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Norris A. Armstrong Carolyn S. Wallace Shu-Mei Chang 《Research in Science Education》2008,38(4):483-499
This study used both quantitative and qualitative analyses to examine the influence of written arguments on learning in a
college level introductory biology class and the types of metacognition employed by students while writing. Comparison of
a treatment and control group indicates that the writing assignments used had minimal impact on overall content learning as
measured by conventional exams. Subsequent interviews and think-aloud protocols with a subset of students indicated that writing
arguments had the potential to foster learning through forward and backward search strategies. However, few of the students
took advantage of this opportunity to use metacognitive skills. This study suggests that preparing written arguments is not
sufficient, by itself, to have a reliable effect on student learning and is consistent with the view that students must be
explicitly taught when and how to use different metacognitive strategies. 相似文献
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《Journal of Informetrics》2014,8(1):43-58
This paper contributes to the longitudinal study and representation of the diffusion of scholarly knowledge through bibliometrics. The case of systems biology is used to illustrate a means for considering the structure and different roles of journals in the diffusion of a relatively new field to diverse subject areas. Using a bipartite network analysis of journals and subject categories, a core–intermediary–periphery diffusion structure is detected through comparative analysis of betweenness centrality over time. Systems biology diffuses from a core of foundational, theoretical areas to more specific, applied, practical fields, most of which relate to human health. Next, cluster analysis is applied to subject category co-occurrence networks to longitudinally trace the movement of fields within the core–intermediary–periphery structure. The results of these analyses reveal patterns of systems biology's diffusion across both theoretical and applied fields, and are also used to suggest how the dynamics of a field's interdisciplinary evolution can be realized. The author concludes by presenting a typology for considering how journals may function to support attributes of the core–intermediary–periphery structure and diffusion patterns more broadly. 相似文献
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对2009-2012年福建省自主命题的高考生物学科试卷进行分析,可见试题充分体现了新课程理念,以能力测试为主导,注重考查学科基础知识、科学探究能力、获取信息的能力以及应用所学的基本概念和原理解决实际问题的能力,发挥了高考的正确导向作用. 相似文献