共查询到20条相似文献，搜索用时 31 毫秒
1.
A. J. H. Gaite 《教育心理学家》2013,48(3):197-204
Blair, G. M., Jones, R. S., and Simpson, R. H., Educational Psychology (4th Ed.). New York: Macmillan, 1975. 624 pages. $8.95 Craig, R. C., Mehrens, W. H., and Clarizio, H. F., Contemporary Educational Psychology: Concepts, Issues, Applications. New York: Wiley, 1975. 558 pages. $9.95 Gage, N. L., and Berliner, D. C., Educational Psychology. Chicago: Rand McNally, 1975. 869 pages. $9.95 Lefrancois, G., Psychology for Teaching (2nd Ed.). Belmont, Cal.: Wadsworth, 1975. 372 pages. $7.95 Packard, R. G., Psychology of Learning and Instruction. Columbus, Ohio: Merrill, 1975. 480 pages. $9.95 Smith, M. D., Educational Psychology and its Classroom Applications. Boston: Allyn & Bacon, 1975. 574 pages. $9.95 相似文献
2.
3.
Salem A. Al khawaldeh 《Research in Science & Technological Education》2013,31(2):168-183
Background and purpose: The purpose of this study was to investigate the comparative effects of a prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT) and traditional instruction on 10th grade students’ understanding of genetics concepts. Sample: Participants were 112 10th basic grade male students in three classes of the same school located in an urban area. The three classes taught by the same biology teacher were randomly assigned as a prediction/discussion-based learning cycle class (n?=?39), conceptual change text class (n?=?37) and traditional class (n?=?36). Design and method: A quasi-experimental research design of pre-test–post-test non-equivalent control group was adopted. Participants completed the Genetics Concept Test as pre-test–post-test, to examine the effects of instructional strategies on their genetics understanding. Pre-test scores and Test of Logical Thinking scores were used as covariates. Results: The analysis of covariance showed a statistically significant difference between the experimental and control groups in the favor of experimental groups after treatment. However, no statistically significant difference between the experimental groups (HPD-LC versus CCT instruction) was found. Conclusions: Overall, the findings of this study support the use of the prediction/discussion-based learning cycle and conceptual change text in both research and teaching. The findings may be useful for improving classroom practices in teaching science concepts and for the development of suitable materials promoting students’ understanding of science. 相似文献
4.
Objective: To assess the sexual health knowledge of secondary school pupils in order to ascertain whether the current government public health and education policies are having any impact on pupils' sexual health. Design: Results obtained from a questionnaire as part of a two‐phase intervention study. Setting: Nineteen mixed‐sex, state secondary schools in central England. Participants: Year 8 pupils (350 male, 345 female), year 9 pupils (300 male, 325 female) and year 10 pupils (310 male, 329 female). Intervention: A questionnaire survey to assess the knowledge of pupils' sexual health education. Main outcome measures: Questionnaires distributed to pupils as baseline to assess their knowledge of sexual health, contraception and sexually transmitted infections. Results: Sexual health knowledge improves with age. A significant difference across all age groups was found, although knowledge regarding sexually transmitted infections and emergency contraception is poor for all age groups. Conclusions: Current sexual health education provision is not providing young people with adequate knowledge regarding sexual health and contraception. 相似文献
5.
We derive necessary and sufficient conditions for the existence and an expression of the （anti）reflexive solution with respect to the nontrivial generalized reflection matrix P to the system of complex matrix equations AX = B and XC = D. The explicit solutions of the approximation problem min x∈Ф ｜｜X - E｜｜F was given, where E is a given complex matrix and Ф is the set of all reflexive （or antireflexive） solutions of the system mentioned above, and ｜｜·｜｜ is the Frobenius norm. Furthermore, it was pointed that some results in a recent paper are special cases of this paper. 相似文献
6.
《The Journal of environmental education》2013,44(3)
Abstract Simulación en computadores como una herramienta en la enseñanza de parques y manejo de zonas de vida salvaje Robert E. Manning and Fletcher I. Potter Un juego de interacción para examinar el cambio entre valores económicos ecológicos Paul J. Rago La comunidad se integra en el manejo de desperdicios peligrosos: Comparación entre una visita a la zona y una visita simulada con transparenias Deborah Anne Simmons El desarrollo y la retención de las actitudes ambientales en niños de la escuela primaria. Harold H. Jaus Una comparación entre estudiantes americanos y no americanos respecto a las actitudes del medio físico. A. Doyne Horsley 相似文献
7.
Ester Aflalo Revital Montin Ayala Raviv 《Research in Science & Technological Education》2020,38(2):208-226
ABSTRACTBackground: Outdoor learning and computer-based learning are two different alternatives to in-class conventional teacher-centered learning.Purpose: This study compares the outdoor learning setting with computer-based learning in class. It examines the influence of the two different learning settings on academic achievements, the learning experience, and pro-environmental perceptions.Sample: A total of 90 elementary school students (third and fourth-grade classes) participated in the study.Design and methods: The academic knowledge of the study participants was tested through identical exams for both learning settings. In addition, in each group the students’ perceptions were examined by means of a questionnaire about environmental values and the learning experience.Results: The study demonstrates that academic achievements in the two settings were similar, but the students expressed more enthusiasm about the outdoor learning experience than about in-class learning. In addition, the outdoor learning setting contributed more to promoting positive environmental perceptions even though students did not learn directly about environmental issues and sustainability.Conclusions: These findings suggest that learning in the natural environment is valuable: Alongside the fostering of computerized learning, it is also important to promoteoutdoor learning settings and integrate both settings by implementing mobile technologies in the outdoor teaching. 相似文献
8.
Stefan Kulakow 《The Journal of educational research》2020,113(1):13-25
AbstractThe significant interplay between self-efficacy, autonomy support and approaches to learning in adolescent students is widely recognized. However, less is known about whether substantial differences exist between early and middle adolescent students from schools with different environments. To close this research gap, this study used latent mean comparison and multigroup structural equation modeling with questionnaire data from a sample of German adolescent students (N?=?1153; MAgeT1?=?13.97, SD = 1.37; MAgeT2?=?14.27, SD = 1.25) in two waves. Multigroup structural equation modeling reveals that autonomy functions as a mediator in the association between self-efficacy and approaches to learning only for students from schools with a student-centered learning environment based on competence-matrices in contrast to a teacher-directed learning environment, particularly for early adolescent students. More specifically, adolescents’ approaches to learning can be enhanced through autonomy-supportive learning independently of their self-efficacy. 相似文献
9.
ABSTRACTBackground and Context: Computer Science attrition rates (in the western world) are very concerning, with a large number of students failing to progress each year. It is well acknowledged that a significant factor of this attrition, is the students’ difficulty to master the introductory programming module, often referred to as CS1.Objective: The objective of this article is to describe the evolution of a prediction model named PreSS (Predict Student Success) over a 13-year period (2005–2018).Method: This article ties together, the PreSS prediction model; pilot studies; a longitudinal, multi-institutional re-validation and replication study; improvements to the model since its inception; and interventions to reduce attrition rates.Findings: The outcome of this body of work is an end-to-end real-time web-based tool (PreSS#), which can predict student success early in an introductory programming module (CS1), with an accuracy of 71%. This tool is enhanced with interventions that were developed in conjunction with PreSS#, which improved student performance in CS1.Implications: This work contributes significantly to the computer science education (CSEd) community and the ITiCSE 2015 working group’s call (in particular the second grand challenge), by re-validating and developing further the original PreSS model, 13 years after it was developed, on a modern, disparate, multi-institutional data set. 相似文献
10.
《The Journal of environmental education》2013,44(3)
Abstract La simulation de l'ordinateur comme un outil de l'éducation de gestion du pare Robert E. Manning and Fletcher I. Potter Un jeu d'interaction pour examiner les échanges entre les valeurs économiques et écologiques Paul J. Rago Modèles d'integration dans la planification et décisions de l'environement David Clinton Kyler La participation de la communauté dans la gestion des déchets dangereux: Une comparison entre une visite sur-site et une visite simulée Deborah Anne Simmons Le développement et la conservation des attitudes vers l'environement des élèves des écoles primaires Harold H. Jaus Une comparison entre l'attitude des étudiants américains et non-américains vers l'issue de l'environement physique A. Doyne Horsley 相似文献
11.
Richard K. Morton 《College Teaching》2013,61(2):85-86
Abstract A Few Good Apples An Apple for My Teacher: Twelve Authors Tell About Teachers Who Made the Difference Edited by Louis D. Rubin, Jr. Algonquin Books of Chapel Hill, 1987, xiv + 186 pages, $10.95 Reviewed by Roy Starling Abrasive but Hopeful: The Closing of the American Mind: How Higher Education Has Failed Democracy and Impoverished the Souls of Today's Students By Allan Bloom New York: Simon and Schuster, 1987, 392 pages, $18.95 Reviewed by Robert L. Spaeth 相似文献
12.
John H. Fadenrecht 《College Teaching》2013,61(1):37-39
Abstract Toward a Literate America Cultural Literacy: What Every American Needs To Know By E. D. Hirsch, Jr. Boston: Houghton Mifflin Company, 1987, xvii + 251 pages, $16.95. Reviewed by Fauneil J. Rinn Changing the Odds Academic Women, Working towards Equality By Angela Simeone South Hadley, Massachusetts: Bergin &; Garvey, 1987, 161 pages, $27.95 hardbound, $10.95 softbound. Reviewed by Pheme Perkins Fruitful Background for Reasonable Discussion Orators and Philosophers: A History of the Idea of Liberal Education By Bruce Kimball New York: Teachers College/Columbia University, 1986, xix + 293 pages, $19.95. Reviewed by Geoffrey Comber 相似文献
13.
Carla Márquez Rodolfo Solís-Vivanco Astrid Schilmann Humberto Nicolini 《Parenting, science and practice》2021,21(1):47-54
SYNOPSIS Objective . To explore whether maternal sensitivity is associated with Autism Spectrum Disorder (ASD) severity in children with and without ASD. Design . The samples consisted of 25 Mexican dyads of children with ASD (aged 3.1-6.9 years) and their mothers (aged 20-47 years) and 24 Mexican dyads of children without ASD (aged 3.4-6.7 years) and their mothers (aged 24-45 years). Maternal sensitivity and ASD severity symptoms were scored from 2-h videos of mother-child daily interactions. Results . A between-group comparison showed a trend toward less severe ASD in children with highly sensitive mothers, specifically in the Nonverbal Communication subdomain. Conclusions . Greater maternal sensitivity is associated with improved social ability in children with ASD. 相似文献
14.
Susan K. Jacobson Jeffrey Salmon Nicholas J. Smith-sebasto Marylin Lisowski Theodore S. May Charles E. Roth 《The Journal of environmental education》2013,44(1):49-60
Abstract The RFF Reader in Environmental Science and Resource Management , edited by Wallace E. Oates. Washington, DC: Resources for the Future. 1999. Paperback. $22.95. ISBN 0-915707-96-9. Science through Multiple Intelligences: Patterns that Inspire Inquiry , by Robert Barkman. Tucson, AZ: Zephyr Press, Inc. 1999. Paperback. 165 pages. $39.00. ISBN 1-56976-096-9. Earth Report 2000: Revisiting the True State of the Planet , edited by Ronald Bailey. New York: McGraw-Hill. 2000. Paperback. 362 pages. $19.95. ISBN 0-07-134260-5. Hard Green: Saving the Environment from the Environmentalists (A Conservative Manifesto) , by Peter Huber. New York: Basic Books. 1999. Hardcover. $25.00. ISBN 0-468-03112-9. Song of the Meadowlark , by James Eggert. Berkeley, CA: Ten Speed Press. 1999. Paperback. 145 pages. $12.95. ISBN 1-58008-034-0. The Greening of Planet Earth: The Effects of Carbon Dioxide on the Biosphere , Greening Earth Society, 4301 Wilson Blvd., Suite 805, Arlington, VA 22203-4193; tel. 703-907-6168; fax 703-907-6161; info@greeningearthsociety.org. 1992. Color. 27 min 50 s. $15.00. The Greening of Planet Earth Continues: The Promise for the 21st Century & Beyond , Greening Earth Society. 1998. Color. 27 min 30 s. $15.00 (or both for $25.00). Nature's Nation: An Environmental History of the United States , by John Opie. New York: Harcourt Brace and Company. 1998. Paperback. 515 pages. ISBN 0-15-500219-8. Visions of Paradise: Glimpses of Our Landscape's Legacy , by John Warfield Simpson. Berkeley: University of California Press. 1999. Clothbound. 387 pages. $35.00. ISBN 0-520-21364-5. Beyond the Land Ethic: More Essays in Environmental Philosophy , by J. Baird Callicott. Albany: State University of New York Press. 1999. Paperback. 427 pp. $24.95. ISBN 0-7914-4084-2. The Morning After Earth Day , by Mary Graham. Washington, DC: Brookings Institution Press. 1999. Hardcover, 153 pages. ISBN 0-8157-3236-8. Natural Resource Management and Institutional Change , by Diana Carney and John Farrington. New York: Routledge. 1998. Hardback. 120 pages. $60.00. ISBN 0-415-18604-8. Green Ink: An Introduction to Environmental Journalism , by Michael Frome. Salt Lake City: University of Utah Press. 1998. Paperback. 204 pages. $19.95. ISBN 0-87480-582-1. 相似文献
15.
Stereoselective transformation of Baylis-Hillman acetates I into corresponding （Z）-allyl iodides 2 has been achieved by treatment of I with samarium triiodide in THF. Remarkable rate acceleration of samarium triiodide-mediated iodination of 1 was found when ionic liquid 1-n-butyl-3-methyl-imidazolium tetrafluroborate （[bmim]BF4） was used as reaction media in stead of THF. This novel approach proceeds readily at 50 ℃ within a few minutes to afford （Z）-allyl iodides 2 in excellent yields. A mechanism involving stereoselective iodination of the acetates of Baylis-Hillman adducts by samarium triiodide is described, in which a six-membered ring transition state played a key role in the stereoselective formation of 2. 相似文献
16.
Ordway Tead 《College Teaching》2013,61(2):88-91
Can Consensus Come from Our Present Disarray?: The State of the Nation and the Agenda for Higher Education By Howard Bowen San Francisco: Jossey-Bass, 1982, 212 pages, index, $13.95. Reviewed by W. B. Allen A Valuable Tool for Educational Reform On Teaching and Learning in College By Paul L. Dressel and Dora Marcus San Francisco: Jossey-Bass, 1982, 241 pages, index, $16.95. Reviewed by Frederick Stirton Weaver 相似文献
17.
Alandeom W. Oliveira Umit Boz George A. Broadwell Troy D. Sadler 《Research in Science & Technological Education》2013,31(3):281-297
Background: Science educators have sought to structure collaborative inquiry learning through the assignment of static group roles. This structural approach to student grouping oversimplifies the complexities of peer collaboration and overlooks the highly dynamic nature of group activity.Purpose: This study addresses this issue of oversimplification of group dynamics by examining the social leadership structures that emerge in small student groups during science inquiry.Sample: Two small student groups investigating the burning of a candle under a jar participated in this study.Design and method: We used a mixed-method research approach that combined computational discourse analysis (computational quantification of social aspects of small group discussions) with microethnography (qualitative, in-depth examination of group discussions).Results: While in one group social leadership was decentralized (i.e., students shared control over topics and tasks), the second group was dominated by a male student (centralized social leadership). Further, decentralized social leadership was found to be paralleled by higher levels of student cognitive engagement.Conclusions: It is argued that computational discourse analysis can provide science educators with a powerful means of developing pedagogical models of collaborative science learning that take into account the emergent nature of group structures and highly fluid nature of student collaboration. 相似文献
18.
J. B. Shouse 《The Educational forum》2013,77(2):195-201
Educational Wastelands (second edition) by Arthur Bestor. Urbana, Ill.: University of Illinois Press, 1985, 292 pp. In the Company of Educated Women: A History of Women and Higher Education in America by Barbara Miller Solomon. New Haven, Conn.: Yale University Press, 1985, 298 pp. hardcover Curriculum and Aims by Decker F. Walker and Jonas F. Soltis. New York: Teachers College Press, 1986, 716 pp., softcover. The Duke Longitudinal Studies of Normal Aging 1955-1980 by Ewald W. Busse and George L Maddox. New York: Springer Publishing Co., 1985, 168 pp., 相似文献
19.
20.
Nicholas D. Myers Soyeon Ahn Min Lu Seniz Celimli Cengiz Zopluoglu 《Structural equation modeling》2017,24(1):112-128
This article describes the REREFACT R package, which provides a postrotation algorithm that reorders or reflects factors for each replication of a simulation study with exploratory factor analysis (EFA). The purpose of REREFACT is to provide a general algorithm written in freely available software, R, dedicated to addressing the possibility that a nonuniform order or sign pattern of the factors could be observed across replications. The algorithm implemented in REREFACT proceeds in 4 steps. Step 1 determines the total number of equivalent forms, I, of the vector of factors, η. Step 2 indexes, i = 1, 2 … I, each equivalent form of η (i.e., ηi) via a unique permutation matrix, P (i.e., Pi). Step 3 determines which ηi each replication follows. Step 4 uses the appropriate Pi to reorder or re-sign parameter estimates within each replication so that all replications uniformly follow the order and sign pattern defined by the population values. Results from two simulation studies provided evidence for the efficacy of the REREFACT to identify and remediate equivalent forms of η in models with EFA only (i.e., Example 1) and in fuller parameterizations of exploratory structural equation modeling (i.e., Example 2). How to use REREFACT is briefly demonstrated prior to the Discussion section by providing annotations for key commands and condensed output using a subset of simulated data from Example 1. 相似文献