How can science connect with and contribute to conservation? Recommendations and reflections

This paper reports the conclusions and recommendations of the working group that synthesized the discussions on ‘How can science connect with and be of greater benefit to conservation practice?’ during the ICCROM Forum on Conservation Science. The author reflects on these findings from her own perspective and experiences, and places them in the context of two major shifts in heritage research: the first, a shift in focus from conserving materials to managing meaning. The second, a shift in organizational structures from single, centrally funded heritage institutions towards diffuse networks which include new players who have no direct responsibility towards heritage. Both shifts are taking place in an environment of decreased funding and increased accountability to society. Science and conservation connect and contribute to each other most effectively if they together contribute to the societal benefits of heritage. In this regard, heritage science strategies can stimulate collaboration, and direct science and conservation towards innovative, applicable outcomes. Moreover, they can promote a transdisciplinary approach which connects social, economic and business sciences and stakeholders. They should also ensure the creation of sustainable nodes for consolidating knowledge within these dynamic networks.     

高校转型背景下特殊教育专业人才培养模式论

人才质量高低取决于人才培养模式的合理性.从2013年起,国家引导一批普通本科高校向应用技术型高校转型.作者针对当前普通本科高校特殊教育专业人才培养中存在的问题进行分析与反思,探索如何顺应高校转型发展的趋势,遵循特殊教育自身发展规律,进行特殊教育专业人才培养模式的改革,以期提升特殊教育专业人才培养水平.     

基于 AHP 与逻辑模型的科技项目绩效评价方法

基于层次分析法（AHP）与逻辑模型,提出了科技项目绩效评价的定量方法。以医学卫生领域科 技项目为例,梳理了科技项目绩效管理的框架和思路,并为相关的科技项目管理者提供了科技项目绩效 评价的方法和决策依据。     

论科技情报工作对创新型国家建设的重要性及服务模式

科技情报的功能是为战略决策和战术选择提供支撑服务。科技情报工作是科研和生产的重要一环,是科学技术的重要组成部分。在创新型国家的建设过程中,科技情报工作更是国家创新体系的有机组成部分。在我国建设创新型国家的决定性阶段,通过个性化的服务模式,科技情报工作能够提高科学技术转化为生产的效率,从而促进创新型国家的建设。     

科技项目网络评审中的相关问题探讨

网络评审作为一种将计算机技术应用于项目评审过程中的新型评审方式,不受空间和时间的限制,具有灵活方便的特点,能够避免时间及人工成本的浪费,提高评审效率,越来越多的科研管理部门选择采用网络评审的方式进行项目评审。本文从网络评审时间出发,阐述网络评审的构成要素,探讨网络评审系统应用中出现的重复指派、专家信用体系建设、非共识项目及专家评审意见反馈等问题。     

国家科技基础条件共享平台专题服务模式的研究

专题服务是国家科技基础条件共享平台为国家科技、经济和社会发展的重大创新任务提供支撑的一种服务 类型,开展专题服务模式的研究,有利于增强共享平台对国家重大创新任务的支撑服务能力和水平。文章介绍专题服 务模式的产生过程,对专题服务内涵、步骤、要素等进行分类和比较,对各类要素的特点和适用条件进行分析,并以 相关国家科技共享平台已经开展的专题服务工作为案例进行综合阐述,提出相关思考和建议,为全国各级各类科技共 享平台拓展服务模式,提高服务能力提供借鉴。     

Individual difference predictors of creativity in Art and Science students

Two studies are reported that used multiple measures of creativity to investigate creativity differences and correlates in arts and science students. The first study examined Divergent Thinking fluency, Self-Rated Creativity and Creative Achievement in matched groups of Art and Science students. Arts students scored higher than Science students on two of the three measures. Regression analysis indicated that the educational domain demographic variable was the most consistent predictor of all three measures of creativity. The second study compared natural science, social science and arts students on two performance and two preference measures of creativity, whilst controlling for the effects of general intelligence. Results indicated only Self-Rated Creativity displayed significant group differences, with the regression analysis suggesting a stronger role of personality variables. The differences between the groups and implications for the measurement of creativity are considered.     

学习科学：推动教育的深层变革

当前教育信息化蓬勃发展,在备受赞赏的同时也屡被质疑。至于原因,恐怕还是“人究竟是怎么学习的,怎样才能促进有效学习？”这一根本性问题依然未得到彻底解决。该文从教育信息化的发展现状谈起,剖析目前存在的问题及解决方法,然后仔细梳理了学习科学的发生、发展和研究现状,指出脑科学与学习、基于大数据的学习分析和技术增强的学习等学习科学研究将有助于推动教育从更深的层面发生变革。     

Concreteness fading in learning secondary school physics concepts

Concreteness fading has been proposed as a general instructional approach to support learning of abstract mathematics and science concepts. Accordingly, organizing external knowledge representations in a three-step concrete-to-idealized sequence should be more beneficial than the reverse, concreteness introduction, sequence. So far, evidence for the benefits of concreteness fading come mainly from studies investigating learning of basic mathematics concepts. Studies on learning natural science concepts are scarce and have not implemented the full three-step-sequence. In an experimental classroom study (N = 70), we compared concreteness fading and concreteness introduction in high school science education about electromagnetic induction using a detailed assessment. Furthermore, we explored whether these sequences differentially affect the use of the different representations during instruction. Both sequences were equally effective and there were no differences in using the representations. We discuss why our results question the proposed advantages of concreteness fading and highlight conceptual differences and learning goals across domains.