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Russ Firlik 《Early Childhood Education Journal》1994,22(1):12-20
Over twenty years ago, Thelma Harms, an authority on developing scales to ascertain the environmental appropriateness of classrooms
for young children, wrote about evaluating early childhood environments from a child's viewpoint. Harms's focus was: To a
child, everything in a setting is a potential stimulus. In other words, the relationship between adults and the child, the
interactions, space, and materials all affect the overall environment. The efficacy of this focus is that it takes into account
the environmental factors that contribute to the child's behavior in those settings.
“Environmental awareness is as significant to a teacher as to any artist. By recognizing that environment is an interplay
between materials, people and time schedules, the teacher can create a more productive setting for learning” (Harms, 1970). 相似文献
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Online courses play an increasing role in professional development of environmental educators, yet little information is available on the interactive processes involved in online learning. We examined the relationship of three types of interactions in an urban environmental education online course – participant–participant, participant–instructor, and participant–content – to four course outcomes: participants’ motivation to learn, intent to adapt ideas and information learned through the course in their practice, actual adaptation of ideas in their practice, and development of professional networks. Content analysis was used to characterize participants’ and instructors’ weekly online posts and comments, and generalized estimation equation modeling was used to explore the relationships between interactions and outcomes. The results showed that participant–content interaction had significant positive relationships with participants’ motivation to learn, intent to adapt ideas, and adaptation of ideas. Participant–participant interaction had significant positive relationships with participants’ motivation to learn, and development of professional networks with each other. Finally, participant–instructor interaction had a significant positive relationship with participants’ development of professional networks. The results of this study can be used to improve professional development online courses for environmental educators. 相似文献
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AbstractMassive open online courses (MOOCs) offer opportunities for professional development of environmental educators globally, yet we lack understanding of participants? cognitive and social learning processes and of how instructors can enhance these processes. Based on the Community of Inquiry framework, we used a survey and coded participant discussion board and Facebook posts to examine the cognitive, social, and teaching presence in the Environmental Education: Transdisciplinary Approaches to Addressing Wicked Problems MOOC, offered by Cornell University. Rather than train educators in a specific curriculum, the goal of the MOOC is to expand educators? critical and transdisciplinary thinking about the field of environmental education and to enhance social interactions to support learning, educators, and knowledge co-creation. Results indicate that cognitive presence is higher on the discussion board whereas social presence is higher on Facebook. Over half of cognitive posts focused on exploration, a lower level of learning, whereas just less than a fifth reflected higher level integration, suggesting room for enhancing cognitive learning. Our results suggest strategies to encourage higher levels of thinking and more meaningful social interactions to foster learning, educator support, and co-creation of knowledge, thereby improving online professional development. 相似文献
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ABSTRACT Geragogy as a part of gerontology seems to be established in aging societies. Also, geragogy as a form of education for elderly people, learning in the third age, is nowadays an integrated part of agogy. On the other hand, the increase in the number of people of the fourth age, the oldest of the old, handicapped elderly people in nursing homes, is hardly considered in the geragogical discussion. Integrative geragogy in the field of care facilities is given only marginal consideration. In this article we want to present integrative geragogy as a basic part of educational gerontology. We present it as interacting closely with therapeutic education and social work, dealing especially with potentials of the oldest of the old and mentally handicapped elderly people. An outline of the international discussion and the history of geragogy in Germany shows the state-of-the-art in geragogy today. A specific theory and praxeology of integrative geragogy is also presented. 相似文献
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This paper describes a computer program which converts the text of user input and system responses from an on-line search system into fixed format records which describe the interaction. It also outlines the syntax of the query language and the format of the output record produced by the parser. The study discusses problems in constructing the parser, the logic of the parser and its performance characterestics, as well as recommendations for improving the process of logging on-line searches. 相似文献