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61.
This study investigated whether the mere knowledge of the meaning of variables can facilitate inquiry learning processes and
outcomes. Fifty-seven college freshmen were randomly allocated to one of three inquiry tasks. The concrete task had familiar
variables from which hypotheses about their underlying relations could be inferred. The intermediate task used familiar variables
that did not invoke underlying relations, whereas the abstract task contained unfamiliar variables that did not allow for
inference of hypotheses about relations. Results showed that concrete participants performed more successfully and efficiently
than intermediate participants, who in turn were equally successful and efficient as abstract participants. From these findings
it was concluded that students learning by inquiry benefit little from knowledge of the meaning of variables per se. Some
additional understanding of the way these variables are interrelated seems required to enhance inquiry learning processes
and outcomes. 相似文献
62.
Olga Kunina-Habenicht André A. Rupp Oliver Wilhelm 《Studies in Educational Evaluation》2009,35(2-3):64-70
In recent years there has been an increasing international interest in fine-grained diagnostic inferences on multiple skills for formative purposes. A successful provision of such inferences that support meaningful instructional decision-making requires (a) careful diagnostic assessment design coupled with (b) empirical support for the structure of the assessment grounded in multidimensional scaling models. This paper investigates the degree to which multidimensional skills profiles of children can be reliably estimated with confirmatory factor analysis models, which result in continuous skill profiles, and diagnostic classification models, which result in discrete skill profiles. The data come from a newly developed diagnostic assessment of arithmetic skills in elementary school that was specifically designed to tap multiple skills at different levels of definitional grain size. 相似文献
63.
Sonya Ellouise Sherrod Jennifer Wilhelm 《International Journal of Science Education》2013,35(7):873-894
Using data derived from interviews of small groups of secondary school science teachers, this paper offers insights into how they came to enter school teaching. Together with other data drawn from parallel interviews with another small group of secondary school history teachers in the same schools, conducted initially for comparative purposes, the paper suggests that, in both cases, the decision to teach is the outcome of a number of unpredictable and contingent factors, rather than a response to a sense of vocation or any initial long‐term commitment to the profession. The implications of these findings for theoretical approaches to understanding career choice and for teacher recruitment are briefly explored. 相似文献
64.
Developing a university course for online delivery based on learning objects: from ideals to compromises 总被引:1,自引:0,他引:1
A course instructor and his assistant at Athabasca University investigated whether the process of transferring interoperable learning objects from online repositories facilitated course production, both pedagogically and economically. They examined the efficiency of the objects‐assembly method from several perspectives while developing an online university course based on learning objects for this, one of Canada's leading online and distance education institutions. The two researchers examined issues that confronted them as they gathered, assessed, repaired, assembled and created learning objects. When their search for suitable objects appeared fruitless, they questioned assumptions made by theoreticians and visionaries about pedagogical and economic efficiencies associated with the objects‐assembly metaphor and production. They highlighted this metaphor's failure to guide their course design based on learning objects in a climate of uncertainty and explained the nature of the compromise that eventually compelled them to acquire a proprietary online delivery system. 相似文献
65.
66.
Zeitschrift für Erziehungswissenschaft - Anerkennungstheoretische Überlegungen und Vorurteile gewinnen zunehmend an Bedeutung bei der Analyse und Erklärung problembehafteter... 相似文献
67.
Christoph Randler Barbara Kummer Christian Wilhelm 《Journal of Science Education and Technology》2012,21(3):384-391
The aim of this study was to assess the outcome of a zoo visit in terms of learning and retention of knowledge concerning
the adaptations and behavior of vertebrate species. Basis of the work was the concept of implementing zoo visits as an out-of-school
setting for formal, curriculum based learning. Our theoretical framework centers on the self-determination theory, therefore,
we used a group-based, hands-on learning environment. To address this questions, we used a treatment—control design (BACI)
with different treatments and a control group. Pre-, post- and retention tests were applied. All treatments led to a substantial
increase of learning and retention knowledge compared to the control group. Immediately after the zoo visit, the zoo-guide
tour provided the highest scores, while after a delay of 6 weeks, the learner-centered environment combined with a teacher-guided
summarizing scored best. We suggest incorporating the zoo as an out-of-school environment into formal school learning, and
we propose different methods to improve learning in zoo settings. 相似文献
68.
This study analyzed 260 syllabi representing a year of the undergraduate curriculum from a business school. The syllabi were examined based on the mentions of the library from across three categories: spaces, resources, and services, as well as possible opportunities for engagement that librarians could target for collaboration. In this study, the library was mentioned 79 times, mostly in relation to library resources. There were also 479 opportunities for engagement coded. This study found that the majority of undergraduate syllabi do not mention the library, but that there are considerable opportunities that librarians can target for future engagement. 相似文献
69.
70.