Schematic modeling for meaningful learning of physics     

Ibrahim Halloun 《科学教学研究杂志》1996,33(9):1019-1041

Schematic modeling is presented as an epistemologic framework for physics instruction. According to schematic modeling, models comprise the content core of scientific knowledge, and modeling is a major process for constructing and employing this knowledge. A model is defined by its composition and structure and is situated in a theory by its domain and organization. Modeling involves model selection, construction, validation, analysis, and deployment. Two groups of Lebanese high school and college students participated in problem-solving tutorials that followed a schematic modeling approach. Both groups improved significantly in problem-solving performance, and course achievement of students in the college group was significantly better than that of their control peers. © 1996 John Wiley & Sons, Inc.  相似文献   

On the Transient Solution of Non-Deterministic Systems     

Joseph Padovan  Ibrahim Zeid 《Journal of The Franklin Institute》1979,308(5):497-511

Through the use of formal expansions, a non-deterministic solution approach is developed for systems modeled by first order matrix differential equations with random coefficients and input conditions. The generality of the solution procedure is such that various statistical moments can be generated. In particular, this includes such moments as the mean and standard deviation vectors, the variance-covariance matrix etc. To ascertain the overall properties of such moments, various recursive generators as well as convergence and truncation criteria are developed. Due to the formal structure of the overall solution, the inherent algorithmic apparatus is concise and easily programmed. Because of this, the procedure can be applied equally well to both large and small systems of non-deterministic modeling equations. A further feature of the given procedure lies in the fact that it can be used to generate the statistical solution for a given element of the dependent variable vector without necessitating the development of the entire solution. To demonstrate the scope of the approach, several numerical experiments are included in the paper.  相似文献   

The face of digital literacy for Muslim teenage girls: a comparative study of Bradford Muslim girl schools     

Javed Iqbal  Aishah Ahmad Sabki  Ibrahim Elbeltagi 《International Journal of Inclusive Education》2013,17(12):1283-1303

This paper is grounded in a qualitative approach, to call forth the views of Muslim teenage girls on their access and use of learning technologies for inclusive educational practice. The 45 Muslim teenage girls, aged 14–19 years old, from three British Muslim girls schools participated in this empirical study. Semi-structured interviews were used for data collection and the data were analysed using template analysis, matrix analysis, and cross-case analysis. The pupils had strong aspirations that learning technologies and computers should support their learning and attainment, but their access and use to supporting technologies was mixed. It was found through a comparative analysis of the data that all the Muslim teenage girls that entered Muslim schools felt secure and performed competently. Furthermore, the educational success of School A was attributable to educational norms and values relative to the provision of digital resources and skilled teaching staff. The educational experiences of School B and School C were more variable due to access to digital technologies, provision of digital contents and skilled teaching staff. Furthermore, this research study seems to highlight a marked difference between the Muslim School environment and the social context of teenage girls outside the educational setting.  相似文献   

Enhancing employability through industrial training in the Malaysian context     

Stefanie Pillai  Mahmud H. Khan  Ida Syahirah Ibrahim  Sharmane Raphael 《Higher Education》2012,63(2):187-204

This study discusses the industrial training programme at the University of Malaya in Malaysia, specifically the issues that need to be addressed in order to enhance the employability skills of graduates. Findings from the feedback obtained from trainees and organizations in the 2008/2009 academic session were examined in terms of the extent to which trainees felt they were prepared for their training, and the extent to which the tasks given to them during their training were appropriate. Further, trainees’ self-rating of particular skills and industry’s rating of the trainees were also examined. The feedback is discussed in the context of the need to equip graduates with employability skills, an issue facing Higher Education Providers worldwide. The findings indicate that most of the students were prepared to face the world of work. However, there were several issues which needed attention. These included the need to address the possible mismatch between the tasks assigned to trainees and their areas of study, and the need to enhance English language competency and particular soft skills throughout their degree programme. Continuous input from industry is also necessary to ensure that the training benefits all parties and contributes to the employability skills of trainees.  相似文献   

Humanism,Islamic Education,and Confucian Education     

Charlene Tan  Azhar Ibrahim 《Religious education (Chicago, Ill.)》2017,112(4):394-406

This article explores and compares the salient characteristics and educational influences of humanism in both Islam and Confucianism. It is argued that the humanist tradition in both belief systems upholds the development and transforming ability of human beings. A common aim of education is to nurture God/Way-conscious and virtuous individuals who fulfill their calling on earth by achieving perfection. Rather than advocating textual transmission, didacticism, and rote-memorization, the humanist tradition in both Islam and Confucianism supports a broad-based curriculum and promotes active learning pedagogies.  相似文献   

The Synergy of Teacher-Child Dependency and Temperament for Children’s Early Language Skills     

Kathleen Moritz Rudasill  Ibrahim Acar 《Early education and development》2019,30(5):639-654

Shy children are less likely to interact with peers and teachers, ask questions, and participate in classroom activities. Children low in attention and inhibitory control also perform worse academically. Although research indicates children’s relationships with teachers may be protective for children at risk for academic difficulties, less is known about the role of dependent teacher-child relationships and the consequences for learning. This study examines the interplay of inhibitory control, attention, shyness, and dependency as predictors of preschoolers’ expressive- and receptive-language skills. The sample is 104 children in 22 classrooms. Research Findings: Multilevel models revealed four findings. First, both parent and teacher ratings of children’s attention were positively associated with language skills. Second, the association between teacher ratings of shyness and children’s language skills was contingent on the level of teacher-child dependency. Third, teacher-child dependency was positively linked to more expressive-language skills in the teacher-report model. Fourth, dependency and inhibitory control worked synergistically in the parent-report model to predict expressive language. Results suggest that dependency may have protective aspects for some children in early childhood but could also be negative for other children. Practice and Policy: Teachers can organize their relationship style depending on child’stemperament to provide nurturing environment for children’s language skills.  相似文献   

The Potentials of Using Mobile Technology in Teaching Individuals with Learning Disabilities: A Review of Special Education Technology Literature     

Adel Ibrahim M Qahmash 《TechTrends》2018,62(6):647-653

Within the literature, a respectful number of studies related to the use of assistive technologies for special education, resulting in an enormous agenda that encompasses various types of assistive technology applied across disabilities in different types of curricula. These disabilities include, but are not limited to: learning disabilities, mild, moderate and severe mental retardation, speech and communication disorders, hearing and speaking disabilities, and autism Hence, under the intertwined and overlapping umbrellas of assistive technologies and special education, mobile technology finds its promising, new spot on the surface of emerging assistive technologies in the field of special education. This paper addresses the potentials of using mobile technology in teaching individuals with developmental disorders based on current literature.  相似文献   

Do children with reading difficulties benefit from instructional game supports? Exploring children's attention and understanding of feedback     

Asimina Vasalou  Laura Benton  Seray Ibrahim  Emma Sumner  Nelly Joye  Elisabeth Herbert 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(6):2359-2373

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Detection of optimal spreading codes for DS-CDMA wireless systems with despreading sequences weighted by adjustable chip waveforms     

Ibrahim Develi 《Journal of The Franklin Institute》2005,342(1):69-84

This paper considers the problem of detecting the optimal spreading codes (OSC) in a given code set for a direct sequence-code division multiple access system that employs despreading sequences weighted by adjustable chip waveforms. Due to computational complexity required to detect the OSC in a code set, a simple and efficient strategy is introduced. Analysis and numerical results show that the proposed strategy can successfully distinguish the spreading codes being most suitable references for a given code set in which the candidate spreading codes have equal crosscorrelation properties.  相似文献   

Democracy or fellowship and participation with peers: what constitutes one’s choice to self-segregate?     

Øyvind Ibrahim Marøy Snipstad 《欧洲特需教育杂志》2019,34(3):355-368

Democracy in an inclusive discourse in education relates to all children’s rights to comment upon and influence matters concerning their interest in education. The article’s empirical data are based on a girl categorised with intellectual disability who through her surroundings is granted the right to influence her physical placement in school, which results in her often choosing to segregate herself from the fellowship with peers. This creates a dilemma for the school, which is faced with the question of overruling her decision in favour of other aspects of inclusion such as fellowship and participation or to continue supporting her decision to segregate. Based on theoretical contributions by Ian Hacking and Lev Vygotskij, this article discusses how schools and teachers approach children that are categorised as intellectually disabled and how the category influences the construction of their identity. Further, constructions of identity govern how the child views themselves and their surroundings. How they understand themselves in relation to the context and situations they are part of will ultimately affect what needs, wishes and compensation strategies the child develops. Studying the structures at play might contribute to further understanding about what causes a child to decide in a manner that conflicts with dimensions of inclusion.  相似文献