集自然历史、世界文化于一身的皇家安大略博物馆          下载免费PDF全文

伯顿·K·利姆 《自然科学博物馆研究》2018,(1):71-76

皇家安大略博物馆融合自然历史和世界文化于一身,藏品超过1250万件,大量开展国际范围的研究。2017年参观人数超过130万人次。该馆设有27个永久的世界文化和自然历史展厅、2个儿童动手实践探索展厅和4个用于临时展览的展区。该馆收集了两只鲸鱼的骨架,将其中一只鲸鱼的心脏做塑化处理后在主展厅展出,将在加拿大各地和其他国家和地区进行巡回展出。  相似文献   

Cross Cultural Differences in Online Learning Motivation     

Doo H Lim PhD  Assistant Professor 《Educational Media International》2013,50(2):163-175

Globalization and technology are two of the many drivers that impact today’s education, locally and internationally. The purpose of the research study was to identify how online learners in Korea and the US perceived online learning motivation differently and what learner characteristics and cultural orientation affected the online learners’ learning motivation. Major findings revealed that there was a significant difference in learning motivation between the US and Korean online learners. The study also discusses how cultural orientation and learner characteristics affected the learning motivation of online learners for each country.

Différences interculturelles de la motivation de formation en ligne. La globalisation et la technologie représentent deux conducteurs qui ont l’impact sur l’éducation d’aujourd’hui localement et internationalement. Le but de cette étude de recherche était d’identifier comment les étudiants en Corée et aux Etats‐Unis perçoivent la motivation de formation en ligne différemment et comment les caractéristiques des étudiants et leur orientation culturelle affectent leur motivation de formation en ligne. Les conclusions principales révèlent qu’il y a une différence significante concernant la motivation de formation entre les étudiants en ligne des Etats‐Unis et de Corée. L’étude explique également comment l’orientation culturelle et les caractéristiques des étudiants affectent la motivation de formation des étudiants en ligne pour chaque pays.

Unterschiede zwischen verschiedenen Kulturen bei Online‐Lernmotivation. Globalisierung und Technik sind zwei der vielen Antriebe, die die heutige Bildung am Ort und international betreffen. Der Zweck der Forschungsstudie war, herauszufinden, wie Online‐Anfänger in Korea und den USA Online‐Lernmotivation unterschiedlich wahrnehmen, und wie die Anfängermerkmale und die kulturelle Orientierung die Lernmotivation der Online‐Anfänger beeinflussten. Die hauptsächlichen Befunde ergaben, dass es einen signifikanten Unterschied bei der Lernmotivation zwischen den US‐amerikanischen und koreanischen Online‐Anfängern gab. Die Studie erörtert auch, wie kulturelle Orientierung und Persönlichkeitsmerkmale die Lernmotivation von Online‐Lernern in jedem Land beeinflussen.  相似文献   

College students’ credibility judgments and heuristics concerning Wikipedia     

Sook Lim 《Information processing & management》2013

This study examined: (1) whether a peripheral cue and subject knowledge influenced the credibility judgments in the context of Wikipedia; and (2) whether certain factors affected heuristic processing in the context of Wikipedia. The theory of bounded rationality and the heuristic-systematic model serve as the basis of this study. Data were collected employing a quasi-experiment and a web survey at a large public university in the Midwestern United States in the fall of 2011. The study participants consisted of undergraduate students from nine courses whose instructors agreed to their participation. A total of 142 students participated in the study, of which a total of 138 surveys were useable. The major findings of this study include the following: a peripheral cue and knowledge influenced the credibility judgments of college students concerning Wikipedia. The effect of a peripheral cue on credibility judgments was not different between those with high versus low knowledge. Finally, perceived credibility was positively related to heuristic processing, but knowledge, cognitive workload or involvement in a topic was not. This study suggests that educators and librarians need to integrate heuristic approaches into their literacy programs, guiding students to effectively use and not blindly accept cues. Wikipedia needs to offer noticeable cues that can help Wikipedia readers assess the credibility of information. The role of perceptions in heuristic processing needs further investigation. Further, this study demonstrates the strength of a peripheral cue on credibility judgments, suggesting that further research is needed when cues lead to effective credibility judgments and when cues lead to biased credibility judgments. Finally, this study provides the suggestion of an integrated model of the theory of bounded rationality and the heuristic-systematic model that can enhance our understanding of heuristics in relation to credibility judgments.  相似文献   

Editors' Preface     

Levan Lim  Kai Yung Tam  Marilyn Mayling Quah 《Asia Pacific Journal of Education》2004,24(2):ix-x

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First Principles of Attitudinal Change: a Review of Principles,Methods and Strategies     

Chad Mueller  Jieun Lim  Sunnie Lee Watson 《TechTrends》2017,61(6):560-569

Knowing how to effectively design attitudinal change instruction for various learning settings is essential for instructional designers. However, the research on instructional design for attitudinal change instruction has been relatively dispersed and lacks cohesion, despite its increasing importance. The purposes of this paper are to 1) reignite the scholarly conversation on designing attitudinal change instruction, and 2) provide directions for future research. Using Merrill’s first principles of instruction as a guide and framework, we review the existing research to identify and discuss the principles for designing attitudinal change instruction.  相似文献   

Understanding Preservice Teacher Skills to Construct Lesson Plans     

Woong Lim  Ji-Won Son  Dong-Joong Kim 《International Journal of Science and Mathematics Education》2018,16(3):519-538

This study examined preservice teachers’ (PSTs) capacity for lesson planning in a university-based teacher preparation program in the USA Participants (n?=?126) wrote lesson plans in three approaches: synthesis, creation, and modification. Findings indicate that PSTs who modified preexisting lesson plans produced better lesson plans than their peers and reported higher efficacy in their use of the lesson plan in their field experiences. This study supports the notion that the efficacy of first-year teaching lies more appropriately in the area of enacting curriculum than in the area of designing curriculum. With respect to career-long learning, PSTs’ abilities to do curriculum work are likely to improve, as they grow more familiar with students and existing excellent curricula over years. Although the study presents a snapshot of U.S. preservice teachers’ capacity for curriculum design, the findings may serve to inform the literature on the developmental aspect of curriculum design for teacher education systems across the world.  相似文献   

Prevention–Permission–Promotion: A Review of Approaches to Errors in Learning     

Sarah Shi Hui Wong  Stephen Wee Hun Lim 《教育心理学家》2019,54(1):1-19

Errors are often perceived as undesirable events to be avoided at all costs. However, a growing body of research suggests that making errors is, in fact, beneficial for learning. Building on human resource development literature, the present review proposes a 3P framework of approaches to errors during learning: prevention (avoiding or observing errors), permission (allowing errors), and promotion (inducing or guiding errors). This framework is applied to examine and integrate the empirical evidence on errors that have been commonly investigated in cognitive, educational, and applied psychology research. The psychological mechanisms of each error approach are discussed, and implications for education are considered. This review then concludes by highlighting the ways in which the various error approaches interact with learner characteristics and learning contexts, as well as discussing the role of feedback in error correction and proposing directions for future research toward understanding how errors can be optimized in learning.  相似文献   

A qualitative inquiry on sources of teacher efficacy in teaching low-achieving students     

Li-Yi Wang  Liang-See Tan  Jen-Yi Li  Irene Tan  Xue-Fang Lim 《The Journal of educational research》2017,110(2):140-150

Developing a high level of efficacy can be challenging to teachers who work with low-achieving students. The authors adopted a pragmatic qualitative research design to investigate the sources of efficacy information reported by five high-efficacy teachers and four low-efficacy teachers of secondary low-achieving students in Singapore. The results show that the psychological sources of information postulated by Albert Bandura (i.e., mastery experiences, verbal persuasion, vicarious experience, and physiological and emotional arousal), are valid but insufficient to explain high teacher efficacy. Three additional nonpsychological sources of information, including teachers' knowledge about students, rapport with students, and previous working experiences, also played significant roles in the creation of high teacher efficacy.  相似文献   

Unpacking high and low efficacy teachers’ task analysis and competence assessment in teaching low-achieving students in secondary schools     

Li-Yi Wang  Li Jen-Yi  Liang-See Tan  Irene Tan  Xue-Fang Lim  Bing Sheng Wu 《The Australian Educational Researcher》2016,43(2):165-183

This study adopted a pragmatic qualitative research design to unpack high and low efficacy teachers’ task analysis and competence assessment in the context of teaching low-achieving students. Nine secondary school English and Science teachers were recruited and interviewed. Results of thematic analysis show that helping students perform well in exams was identified by both the high efficacy teachers (HETs) and the low efficacy teachers (LETs) as the sacred task, but the HETs perceived more contextual support from school culture, school leaderships and collegiality than the LETs did. Although the HETs showed more confidence than the LETs in instructional strategies, classroom management and student engagement, both the HETs and LETs experienced struggles when their personality traits and beliefs were in conflict with required strategies or imposed regulations. Despite the LETs having a lower level of perceived competence, their hunger for learning reveals that their sense of efficacy could be enhanced if provided with courses that focus on coaching and mentoring experiences.  相似文献   

Home and Parental Influences on the Achievement of Lower Primary School Children in Singapore     

Quah May Ling  Pamela Sharpe  Audrey Lim Swee Eng  Mary Anne Heng 《Asia Pacific Journal of Education》1995,15(2):12-32

This study investigated the effects of home environment and parental involvement in the achievement of pupils in the lower primary classes in nine schools found in four zones in Singapore. In total, 3,759 pupils and their parents participated in the study. The study was designed to answer four main questions relating to the effects of the home environment (SES, time engaged in television viewing, reading, school work and ethnicity of parents) and parental involvement in the children's school work and in other school matters. The findings indicated that significant differences in achievement were found for all combinations of SES categories and between most ethnic groups. A higher percentage of high-achieving pupils spent more time on television viewing, reading and school work. Parents of high-achieving children were more anxious about maximising every opportunity for their children including those not directly related to school work.  相似文献