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241.
David Roberts 《Journal of Further & Higher Education》2018,42(7):969-985
This article is concerned with student engagement and understanding in large group teaching in Higher Education (HE). Specifically, it is concerned with the application of Multimedia Learning (MML) methods in Politics, History, International Relations, Sociology, Social Work, and Business and Economics teaching that privilege the use of images to complement text in lecture presentations. This ‘visual’ method, it is claimed in the literature, generates engagement and understanding better than text alone. This article develops, applies and empirically tests with students, MML methods across a range of Higher Education disciplines over three years. The research deploys Participatory Action Research (PAR) methods engaging students as active agents of investigation and change. It finds evidence to support the hypothesis that apposite images combined with reduced text increases students’ engagement and understanding with academic content, but that much formal research needs to expand on the range of demographics tested. 相似文献
242.
Concept image and concept definition in mathematics with particular reference to limits and continuity 总被引:1,自引:2,他引:1
The concept image consists of all the cognitive structure in the individual's mind that is associated with a given concept. This may not be globally coherent and may have aspects which are quite different from the formal concept definition.The development of limits and continuity, as taught in secondary school and university, are considered. Various investigations are reported which demonstrate individual concept images differing from the formal theory and containing factors which cause cognitive conflict. 相似文献
243.
Weingarten HR 《Death education》1981,4(4):369-383
Viewing themselves in two hypothetical roles-as terminal patients and as family members related to a terminal patient-48 adults were surveyed on their expectations and preferences about how information should be communicated when a terminal illness is first diagnosed. Identifying with the patient role, respondents believed patients should be told the truth immediately and unconditionally. In contrast, respondents indentifying with family members perceived conditions under which the rights of patients should be abridged. In this latter role, male respondents were significantly less likely than males to imagine themselves as able to inform a loved one about a terminal illness. Nevertheless, for both sexes, early childhood experiences communicating about death and dying were found to be a better predictor of the case with which respondents can imagine communicating with a terminally ill loved one than are current adult attitudes and experiences. Regardless of personal ease in discussing death, however, most respondents thought the physician, not family members or other health care professionals, should decide when and how the terminally ill adult should be informed--a noteworthy finding in light of the fact that 83 percent of all respondents consider physicians poorly equipped for this role. 相似文献
244.
David W. Jardine 《Interchange》2003,34(4):449-466
This paper explores the assumptions underlying a commonplace school activity based on the mandated science curriculum: exploring the difference between natural and human made structures. Following a student's desire to use Dolly the Sheep as his example, a great array of contemporary and classical connections are explored. 相似文献
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David Awanbor 《International Journal of Disability, Development & Education》1995,42(2):171-176
The National Policy on Education in Nigeria is an important document that had attractive plans for the Educational System of the country in general and, in particular, for persons with a disability. As the policy concerns the welfare and education of persons with a disability, its implementation has been fraught with the problem of lack of a legal document to regulate implementation activities. Basic to this problem, of course, are those of funding, limited definitions and policy objectives. This paper highlights these problems with brief discussions and concludes with suggestions for effective implementation. 相似文献
250.
Reform‐based curriculum materials have been suggested as a mechanism to make inquiry‐based instruction more prevalent in secondary science classrooms, specifically when accompanied by comprehensive professional development (Loucks‐Horsley, Hewson, Love, & Stiles, 1998 ; Powell & Anderson, 2002 ). This research examines the implementation of a reform‐based high school chemistry curriculum in a large, urban school district. We explicitly consider the role of the teachers' knowledge and beliefs in their implementation of the reform‐based chemistry curriculum, as well as school level factors. Qualitative and quantitative data were collected in the form of beliefs interviews and classroom observations from 27 high school chemistry teachers. Analysis of the data revealed that implementation of the curriculum was strongly influenced by the teachers' beliefs about teaching and learning, and the presence of a supportive network at their school sites. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 883–907, 2007 相似文献