全文获取类型
收费全文 | 154篇 |
免费 | 1篇 |
专业分类
教育 | 128篇 |
科学研究 | 1篇 |
体育 | 14篇 |
信息传播 | 12篇 |
出版年
2020年 | 3篇 |
2019年 | 6篇 |
2018年 | 5篇 |
2017年 | 5篇 |
2016年 | 5篇 |
2015年 | 6篇 |
2014年 | 6篇 |
2013年 | 34篇 |
2012年 | 7篇 |
2011年 | 3篇 |
2010年 | 2篇 |
2009年 | 1篇 |
2008年 | 4篇 |
2007年 | 4篇 |
2006年 | 3篇 |
2005年 | 7篇 |
2004年 | 14篇 |
2003年 | 8篇 |
2001年 | 3篇 |
2000年 | 1篇 |
1998年 | 3篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
排序方式: 共有155条查询结果,搜索用时 0 毫秒
151.
Vaille Dawson Patricia Forster Doug Reid 《International Journal of Science and Mathematics Education》2006,4(2):345-363
There is an expectation that new science teachers will be able to effectively use a range of information communication technology (ICT) related resources inthe science classroom in order to enhance student learning. All school systems in Australia are in the process of providing teachers with ICT professional development and infrastructure. This paper outlines a range of initiatives designed to integrate ICT in a compulsory science education unit for students enrolled in a Graduate Diploma in Secondary Education. An action research model based on constructivist principles was used to evaluate the effectiveness of modelling, open-ended co-operative group activities and authentic assessment in enabling students to enhance their ICT skills, knowledge and pedagogical content knowledge in a science education context. Multiple sources of data were generated including a pre and post unit questionnaire that was analysed using Rasch modelling. The questionnaire determined students' perceptions of their preparedness to teach using ICT. The findings of this research suggest that some skills warranted greater attention in the unit, but students' pedagogical knowledge and knowledge and critique of ICT resources were enhanced over the duration of the unit. 相似文献
152.
This paper describes an investigation of concepts that various groups hold about food and nutrition. Groups investigated were
students in Years 4 and 8, university students in a BEd (primary) program and parents of the Year 4 students. It was found
that for many important concepts relating to food selection, the basic ideas of each group were surprisingly consistent, despite
the influence of formal education. In particular, misconception about energy and its role in nutrition and particular food
groups was an important finding. Implications for school and community education are drawn from the results.
Specialization: science curricula. 相似文献
153.
The study discussed here was based on a collective case approach involving a specialist UK higher education institution. Six individual interviews were carried out with a cross-sectional sample of the institution’s staff members. Additional information was gained through observations and examination of relevant documents. These data were interrogated with the purpose of exploring how the institution had made the transition from a teacher training college to a teaching-led higher education institution with a particular commitment to developing research capacity. This analysis yielded a number of key findings: first, the institution had experienced a cultural shift, with research forming a more noticeable profile; second, practitioner-oriented research was the dominant research endeavour; and third, there appeared to be an incomplete understanding of the potential of research to change a staff member’s career and teaching practice. The article concludes by giving consideration to the implications of the findings. 相似文献
154.
155.