3D printing technology, an elective was developed through a collaboration between the Department of Anatomy and the Makers Lab at the University of California, San Francisco. A self-directed digital resource was created for the elective to guide learners through the 3D printing workflow, which begins with a patient's computed tomography digital imaging and communication in medicine (DICOM) file to a physical 3D printed model. In addition to practicing the 3D printing workflow during the elective, a series of guest speakers presented on 3D printing applications they utilize in their clinical practice and/or research laboratories. Student evaluations indicated that their intimidation associated with 3D printing decreased, the clinical and research topics were directly applicable to their intended careers, and they enjoyed the autonomy associated with the elective format. The elective and the associated digital resource provided students with the foundational knowledge of 3D printing, including the ability to extract, edit, manipulate, and 3D print from DICOM files, making 3D printing more accessible. The aim of disseminating this work is to help other anatomy educators adopt this curriculum at their institution. 相似文献
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