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António Monteiro Clévio Nóbrega Isabel Abrantes Celeste Gomes 《International Journal of Science Education》2013,35(17):2705-2726
Educational researchers and teachers are well aware that misconceptions—erroneous ideas that differ from the scientifically accepted ones—are very common amongst students. Daily experiences, creative and perceptive thinking and science textbooks give rise to students' misconceptions which lead them to draw erroneous conclusions that become strongly attached to their views and somehow affect subsequent learning. The main scope of this study was to understand what students consider a mineral to be and why. Therefore, the goals were (1) to identify eleventh-grade students' misconceptions about the mineral concept; (2) to understand which variables (gender, parents' education level and attitude towards science) influenced students' conceptions; and (3) to create teaching tools for the prevention of misconceptions. In order to achieve these goals, a diagnostic instrument (DI), constituted of a two-tier diagnostic test and a Science Attitude Questionnaire, was developed to be used with a sample of 89 twelfth-grade students from five schools located in central Portugal. As far as we know, this is the first DI developed for the analysis of misconceptions about the mineral concept. Data analysis allows us to conclude that students had serious difficulties in understanding the mineral concept, having easily formed misconceptions. The variables gender and parents' education level influence certain students' conceptions. This study provides a valuable basis for reflection on teaching and learning strategies, especially on this particular theme. 相似文献
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Celeste M. Walls 《Communication Teacher》2013,27(2):68-74
Objective: To use the classroom experience as a learning environment for organizational communication in which students experience emerging hierarchical structure, culture, reward systems, and consequences Course: Introduction to organizational communication 相似文献
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以篇章内容分析在知识抽取、自动文摘、自动问答、文献自动综述的作用为切入点,剖析这四类信息处理系统的分类、主要流程、关键技术.然后分析出知识抽取、自动问答、自动文摘、文献自动综述在处理对象、处理结果、处理过程、分析层面、分析粒度等方面的区别,总结基于篇章内容分析的四类信息处理系统之间的共性与发展现状,并探讨它们的发展趋势. 相似文献
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网络教学师资的培训和发展并非在真空环境下发生,组织者需要考虑网络教育的采用(adoption)和使用效率(effectiveness)的提高两方面因素。传统的培训方法并不能满足教师需要。本文从系统的绩效分析出发,提出了一个系统的网络师资培训模式,该模式中提出了一些不同于传统培训的新方法,比如绩效支持、知识共享、用户社区和形成性评估。 相似文献
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