提高物理实验考核质量的探讨

从考核制度、考试方式、考核成绩评定等方面探讨了提高物理实验考核质量的方法     

医学机能实验教学的综合改革

综合化、整体化是高等医学教育改革的发展趋势,该校打破传统的教学模式,优化教学内容,重组新的课程体系。实践证明,独立设置的医学机能实验课,有利于学生整体化知识的学习和综合运用知识能力的提高,有利于多学科知识的交叉和融合,是较好的实验教学模式。     

高校实验室安全问题引起的思考与管理探讨

实验室安全不仅包括各种硬件安全,而且包括实验室人员的人身安全。生物实验往往会存在一定的安全隐患,因此必须要加强对实验室的安全管理,提高广大师生的安全意识,使其按照规范进行操作,方可顺利实验,提升安全管理水平。文章首先探讨了高校实验室安全管理的意义,然后分析了现阶段高校实验室安全管理存的问题,并提出了相应的改进对策。     

基于VRML的工程热物理虚拟实验教学系统

阐述了基于VRML的工程热物理虚拟实验教学系统的开发方法、系统结构及关键技术。在系统设计上采用B/S结构的网络模式。运用虚拟现实、多媒体技术实现了模拟实验的功能。具有交互性好、实验沉浸感强的特点。实现网络远程实验功能,为完善热物理实验教学提供了一种新的教学平台。     

综合化学实验充满生机和活力

综合化学实验是建立在化学一级学科层面上，化学实验教学新体系的重要组成部分。其实验项目是跨两个以上二级学科或两个以上一级学科，内容交叉技术综合的课题，不但以科研为驱动力，带动学科建设和实验教学，而且赋予化学实验教学无限的生机和活力，它适应了新世纪创新化学人才培养的需要，必须下大气力抓好。     

数学实验初探

利用几何画板这一数学软件就数学的观察实验、验证实验和探索实验分别作了例证,论述了数学实验对改进数学教学方法、提高教学质量和推进素质教育的必要性和重要性.     

绿色化学与中学化学实验教学

介绍了绿色化学的缘起和含义、绿色化学的原则,通过用微型实验、计算机多媒体模拟、串联实验等途径在化学教学中来体现绿色化学思想。     

“对口生”化学实验操作技能的调查与研究

针对“对口生”化学实验操作技能普遍薄弱且参差不齐这一现象，对影响和制约实验操作技能的因素进行了调查，依据调查结果提出提高化学实验操作技能的建议。     

Impact of science-technology learning environment characteristics on learning outcomes: pupils’ perceptions and gender differences

Science and technology are connected to each other and are mutually inspiring. The science-technology curriculum for junior-high school in Israel suggests that teachers integrate these subjects. In addition, this curriculum calls for infusing thinking competencies into the learning subjects and for implementing alternatives in assessment methods in the classes. The current research included three stages: field research, pilot research and expanded research. In the field research, an intervention program was planned and implemented. The intervention program included a three-year inservice training workshop consisting of 224 hours each year. Quantitative and qualitative tools were used to assess teachers implementation of the intervention program. The findings revealed the characteristics of the science-technology learning environment and various learning outcomes. The pilot research enabled the development and validation of a questionnaire called the Science-Technology Learning Environment Questionnaire (STLEQ). The STLEQ was aimed at assessing teachers and pupils perceptions of learning environment. The conclusions from the pilot research showed differences between teachers and pupils perceptions towards the impact of learning environment characteristics on learning outcomes.In the expanded research, two cohorts of pupils participated, namely, the 2002 cohort (N = 207) and the 2003 cohort (N = 159). These cohorts had studied science-technology in junior-high school. The findings of the expanded research partly match the findings from the pilot research, leading to insight into the pupils perspective of the science-technology learning environment. No gender differences were found in pupils scoring of learning outcomes. On the other hand, boys scored higher than girls on Computer Usage. This research enables researchers and teachers to use the questionnaire in order to investigate pupils perceptions of their learning environment.     

A Conceptual Change Teaching Strategy to Facilitate High School Students' Understanding of Electrochemistry

Recent research in chemistry education has shown an increasing interest in the facilitation of conceptual change in student understanding of chemical concepts. Most of the studies have tried to show the difference in student performance on algorithmic and conceptual problems. The objective of this study is to go beyond and design a teaching strategy based on two teaching experiments that could facilitate students' conceptual understanding of electrochemistry. The study is based on two sections (control, n = 29; experimental, n = 28) of 10th grade high school students at a public school in Venezuela. Experimental group participated in two teaching experiments designed to generate situations/experiences in which students are forced to grapple with alternative responses leading to cognitive conflicts/contradictions. Results obtained show that learning electrochemistry involves both algorithmic and conceptual problems. On Posttest 1, 93% of the experimental group students responded correctly, in contrast to 39% of the control group. On Posttest 2, 39% of the experimental group responded correctly, in contrast to 0% of the Control group. The difference in performance on both posttests is statistically significant (p < 0.001). It is concluded that the teaching experiments facilitated students' understanding (progressive transitions) of electrochemistry.