Impact of guidance on the problem‐solving efforts of instructional design novices

This exploratory study examined differences in the problem representations of a case‐based situation by expert and novice instructional designers. The experts and half of the novices (control group) received identical directions for case analysis, while the other novices (treatment group) received additional guidelines recommending analysis strategies that experts tend to use. After participants' case analyses were scored on four dimensions of problem representation, a Wilcoxon nonparametric test was performed. Significant differences were noted between experts and control novices on the total score and on two dimensions of problem representation. Treatment novices did not differ significantly from experts, while control and treatment novices differed significantly on one dimension. Implications for future research and practice are discussed.     

那拉提山北缘寒武纪玄武岩的元素地球化学特征及构造意义

我国西南天山地区那拉提北缘断裂北侧出露寒武纪（516.3±7.4Ma）橄榄拉斑玄武岩，其Al2O3（120.71％-14.14％）、P2O5（0.09％-0．21％）含量较低，TiO2（1.39％-2．35％）、MgO（5.35％-8.14％）含量中等，全Fe2O3（11.74％-16．03％）含量较高，球粒陨石标准化稀土分布型式平坦，（La／Sm）.和（Y／Nb）.比值接近1，为过渡型洋脊玄武岩（T-MORB）；并且Th／Ta比值（0．8—1.5）低，高场强元素（Nb，Ta，Zr，Hf，P）没有明显亏损，缺乏陆壳混染或俯冲带流体活动的印迹.部分T-MORB的Fe、Ti含量较高（FeO^T〉12％，TiO2〉2％，FeO^T／MgO〉1．75），Mg^#值（0．40—0.49）和Cr（53×10^-6-110×10^-6）含量较低，属于Fe-Ti玄武岩（ferrobasalt），应为岩浆依Fenner趋势发生较高程度结晶分离演化的产物，很可能形成于洋中脊的扩展型裂谷环境.我们认为，那拉提北缘寒武纪T-MORB和Fe-n玄武岩可能与境外吉尔吉斯斯坦境内北天山南缘的旱古生代Terskey蛇绿岩带相连，为Terskey蛇绿岩的残片；寒武纪我国境内发育Terskey洋.那拉提北缘断裂可能与尼古拉耶夫线相连，代表西南天山地区Terskey洋闭合形成的一条早古生代缝合带.     

Impact of simulator-based instruction on diagramming in geometrical optics by introductory physics students

We examine the conceptual development resulting from an instructional experiment with an interactive learning environment in geometrical optics for introductory high school physics. How did teaching-learning processes come to change the ways in which students depicted various everyday optical situations in paper and pencil graphical representations? We view conceptual development as a process resulting in part from increasingly aligning one's practices to a target community by means of participating in a community of practice that uses the target concepts. For formal science learning, this participation requires changes in concepts, epistemological attitude, and in the development and use of representational tools, including diagrams and technical language, as a means of communication. Results of our instructional experiment indicated that students went through major conceptual developments as reflected in the diagrams they constructed and supported by other representational tools and as judged in terms of several perspectives: in identifying the formation of shadows and images, in recognizing the eye as a participating factpr in the optical system, and in changing the types of justifications they provided in their optical reasoning from presuppositional to causal.     

Providing Health Sciences Services in a Joint-Use Distributed Learning Library System: An Organizational Case Study

The purpose of this organizational case study is to describe the complexities librarians face when serving a multi-campus institution that supports both a joint-use library and expanding health sciences academic partnerships. In a system without a centralized health science library administration, liaison librarians are identifying dispersed programs and user groups and collaborating to define their unique service and outreach needs within a larger land-grant university. Using a team-based approach, health sciences librarians are communicating to integrate research and teaching support, systems differences across dispersed campuses, and future needs of a new community-based medical program.     

如何阅读海德格尔

海德格尔的思想路径可以根据三个相继出现的引导词来追踪:存在的意义、存在的真理和存在的地形学,一般认为,阅读他的作品时要分两个步骤——从“存在的意义”到“存在的真理”;然后是“存在的地形学”——每一次都将他的思想更切近地带入到对开端的居有上.但如果唯独地形学提供了足以接近海德格尔从一开始就持续追问的唯一问题——存在问题的话,那么显然,他的作品需要倒退着阅读,而不是正序阅读.