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81.
This study examines the practical work of a pair of students and an instructor using probeware in a mechanics lab. The aim of the study is to describe and discuss a type of interactional sequence that we refer to as dark matter, the ordinary backdrop to the extraordinary sequences that are easily recognizable as clear-cut instances of learning. Although this work is downplayed in the research literature, describing it is critical to properly understanding lab work as an educational practice. With a focus on the negotiation of disciplined perception, we analyze a number of episodes wherein a pair of students and an instructor struggle with the construction and interpretation of a graph depicting a linear relationship between force and acceleration. We demonstrate an intimate interplay between how the students display their problems and understandings and how the instructor tries to make the subject matter content visible and thus learnable. The analyzed episodes are illuminating with regard to the analytical notion of disciplined perception as applied to graph interpretation; the cognitive and practical competencies involved in producing, recognizing, and understanding graphs in mechanics; and the interactive work by which these competencies are made into objects of learning and instruction. 相似文献
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Friedrich Kuebart 《比较教育学》1989,25(3):283-292
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For more than three centuries broadsheets were an important means of quickly disseminating and commenting on the news of the day. They depicted a wide range of events of historical significance, including some of the more striking celestial phenomena such as the appearance of comets. Those that survive often do no more than repeat knowledge that can readily be gained from conventional sources but some have proved of direct value in making astronomical computations and deductions. 相似文献
87.
Feng Zhu Joanna Skommer Niall P. Macdonald Timo Friedrich Jan Kaslin Donald Wlodkowic 《Biomicrofluidics》2015,9(4)
Implementations of Lab-on-a-Chip technologies for in-situ analysis of small model organisms and embryos (both invertebrate and vertebrate) are attracting an increasing interest. A significant hurdle to widespread applications of microfluidic and millifluidic devices for in-situ analysis of small model organisms is the access to expensive clean room facilities and complex microfabrication technologies. Furthermore, these resources require significant investments and engineering know-how. For example, poly(dimethylsiloxane) soft lithography is still largely unattainable to the gross majority of biomedical laboratories willing to pursue development of chip-based platforms. They often turn instead to readily available but inferior classical solutions. We refer to this phenomenon as workshop-to-bench gap of bioengineering science. To tackle the above issues, we examined the capabilities of commercially available Multi-Jet Modelling (MJM) and Stereolithography (SLA) systems for low volume fabrication of optical-grade millifluidic devices designed for culture and biotests performed on millimetre-sized specimens such as zebrafish embryos. The selected 3D printing technologies spanned a range from affordable personal desktop systems to high-end professional printers. The main motivation of our work was to pave the way for off-the-shelf and user-friendly 3D printing methods in order to rapidly and inexpensively build optical-grade millifluidic devices for customized studies on small model organisms. Compared with other rapid prototyping technologies such as soft lithography and infrared laser micromachining in poly(methyl methacrylate), we demonstrate that selected SLA technologies can achieve user-friendly and rapid production of prototypes, superior feature reproduction quality, and comparable levels of optical transparency. A caution need to be, however, exercised as majority of tested SLA and MJM resins were found toxic and caused significant developmental abnormalities in zebrafish embryos. Taken together, our data demonstrate that SLA technologies can be used for rapid and accurate production of devices for biomedical research. However, polymer biotoxicity needs to be carefully evaluated. 相似文献
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A. Harry Passow Gilbert de Landsheere A. D. C. Peterson Harold J. Noah Henry Saltzman W. D. Halls Gordon Bishop Richard F. Goodings Helmut von Bracken Franz Hilker Daniel J. Casey Donald E. Super Klaus Schleicher Neville Postlethwaite B. F. Nel Peter Martin Roeder Wolfgang Brezinka Hans Friedrich Eric Ashby Franklin Parker Ernst Prokop Clare Burstall Kenneth Austwick 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1968,14(3):328-375
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The self-concepts of educable mentally impaired, learning disabled, and nonhandicapped children were assessed using the Student Self-Evaluation (SSE), Teacher Evaluation Scale (TES), and How I See Myself (HISM) test. A Groups × Age × Sex analysis of covariance, with IQ effects statistically controlled, was computed for each measure. On the SSE, the groups were significantly different, with nonhandicapped students having better self-concepts than learning disabled students, and learning disabled students having better self-concepts than educable mentally impaired students. Teacher estimates of self-concept (TES) indicated that nonhandicapped students have better self-concepts than have handicapped students. For the HISM scores, there was a Group × Sex interaction, but no significant main effects; there was no consistent pattern to the interactions. The results suggest that handicapped children, as a group, have a lower self-concept than have nonhandicapped children. Implications for educational programming and future research are offered. 相似文献