全文获取类型
收费全文 | 222篇 |
免费 | 2篇 |
专业分类
教育 | 161篇 |
科学研究 | 13篇 |
各国文化 | 5篇 |
体育 | 21篇 |
文化理论 | 5篇 |
信息传播 | 19篇 |
出版年
2023年 | 2篇 |
2021年 | 4篇 |
2020年 | 3篇 |
2019年 | 3篇 |
2018年 | 12篇 |
2017年 | 11篇 |
2016年 | 14篇 |
2015年 | 10篇 |
2014年 | 6篇 |
2013年 | 50篇 |
2012年 | 3篇 |
2011年 | 7篇 |
2010年 | 7篇 |
2009年 | 4篇 |
2008年 | 5篇 |
2007年 | 1篇 |
2006年 | 4篇 |
2005年 | 3篇 |
2004年 | 5篇 |
2003年 | 8篇 |
2002年 | 7篇 |
2001年 | 5篇 |
2000年 | 7篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1996年 | 2篇 |
1994年 | 2篇 |
1993年 | 1篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1990年 | 5篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1981年 | 1篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1978年 | 2篇 |
1976年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1970年 | 1篇 |
1969年 | 1篇 |
1954年 | 1篇 |
排序方式: 共有224条查询结果,搜索用时 0 毫秒
221.
Andrew Geeves Doris J.F. McIlwain John Sutton Wayne Christensen 《Educational Philosophy and Theory》2014,46(6):674-691
AbstractExpert skill in music performance involves an apparent paradox. On stage, expert musicians are required accurately to retrieve information that has been encoded over hours of practice. Yet they must also remain open to the demands of the ever-changing situational contingencies with which they are faced during performance. To further explore this apparent paradox and the way in which it is negotiated by expert musicians, this article profiles theories presented by Roger Chaffin, Hubert Dreyfus and Tony and Helga Noice. For Chaffin, expert skill in music performance relies solely upon overarching mental representations, while, for Dreyfus, such representations are needed only by novices, while experts rely on a more embodied form of coping. Between Chaffin and Dreyfus sit the Noices, who argue that both overarching cognitive structures and embodied processes underlie expert skill. We then present the Applying Intelligence to the Reflexes (AIR) approach—a differently nuanced model of expert skill aligned with the integrative spirit of the Noices’ research. The AIR approach suggests that musicians negotiate the apparent paradox of expert skill via a mindedness that allows flexibility of attention during music performance. We offer data from recent doctoral research conducted by the first author of this article to demonstrate at a practical level the usefulness of the AIR approach when attempting to understand the complexities of expert skill in music performance. 相似文献
222.
Bryce Thomas Battisti Nikki Hanegan Richard Sudweeks Rex Cates 《International Journal of Science and Mathematics Education》2010,8(5):845-868
Concept inventories are often used to assess current student understanding although conceptual change models are problematic.
Due to controversies with conceptual change models and the realities of student assessment, it is important that concept inventories
are evaluated using a variety of theoretical models to improve quality. This study used a modified item response theory model
to determine university nonmajor biology students’ levels of understanding of natural selection (n = 1,192). Using Conceptual Inventory of Natural Selection, we have reported how we applied Bock’s modified nominal item response
theory model and the distracter test item analysis. We found that the use of this model can define student levels of understanding
and identify problematic distracters. 相似文献
223.
Gerald Knezek David Gibson Rhonda Christensen Ottavia Trevisan Morgan Carter 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):126-141
This article reports on a trace-based assessment of approaches to learning used by middle school aged children who interacted with NASA Mars Mission science, technology, engineering and mathematics (STEM) games in Whyville, an online game environment with 8 million registered young learners. The learning objectives of two games included awareness and knowledge of NASA missions, developing knowledge and skills of measurement and scaling, applying measurement for planetary comparisons in the solar system. Trace data from 1361 interactions were analysed with nonparametric multidimensional scaling methods, which permitted visual examination and statistical validation, and provided an example and proof of concept for the multidimensional scaling approach to analysis of time-based behavioural data from a game or simulation. Differences in approach to learning were found illustrating the potential value of the methodology to curriculum and game-based learning designers as well as other creators of online STEM content for pre-college youth. The theoretical framework of the method and analysis makes use of the Epistemic Network Analysis toolkit as a post hoc data exploration platform, and the discussion centres on issues of semantic interpretation of interaction end-states and the application of evidence centred design in post hoc analysis.
Practitioner notes
What is already known about this topic- Educational game play has been demonstrated to positively affect learning performance and learning persistence.
- Trace-based assessment from digital learning environments can focus on learning outcomes and processes drawn from user behaviour and contextual data.
- Existing approaches used in learning analytics do not (fully) meet criteria commonly used in psychometrics or for different forms of validity in assessment, even though some consider learning analytics a form of assessment in the broadest sense.
- Frameworks of knowledge representation in trace-based research often include concepts from cognitive psychology, education and cognitive science.
- To assess skills-in-action, stronger connections of learning analytics with educational measurement can include parametric and nonparametric statistics integrated with theory-driven modelling and semantic network analysis approaches widening the basis for inferences, validity, meaning and understanding from digital traces.
- An expanded methodological foundation is offered for analysis in which nonparametric multidimensional scaling, multimodal analysis, epistemic network analysis and evidence-centred design are combined.
- The new foundations are suggested as a principled, theory-driven, embedded data collection and analysis framework that provides structure for reverse engineering of semantics as well as pre-planning frameworks that support creative freedom in the processes of creation of digital learning environments.
224.