全文获取类型
收费全文 | 155篇 |
免费 | 1篇 |
专业分类
教育 | 117篇 |
科学研究 | 9篇 |
体育 | 21篇 |
文化理论 | 2篇 |
信息传播 | 7篇 |
出版年
2022年 | 1篇 |
2021年 | 1篇 |
2020年 | 3篇 |
2019年 | 3篇 |
2018年 | 9篇 |
2017年 | 10篇 |
2016年 | 8篇 |
2015年 | 6篇 |
2014年 | 5篇 |
2013年 | 27篇 |
2012年 | 6篇 |
2011年 | 9篇 |
2010年 | 12篇 |
2009年 | 3篇 |
2008年 | 9篇 |
2007年 | 7篇 |
2006年 | 3篇 |
2005年 | 5篇 |
2004年 | 2篇 |
2003年 | 2篇 |
2002年 | 5篇 |
2001年 | 4篇 |
2000年 | 1篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 3篇 |
1994年 | 2篇 |
1993年 | 1篇 |
1991年 | 2篇 |
1979年 | 1篇 |
排序方式: 共有156条查询结果,搜索用时 109 毫秒
81.
Geert J. Somsen 《Minerva》2008,46(2):231-245
The political engagement of scientists is not necessarily left-wing, and even when it is, it can take widely varying forms.
This is illustrated by the specific character of Dutch scientific activism in the 1930s and 40s, which took shape in a society
where ‘pillarized’ social divisions were more important than horizontal class structure. This paper examines how, within this
context, the Delft physicist Jan Burgers developed a version of scientific politics, built on a philosophy of value-laden
science.
Geert J. Somsen is assistant professor in history of science. After receiving a PhD in the history of chemistry, his current work involves ideological uses of science in twentieth-century Britain and the Netherlands, with a focus on scientific internationalism. With Harmke Kamminga he edited Pursuing the Unity of Science: Scientific Practice and Ideology between the Great War and the Cold War (Aldershot: Ashgate Publishing, forthcoming). 相似文献
Geert J. SomsenEmail: |
Geert J. Somsen is assistant professor in history of science. After receiving a PhD in the history of chemistry, his current work involves ideological uses of science in twentieth-century Britain and the Netherlands, with a focus on scientific internationalism. With Harmke Kamminga he edited Pursuing the Unity of Science: Scientific Practice and Ideology between the Great War and the Cold War (Aldershot: Ashgate Publishing, forthcoming). 相似文献
82.
Geert J. Somsen 《Minerva》2008,46(3):361-379
That science is fundamentally universal has been proclaimed innumerable times. But the precise geographical meaning of this
universality has changed historically. This article examines conceptions of scientific internationalism from the Enlightenment
to the Cold War, and their varying relations to cosmopolitanism, nationalism, socialism, and ‘the West’. These views are confronted
with recent tendencies to cast science as a uniquely European product.
Geert Somsen is assistant professor in history of science. After a PhD in the history of chemistry, his current work focuses on socialist conceptions of science in the twentieth century and on scientific internationalism. With Harmke Kamminga, he edited Pursuing the Unity of Science: Scientific Practice and Ideology between the Great War and the Cold War (Aldershot: Ashgate Publishing, forthcoming). 相似文献
Geert J. SomsenEmail: |
Geert Somsen is assistant professor in history of science. After a PhD in the history of chemistry, his current work focuses on socialist conceptions of science in the twentieth century and on scientific internationalism. With Harmke Kamminga, he edited Pursuing the Unity of Science: Scientific Practice and Ideology between the Great War and the Cold War (Aldershot: Ashgate Publishing, forthcoming). 相似文献
83.
Wilfried Admiraal Jantina Huizenga Irma Heemskerk Els Kuiper Monique Volman Geert ten Dam 《International Journal of Inclusive Education》2013,17(11):1208-1218
Boys show a stronger preference for digital entertainment games than girls. For this reason, it may be that game-based learning is more acceptable to boys than to girls. Yet game-based learning might improve the performance of both boys and girls, depending upon the instructional design. In a quasi-experimental study with a secret-trail game, effects were examined on students' subject-matter knowledge. Analysis of covariance revealed that both boys and girls of the game intervention group showed a higher test performance, compared to students of the control group. However, different game activities mediated this effect of the secret-trail game on performance: girls seemed to profit more from searching the Internet to complete assignments and boys from competing with others. The performance of both boys and girls was negatively influenced by technical problems. The results are discussed within the framework of gender-inclusive game design. 相似文献
84.
Kathleen Mortier Geert Van Hove Elisabeth De Schauwer 《International Journal of Inclusive Education》2013,17(6):543-561
This paper presents the experiences and interpretations of children, parents, teachers and support persons concerning the implementation of supports in regular school environments in Flanders, Belgium. The data were gathered through observations, interviews and focus group meetings. Those multiple perspectives provide insights into the complexity of implementing supports in a regular education context. The conclusions offer some possibilities for debate and alternative ways of thinking about supports that facilitate inclusive school communities by tapping into resources such as the children, the environment, creativity and courage to leave the beaten path. 相似文献
85.
Women, on average, outnumber men and are more successful in higher education. A literature overview showed that these differences
may be explained by gender differences in learner characteristics, by external factors and by institutional factors. This
study aims to explain gender differences in higher education in more detail by focusing on one of the recent research findings
in this area: the role of the numerical representation of men and women in course programs. What are gender differences in
study success in male and female-dominated course programs, and what are gender differences in reasons for leaving these programs?
The research questions were answered by analyzing Dutch census data and conducting a survey on students that have left college.
Results showed that gender differences in retention scores and reasons for leaving were indeed related to the numerical representation
of women and men in course programs. Leaving female-dominated programs seemed to be a different matter from leaving male-dominated
programs. 相似文献
86.
Baukje Veenstra Paul L. C. van Geert Bieuwe F. van der Meulen 《Mind, Brain, and Education》2012,6(1):27-40
In this exploratory multiple case study, it is examined how a computer game focused on improving ineffective learning behavior can be used as a tool to assess, improve, and study real‐time mouse behavior (MB) in different types of children: 18 children (3.8–6.3 years) with Autistic Spectrum Disorder (ASD), Attention Deficit/Hyperactivity Disorder (ADHD), or comorbid ASD and ADHD, and 5 effectively learning (EL) children (3.5–3.8 years). The children's MB processes, for example “Errors” and “Reaction times,” were interpreted in terms of executive functions (EFs). Trajectories of averaged MB were compared among the groups of ASD, ADHD, comorbid, and EL children. Clinical groups showed differences in their MB, which were similar to the expected differences based on EF tests. In addition, a case study of a typical ASD, ADHD, and EL child was included in order to demonstrate typical individual MB patterns across time. MB processes might therefore provide a window into the processes of EF (dys)functioning. 相似文献
87.
Anne-Katrien Koenen Eleonora Vervoort Geert Kelchtermans Karine Verschueren Jantine L. Spilt 《欧洲特需教育杂志》2013,28(4):514-529
ABSTRACTResearch stresses the importance of teacher sensitivity for the development of special needs students, including students with attachment problems. However, little is known about the antecedents of teacher sensitivity. This study investigated associations between teachers’ daily negative emotions and teacher sensitivity towards individual students. Data were collected from 71 teacher-student dyads in special education primary schools and included students with mild to severe attachment problems (6 to 10 years old). Teachers reported their daily negative activating (e.g. anger) and deactivating (e.g. sadness) emotions in relation to individual students during a three-week period. Teacher sensitivity was observed in interaction with the target student in a cognitively challenging and an emotionally challenging task. Teachers’ higher but decreasing negative activating emotions were associated with higher levels of observed teacher sensitivity in the cognitively challenging task. In addition, heightened levels of negative deactivating emotions were associated with lower levels of observed teacher sensitivity but only in the emotionally challenging task. 相似文献
88.
This article describes the results of a study into the relations between school, teacher, class, and student characteristics in Dutch elementary schools. Central to the study were the socio-ethnic background of the students, socio-ethnic class composition, language and math test results, teaching approach, and consistency of teaching approach within the school. The major question was whether student achievement levels vary according to the consistency of the teaching approach after controlling for socio-ethnic background at both the individual and class levels. The sample consisted of 7,410 grade 8 students and in total 1,714 teachers from 567 schools. The results of multilevel analyses showed consistency of teaching approach to be of no relevance to achievement levels. The most important factor appeared to be the socio-ethnic background of the students. Ethnic minority students perform less well than native Dutch working-class students, who in turn perform less well than the other students studied. In addition, students in classes with a relatively high number of so-called disadvantaged students perform less well independent of their individual socio-ethnic background. 相似文献
89.
Tanja Klop Sabine E. Severiens Marie‐Christine P. J. Knippels Marc H. W. van Mil Geert T. M. Ten Dam 《International Journal of Science Education》2013,35(9):1127-1150
This article evaluated the impact of a four‐lesson science module on the attitudes of secondary school students. This science module (on cancer and modern biotechnology) utilises several design principles, related to a social constructivist perspective on learning. The expectation was that the module would help students become more articulate in this particular field. In a quasi‐experimental design (experimental‐, control groups, and pre‐ and post‐tests), secondary school students’ attitudes (N = 365) towards modern biotechnology were measured by a questionnaire. Data were analysed using Chi‐square tests. Significant differences were obtained between the control and experimental conditions. Results showed that the science module had a significant effect on attitudes, although predominantly towards a more supportive and not towards a more critical stance. It is discussed that offering a science module of this kind can indeed encourage students to become more aware of modern biotechnology, although promoting a more critical attitude towards modern biotechnology should receive more attention. 相似文献
90.
This paper focuses on the question, 'What kind of learning processes are intended in the subjects Care and Technology in the Dutch common curriculum?' Arguments for the introduction of the subjects in the common curriculum pointed out their practical nature. However, the concept 'practical' was used to refer to different dimensions: to 'learning domains' (cognitive, psychomotor, social-affective), and to 'learning outcomes' (knowledge-skills). We analyse these subjects in relation to these dimensions as well as the dimensions 'productive-reproductive learning', 'extent of metacognition', and 'near- or far-transfer'. The findings show that Care and Technology are not 'practical' subjects in either the learning-domain dimension or in the learningoutcome dimension. Like other subjects in secondary education, relatively little attention is paid to metacognition and far-transfer. 相似文献