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1.
Fischer Peter Michael Mandl Heinz 《European Journal of Psychology of Education - EJPE》1988,3(2):217-233
The present article gives an outline of the state of art in computer assisted intervention by learning-concomitant differential feedback. Based on the spectrum of possible meanings and interpretations given to the concepts ‘interaction’ and ‘interactive’ this concept is elaborated and illustrated by prototypical theoretical approaches. Based on our own empirical findings arguments are given showing that sophisticated audiovisual interactive new technologies can properly be used even on the small machines available in schools if the content materials and the flow of control given to the learner are carefully designed and based on principles of cognitive science.
相似文献2.
Professor Dr. Reinders Duit Professor Dr. Peter Häussler Dr. Roland Lauterbach Professor Dr. Helmut Mikelskis Professor Dr. Walter Westphal 《Research in Science Education》1992,22(1):106-113
This paper outlines the design of a physics textbook that addresses issues of gender-inclusive physics teaching, STS and constructivism.
Difficulties of addressing these issues in a textbook for normal classes, which has to compete with other textbooks on the
market will be discussed.
Specializations: constructivist approaches in science education research and practice.
Specializations: gender issues in science instruction.
Specializations: primary education, integrated science.
Specializations: STS, phenomenological oriented physics instruction.
Specializations: peace education within science education. 相似文献
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Karl Heinz Gruber 《Higher Education》1991,21(4):607-619
Despite significant expansion in participation over the last three decades, Austrian higher education has been slow to change either its elitist self-concept or structure. But, as is the case elsewhere, the Austrian academic community is beginning to be confronted with such concepts as efficiency, strategic planning, deregulation, and performance evaluation. Inadequate admission policies, extreme overcrowding, and high dropout rates are but three factors placing pressure on Austrian higher education to reform. The system is not only in need of increased budget allocations, but also requires new policies to guide it into the 21st Century. 相似文献
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Kenneth Tobin Leonie Rennie Grady Venville Hye-Eun Chu Peter Fensham James Gallagher Reinders Duit Wolfgang Graeber Ed van den Berg Brian Hand Stephen Ritchie Justin Dillon 《Cultural Studies of Science Education》2011,6(3):783-793
For almost a half century David F. Treagust has been an exemplary science educator who has contributed through his dedication and commitments to students, curriculum development and collaboration with teachers, and cutting edge research in science education that has impacted the field globally, nationally and locally. A hallmark of his outstanding career is his collaborative style that inspires others to produce their best work. 相似文献
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