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Learning Environments Research - Recent and important changes in pedagogy design include flexible learning methods that address student diversity (universal design for learning–UDL) and... 相似文献
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Daniel Breidenbach Ed Dubinsky Julie Hawks Devilyna Nichols 《Educational Studies in Mathematics》1992,23(3):247-285
Our goal in this paper is to make two points. First, college students, even those who have taken a fair number of mathematics
courses, do not have much of an understanding of the function concept; and second, an epistemological theory we have been
developing points to an instructional treatment, using computers, that results in substantial improvements for many students.
They seem to develop a process conception of function and are able to use it to do mathematics. After an introductory section
we outline, in Section 2, our theoretical epistemology in general and indicate how it applies to the function concept in particular.
In Sections 3, 4, and 5 we provide specific details on this study and describe the development of the function concept that
appeared to take place in the students that we are considering. In Section 6 we interpret the results and draw some conclusions. 相似文献
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Recent advancements in translational medicine have created an urgent need for solutions that support information dissemination and facilitate a fluid exchange of data from the research laboratory to the clinical environment and on to the broader community. Medical libraries can help meet this need by incorporating emerging Web-based technologies in support of educational, research, and patient care objectives. Web 2.0 resources facilitate creativity, collaboration, and sharing among users. Integration of Web 2.0 resources allows scientists, students, and medical professionals to efficiently organize and manage the information and resources that are critical in today's quickly changing biomedical research environment. 相似文献
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Itamar Shatz 《Educational studies》2015,41(5):476-480
The phrasing of task instructions can facilitate or hinder the learning process. In this study, three groups of participants (N = 526) performed a foreign vocabulary memorization task, with modified instructions for each group. The instructions were either learning oriented, encouraging participants to improve their abilities; outcome oriented, prompting participants to achieve a positive evaluation of their performance; or neutral, with no goal orientation, for the control group. Participants’ performance in the task was measured along with several factors pertinent to the learning process. Results showed that learning-oriented instructions led to lower performance levels, while outcome-oriented instructions reduced participants’ language risk-taking, both of which negatively impact learning. The control group had the best overall results, indicating that it is better to refrain from using goal-oriented instructions in learning tasks. 相似文献
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Itamar Shatz 《Teaching Statistics》2023,45(1):22-26
When teaching statistics, educators sometimes overestimate their students' knowledge and abilities. This is due to the curse of knowledge, a cognitive bias that causes people—especially experts—to overestimate how likely others are to know and understand the same things as them. This can lead to various issues, including struggling to communicate with students, and making students feel less comfortable in the classroom. To address this, educators should first identify situations where this bias can affect their teaching. In doing so, they should consider relevant risk factors, and potentially also solicit feedback from relevant individuals. Then, educators can reduce this bias and its impact on their teaching by using techniques such as keeping the curse of knowledge and their audience in mind, assessing students' knowledge, assuming lack of knowledge unless there is strong evidence to the contrary, and avoiding saying that things are obvious. 相似文献
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James M. Dubinsky 《Technical Communication Quarterly》2004,13(3):245-249
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Itamar Cohn 《Journal of Adventure Education & Outdoor Learning》2013,13(1):15-34
In this paper the human-nature relationship is recognized as a major field of interest and a platform of ideas linked with it is explored. A ‘new’ source to inform an alternative paradigm for outdoor education is proposed; it is millennia old, has roots all over the globe and is a living, breathing, and evolving tradition—indigenous ways. While recognizing the diversity of indigenous people, the paper explores common characteristics of thought and practice within indigenous traditions. Indigenous ways are defined and their connection with outdoor education is explored. The author concludes that indigenous ways have the potential to inspire a fundamental change in outdoor education, while providing working models for theory and practice. 相似文献
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MacNabb C Schmitt L Michlin M Harris I Thomas L Chittendon D Ebner TJ Dubinsky JM 《CBE life sciences education》2006,5(2):144-157
The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5-8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to "inquiry-based" teaching versus "lecture-based teaching." Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities. 相似文献
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Cathy C. Sarli Ellen K. Dubinsky Kristi L. Holmes 《Journal of the Medical Library Association》2010,98(1):17-23