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81.
The role of teachers in facilitating situational interest in an active-learning classroom 总被引:2,自引:0,他引:2
The study sought to explore whether interactional teacher characteristics such as social congruence, subject-matter expertise, and cognitive congruence increase situational interest in students. Correlational and path analyses were conducted on a sample of 498 polytechnic students to assess potential differences in situational interest based on these three teacher characteristics and how well these characteristics predicted situational interest. Results revealed that students supported by teachers who scored high on these characteristics reported significantly higher levels of situational interest. Cognitive congruence was the most significant predictor of situational interest. Overall, the findings suggest that teachers play an influential role in increasing students’ situational interest in the active-learning classroom. 相似文献
82.
Floris M. van Blankenstein Diana H. J. M. Dolmans Cees P. M. van der Vleuten Henk G. Schmidt 《Instructional Science》2011,39(2):189-204
Seventy students participated in an experiment to measure the effects of either providing explanations or listening during
small group discussions on recall of related subject-matter studied after the discussion. They watched a video of a small
group discussing a problem. In the first experimental condition, the video was stopped at various points in time, enabling
the participants to verbally respond to the discussion. In the second condition, they listened to the same discussion, without
contributing. In the control condition, they listened to a discussion that was not related to the subject-matter subsequently
studied. After the discussion, all participants studied a text and answered questions that tested their recall of information
from this text. No immediate differences in recall were found. One month later, participants who had actively engaged in explaining
remembered more from the text. The conclusion appears justified that actively providing explanations during a discussion positively
affects long-term memory. 相似文献
83.
Howard Sarah K. Schrum Lynne Voogt Joke Sligte Henk 《Educational technology research and development : ETR & D》2021,69(4):2309-2329
Educational technology research and development - Considerably more research needs to be done to understand how successful technological innovations and change processes are sustained and scaled to... 相似文献
84.
85.
This study aimed to provide an account of how learning takes place in problem-based learning (PBL), and to identify the relationships
between the learning-oriented activities of students with their learning outcomes. First, the verbal interactions and computer
resources studied by nine students for an entire PBL cycle were recorded. The relevant concepts articulated and studied individually
while working on the problem-at-hand were identified as units of analysis and counted to demonstrate the growth in concepts
acquired over the PBL cycle. We identified two distinct phases in the process—an initial concept articulation, and a later
concept repetition phase. To overcome the sample-size limitations of the first study, we analyzed the verbal interactions
of, and resources studied, by another 35 students in an entire PBL cycle using structural equation modeling. Results show
that students’ verbal contributions during the problem analysis phase strongly influenced their verbal contributions during
self-directed learning and reporting phases. Verbal contributions and individual study influenced similarly the contributions
during the reporting phase. Increased verbalizations of concepts during the reporting phase also led to higher achievement.
We found that collaborative learning is significant in the PBL process, and may be more important than individual study in
determining students’ achievement. 相似文献
86.
ABSTRACTPanel paintings are essentially wooden boards painted on one side. Due to the vapor resistance of the paint layer, changing ambient conditions lead to exchange of moisture on only one surface. Subsequently, a non-uniform moisture content profile is formed across the thickness of the board. As a result, differential expansion causes the board to bend in case of no mechanical restriction, or it leads to a build-up of stresses inside the material if restrained. Experiments with oak boards sealed on one side and exposed to a change in the ambient relative humidity (RH) were performed. By scaling, the response of any board with different thickness can be predicted. Since the bending of the board can be described as a linear system behavior, the frequency response can be predicted based on the step response. In combination with critical strains for wood and gesso from the literature, this gives insight into allowable RH fluctuations in terms of frequency and amplitude for different board thicknesses. 相似文献
87.
This paper reviews a number of studies comparing Thomson Scientific’s Web of Science (WoS) and Elsevier’s Scopus. It collates their journal coverage in an important medical subfield: oncology. It is found that all WoS-covered oncological journals (n = 126) are indexed in Scopus, but that Scopus covers many more journals (an additional n = 106). However, the latter group tends to have much lower impact factors than WoS covered journals. Among the top 25% of sources with the highest impact factors in Scopus, 94% is indexed in the WoS, and for the bottom 25% only 6%. In short, in oncology the WoS is a genuine subset of Scopus, and tends to cover the best journals from it in terms of citation impact per paper. Although Scopus covers 90% more oncological journals compared to WoS, the average Scopus-based impact factor for journals indexed by both databases is only 2.6% higher than that based on WoS data. Results reflect fundamental differences in coverage policies: the WoS based on Eugene Garfield’s concepts of covering a selective set of most frequently used (cited) journals; Scopus with broad coverage, more similar to large disciplinary literature databases. The paper also found that ‘classical’, WoS-based impact factors strongly correlate with a new, Scopus-based metric, SCImago Journal Rank (SJR), one of a series of new indicators founded on earlier work by Pinski and Narin [Pinski, G., & Narin F. (1976). Citation influence for journal aggregates of scientific publications: Theory, with application to the literature of physics. Information Processing and Management, 12, 297–312] that weight citations according to the prestige of the citing journal (Spearman’s rho = 0.93). Four lines of future research are proposed. 相似文献
88.
在以能力为基础的教育(CBE)中,对于某个既定的职业,根据对职业的任务、功能和角色的详细分析,进行专业课程的设计.因此,以能力为基础的教育能够把教育与实际工作联系起来.本文论述了在职业教育中开发以能力为基础的教育体系的主要步骤和应该考虑的问题,强调了学习方法和教学方法的选择、恰当的评估手段和教师角色的转化的重要性.在阐述中,还列举了荷兰在过去20年里关于职业教育中以能力为基础的教育实践方面的例子. 相似文献
89.
The early history of Utrecht University (founded 1636) reflects an emerging public sphere (Habermas’s ‘bürgerliche öffentlichkeit’) of a major town in the Netherlands. This public sphere was a contested field among the different groups establishing and administering the university: university professors, town magistrates and representatives of the newly established Reformed Church and the former dominant Catholic Church. The factionalised magistrates developed a public sphere, while also trying to limit the passionate but destabilising debate concerning the new philosophy of Descartes. They supported the Calvinistic anti-Descartes movement while permitting, and even advocating, the establishment of the new philosophy at the university. They ambivalently protected the academy from the consistory’s control while simultaneously trying to safeguard their own (financial) position. It is concluded that the Habermasian framework has to be fleshed out in local histories, such as this case study of Utrecht University, to demonstrate the ‘messy’ complexities in reality. 相似文献
90.