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Deron Boyles 《Educational theory》2012,62(2):143-161
In the early 1970s, Thomas Colwell argued for an “ecological basis [for] human community.” He suggested that “naturalistic transactionalism” was being put forward by some ecologists and some philosophers of education, but independently of each other. He suspected that ecologists were working on their own versions of naturalistic transactionalism independently of John Dewey. In this essay, Deron Boyles examines Colwell's central claim as well as his lament as a starting point for a larger inquiry into Dewey's thought. Boyles explores the following questions: First, was and is there a dearth of literature regarding Dewey as an ecological philosopher? Second, if a literature exists, what does it say? Should Dewey be seen as biocentric, anthropocentric, or something else entirely? Finally, of what importance are the terms and concepts in understanding and, as a result, determining Dewey's ecological thought in relation to education? 相似文献
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Saouma B. BouJaoude Murad E. Jurdak 《International Journal of Science and Mathematics Education》2010,8(6):1019-1047
The purposes of this study were to understand the nature of discourse in terms of knowledge types and cognitive process, source
of utterances (student or teacher), and time use in microcomputer-based labs (MBL) and verification type labs (VTL) and to
gain an understanding of the role of MBL in promoting mathematization. The study was conducted in 2 grade 11 classes in which
students studied Hooke’s law and Newton’s second law of motion using MBL during 1 year while a different group of students
studied the same topics with the same physics teacher using a VTL approach. All sessions were videotaped, transcribed and
coded using a taxonomy developed by DeVito & Grotzer (2005). In addition, evidence to support each of the 5 steps of mathematization was sought from the actions of the teachers and
their discourse with the students. Results showed that conceptual knowledge type utterances were significantly more frequent
in MBL sessions, cognitive processes of remembering and understanding were significantly more frequent in the MBL sessions,
students spent most of their time analyzing the graphs in the MBL sessions, and MBL has a potential to promote mathematization
in favorable instructional environments in physics laboratory classes. 相似文献
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William Romine Troy D. Sadler Morgan Presley Michelle L. Klosterman 《International Journal of Science and Mathematics Education》2014,12(2):261-283
This study presents the systematic development, validation, and use of a new instrument for measuring student interest in science and technology. The Student Interest in Technology and Science (SITS) survey is composed of 5 sub-sections assessing the following dimensions: interest in learning science, using technology to learn science, science careers, technology careers, and attitudes toward biotechnology. Our development process included review of existing instrumentation, pilot testing, and expert panel review. The resulting instrument was administered before and after implementation of a biotechnology intervention which used a computer-based game to engage learners in the use of biotechnology to address a societal issue. We employed item response theory (IRT) to explore instrument validity and precision. Results of the psychometric analyses suggest that the SITS survey has a well-defined structure and meets IRT assumptions. Difficulty and discrimination parameters as well as reliability analyses indicate that SITS items provide useful measures of student interest. Finally, we use the SITS to explore the extent to which the intervention used in this study supports changes in student interest and association between students’ interest and related content knowledge. Implications for the future use of this instrument are discussed. 相似文献
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S_(3307)和PP_(333)对龙眼实生苗生长发育和抗寒力的影响 总被引：2，自引：0，他引：2
本试验研究了两种三唑类植物生长延缓剂S_(3307)和PP_(333)对龙眼实生苗生长发育和抗寒力的影响,结果表明:1mg/L的S_(3307)和10mg/L的PP_(333)浸种、浸根均能促进幼苗根系的生长,显著提高根冠比,幼苗断根移栽时,S_(3307)和PP_(333)均能促进主根断口处萌发侧根,使幼苗迅速恢复生长发育,在低浓度下,S_(3307)的“控上促下”活性明显大于PP_(333),高浓度(S_(3307)>50mg/L,PP_(333)>100mg/L)会严重抑制幼苗生长,适宜浓度的S_(3307)和PP_(333)不仅可以加快龙眼砧木育苗速度,而且能明显提高幼苗对低温的抵抗能力。 相似文献
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TisiW_(12)O_(40)/TiO_2的合成、表征及催化活性 总被引：1，自引：0，他引：1
本文报道了非均相固载型杂多酸盐催化剂ＴｉＳｉＷ１２Ｏ４０／ＴｉＯ２的制备方法，并用ＩＲ、ＸＲＤ谱对该催化剂进行了表征，研究了该催化剂的催化活性．实验表明，在以苯为带水剂时，催化剂的用量为反应液的０．５％，醇酸摩尔比为１．２０∶１，酯化反应时间为２ｈ，乙酸正丁酯的收率达７６．８％，超过硫酸、磷钨酸催化水平． 相似文献
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以花后七周的朋娜、纽贺尔脐橙品种的幼果作为实验材料,挑取胚珠进行离休培养,在MT培养基上分别附加麦芽汁（2ml／L）,6－BA（5mg／L）和麦芽汁＋6－BA（2ml／L,5mgL）诱导愈伤组织及胚状体,获得21．3％（20．7％－21．3％,对照15％）（朋娜）18．1％（6．2％－18．1％,对照12．1％）（纽贺尔）的胚状体,试验结果显示附加成份能促进胚状体生成。而且胚状体及愈伤组织,在附加NAA（0．5mg／L）＋BA（2ml／L）的MT培养基上,能较好地诱导多丛芽。多丛芽可在固体培养基上扦插生根,用权壳、积极试管苗为砧木进行嫁接成活率可达84．4％－91．9％,是敦好的方法。同时在培养基中加入AgNO3（5mg／L）,多次继代培养,能筛选出胚性愈伤组织。 相似文献
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熟悉我们杂志的读者朋友们都知道,以往我们每期的名著导读都是由中国人撰写。本期和下期,我们将采用英国人Paul为我刊专门撰写的文章,让我们感受一下中西方人士对名著的不同理解。为方便读者阅读,特将全文译成了中文。 相似文献
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醛与2,2—二羟甲基—1,3—丙二醇缩合制备了2,2—二羟甲基—1,3—丙二醇的二缩醛,并通过HNMR,IR和元素分析表征。 相似文献
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Dear Friends,Many of you have written letters to me expressing your concerns over all the wars and violence that continue to exist in this world. I share your concerns. We are living on a very combustible(易燃的) planet.Instead of becoming obsolete(荒废的,遗弃的), wars seem to be as common as theyever were. We have written much about this formidable(可怕的,令人敬畏的)topic 相似文献
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在文献[2]中证明了线性变换群GL3(2)是汉明码A7的自同构群.文章证明了投射特殊线性群PSL2(7)(定义在有限域GF(7)上)和线性变换群GL3(2)是同构的.同时,得出了群PSL3(2)也是汉明码(-A)7的自同构群. 相似文献
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Angela D. Benson Scott D. Johnson Gail D. Taylor Tod Treat Olga N. Shinkareva John Duncan 《Community College Journal of Research & Practice》2013,37(5):369-394
ABSTRACT Community colleges are actively involved in distance-learning programs in Career and Technical Education (CTE). Over 76% of community colleges offer some form of distance learning in CTE. Over the years, only a few isolated studies have compared the effectiveness of distance CTE courses to traditional face-to-face courses. Typically, the findings of previous studies indicate no significant differences between the two methods. This study was designed to address the lack of systematic studies of this question. It also examines how student motivation and learning strategies differ for campus-based and online students. Finally, it investigates how online and campus-based courses differ in terms of course interaction, content organization, student support, and transactional distance (i.e., feelings of closeness to the instructor and the program). 相似文献