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421.
Conclusion We have claimed that project work introduces the student to a wide range of mathematical activities: critical reading, selection of material, mathematical exposition, talking about mathematics, formulation of problems, investigation of open problems, and so forth. It also encourages an active personal involvement in mathematics. Our aim in presenting this report has been to focus attention on some of the questions facing university mathematics teachers at this time, in the hope that others may be encouraged to seek their own answers. 相似文献
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The study investigated the relationship between instructional context (integrated and non‐integrated) that explicitly teaches about nature of science (NOS) and students’ view of NOS across different disciplines. Participants were three teachers and their students, which comprised six classes of 89 ninth‐graders and 40 10th/11th‐graders. Each teacher taught two intact sections of the same grade level within a specific science discipline. The treatment for all groups involved teaching a 5–6 week unit that included the science content and NOS. The two intact groups learned about same content; the only difference was the context of NOS instruction (integrated or non‐integrated). An open‐ended questionnaire, followed by interviews, was used to assess change in participants’ views. Results showed improvement in students’ NOS views regardless of whether NOS instruction was embedded within the content. Therefore, it was not possible to make claims about whether one instructional context is more effective than another in general terms. 相似文献
424.
Abstract The purpose of this investigation was to determine the nature of the relationship among three variables: diadocho‐kinetic rate, speaking rate, and reading rate. A group of 40 individuals, 20 males and 20 females, performed three experimental tasks: (1) three repetitions at maximumt speed of each of the following: /p?//t?//k?/, and /p? t? k?/; (2) 10 readings of a standard prose passage; and (3) the presentation of a two‐minute impromptu speech based on the content of stimulus pictures. Results of subjects’ performances indicate that: (1) reading rate is highly related to speaking rate; (2) there is no strong relationship between diadochokinetic rate and speaking rate; and (3) diadochokinetic rate is not highly related to reading rate. 相似文献
425.
Norman E. Walker 《Clearing house (Menasha, Wis.)》2013,86(8):490-492
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Rolf Reber Hilde Hetland Weiqin Chen Elisabeth Norman Therese Kobbeltvedt 《学习科学杂志》2013,22(4):509-548
We investigated example choice as a new method for the teaching of formal theoretical principles. Formal principles are presented with several examples from different topics, and students choose the one that interests them most. Example choice might be related to prior knowledge, interest, or perceived control. In an experimental study, we examined the effects of degree of example choice and degree of prior knowledge on interest, perceived control, and learning outcomes in a presentation on confirmation bias. The main finding was that participants who could choose an example showed more interest in the presentation of the formal principle than participants who either were given an example by the experimenter or only saw the presentation. Control was lowest for the group without example choice and without prior knowledge. Finally, prior knowledge, but not example choice, increased performance on a transfer of knowledge task. Example choice thus offers a new approach for closing the gap between formal principles as presented at school and a student's interests. 相似文献
429.
Various surveys have documented widespread support among US parents, students, teachers and health professionals for school‐based comprehensive sexuality education. In many school districts, however, the sexuality education provided is minimal, incomplete or fragmented, and essential topics are often omitted or inaccurately presented. To help explain the discrepancy between support and accomplishment, this study develops a set of theory‐based research hypotheses regarding the potential motivational roles of stakeholders' goals, emotions and personal agency belief patterns in explaining this lack of achievement. A series of exploratory interviews and focus groups with 36 California parents, adolescents and professionals was conducted. A modified grounded‐theory approach was used to guide the collection and analysis of qualitative data, and the development of a theoretical framework anchored in Martin Ford's motivational systems theory. This framework suggests the complexity of the interacting factors involved, and provides a basis for specific hypotheses for further research. Potentially important goals, emotions and personal agency belief patterns are identified and discussed. 相似文献
430.
Larry James Gianakos Albert C. Book Norman D. Cary Jay S. Harris Steven R. Rivkin Felix Chin 《Communication Booknotes Quarterly》2013,44(2):28-30
Larry James Gianakos' Television Drama Series Programming: A Comprehensive Chronicle, 1959-1975 (Metuchen, N.J.: Scarecrow Press, 1978—$27.50) Albert C. Book and Norman D. Cary's The Radio and Television Commercial (Chicago: Crain Books, 1978—$6.95, paper) Jay S. Harris's TV Guide: The First 25 Years (New York: Simon and Schuster, 1978—$14.95) Steven R. Rivkin's A New Guide to Federal Cable Television Regulations (Cambridge, Mass.: MIT Press, 1978—$25.00) Felix Chin's Cable Television: A Comprehensive Bibliography (New York: Plenum Publishing, 1978—$45.00) 相似文献