排序方式: 共有76条查询结果,搜索用时 15 毫秒
71.
72.
Teaching About Adaptation: Why Evolutionary History Matters 总被引:1,自引:0,他引:1
Kostas Kampourakis 《Science & Education》2013,22(2):173-188
Adaptation is one of the central concepts in evolutionary theory, which nonetheless has been given different definitions. Some scholars support a historical definition of adaptation, considering it as a trait that is the outcome of natural selection, whereas others support an ahistorical definition, considering it as a trait that contributes to the survival and reproduction of its possessors. Finally, adaptation has been defined as a process, as well. Consequently, two questions arise: the first is a philosophical one and focuses on what adaptation actually is; the second is a pedagogical one and focuses on what science teachers and educators should teach about it. In this article, the various definitions of adaptation are discussed and their uses in some textbooks are presented. It is suggested that, given elementary students’ intuitions about purpose and design in nature and secondary students’ teleological explanations for the origin of adaptations, any definition of adaptation as a trait should include some information about its evolutionary history. 相似文献
73.
74.
Maria Evagorou Kostas Korfiatis Christiana Nicolaou Costas Constantinou 《International Journal of Science Education》2013,35(5):655-674
The purpose of this study was to investigate the impact of a simulation‐based learning environment on elementary school students’ (11–12 years old) development of system thinking skills. The learning environment included interactive simulations using the Stagecast Creator software to simulate the ecosystem of a marsh. Simulations are an important tool in any effort to develop system thinking, because they have the potential to highlight the dynamic nature of systems. Before the implementation of the learning environment (over a period of five 90‐min lessons) two written tests were administered to the students, investigating the development of seven aspects of system thinking. The same tests were administered after the implementation. Specifically, four of the tasks included in each test were associated with skills concerning the structure and the elements of a system and three were associated with the processes and interactions taking place within a system. The findings indicated that elementary school students have the potential to develop system thinking skills. The proposed learning environment provoked considerable improvements in some system thinking skills during a relatively brief learning process. However, the learning environment was not successful in promoting feedback thinking. We interpret these results in view of the difficulties encountered by the students. We also discuss the implications of our findings for the design of learning environments. 相似文献
75.
Ulrich Thiel André Everts Barbara Lutes und Kostas Tzeras 《Informatik - Forschung und Entwicklung》1998,13(3):147-158
Zusammenfassung. In diesem Beitrag wird eine „digitale Bibliothek” definiert als informationelle Umgebung, in der in integrierter Form verteilte
Informationsquellen zug?nglich sind. Die Suche ist normalerweise ein interaktiver Proze?, in dem verfügbare Informationen
in unterschiedlichen Formaten und in unterschiedlichen Kontexten benutzt werden. Ein wichtiges Forschungsthema im Bereich
digitaler Bibliotheken ist daher der Entwurf anwendungsspezifischer Methoden für den Zugang zu heterogenen Wissensquellen,
die sich bzgl. Thema, Format, Verfügbarkeit, Qualit?t und vieler anderer Eigenschaften stark unterscheiden k?nnen. Um dieser
Anforderung gerecht zu werden, müssen die eingesetzten Information-Retrieval-Systeme eine sehr pr?zise Suche erm?glichen.
Dabei reicht es nicht aus, lediglich Dokumente und Daten nachzuweisen, vielmehr müssen die gefundenen Informationen im Kontext
des Informationsbedarfs des Benutzers eingebunden sein. Für diese Aufgabe schlagen wir Retrieval-Methoden vor, die auf abduktiver
Logik basieren.
Eingegangen am 19. Januar 1998 / Angenommen am 28. Juli 1998 相似文献
76.
This paper reports data from a study aiming to explore secondary students’ preconceptions and explanations about evolutionary
processes. Students may exhibit both alternative and scientifically acceptable conceptions and bring different ones into play
in response to different problem contexts. Hence, the examination of their explanations before instruction within different
problem contexts is expected to highlight the concepts that instruction should put more emphasis on. To achieve this, an open-ended
questionnaire in conjunction with semi-structured interviews was used to allow students to express their own views on issues
related to evolution. Students’ explanations highlighted their lack of knowledge of important evolutionary concepts such as
common descent and natural selection. In addition, many students explained the origin of traits as the result of evolution
through need via purposeful change or as carefully designed adaptations. Rather than evolutionary, final causes formed the
basis for the majority of students’ explanations. In many cases students provided different explanations for the same process
to tasks with different content. It seems that the structure and the content of the task may have an effect on the explanations
that students provide. Implications for evolution education are discussed and a minimal explanatory framework for evolution
is suggested. 相似文献