Visualizing Humans by Computer     

Nadia Magnenat‐Thalmann 《Educational Media International》2013,50(4):213-220

Abstract

This paper gives an overview of the problems involved in visualizing humans in a three‐dimensional scene, and looks at the history and development of human shape modelling, human motion control, and modelling of human characteristics and clothing to produce computer‐generated actors.  相似文献   

Supporting teachers in making innovative changes in the use of computer‐aided practical work to support concept development in physics education     

Roy Barton 《International Journal of Science Education》2013,35(3):345-365

There continues to be a gulf between what have been identified from the literature as the potential benefits of using computer‐aided practical work and the difficulties of realizing them as reported by practising teachers, even from those who are committed to the use of Information and Communication Technology (ICT). This article reports on a pilot study that aimed to explore ways in which teachers could be supported as they explore the extent to which this approach could enhance the development of pupils’ understanding of physics concepts. The study was based on a collaborative partnership between a researcher and a classroom teacher. The indications are that there is the potential for considerable benefits from such an approach, with the need for further development of materials and teaching methods being identified.  相似文献   

A comparative study of three methods for the popularization of a physical phenomenon     

L. Maury  O. Betbeder‐Matibet  M. Hulin 《International Journal of Science Education》2013,35(3):319-326

A study of Norwegian science textbooks for grade 8 indicates an individualistic image of science where individual scientists are discovering truth, through experiment. Scientific rationality is grounded in procedures of inquiry alone and not in debate and argumentation within scientific communities. The communal aspects of science tend to become visible in historical examples where science did not function properly due to prejudices or ignorance. Furthermore, science proper and school science are not differentiated between, and 'scientific knowledge about nature' and 'nature' are one and the same. The discourse identified is well suited to provide students with broad and general knowledge about natural and everyday phenomena. However, it is less suitable for teaching about the scientific enterprise in contemporary society. This is worrying for students' scientific literacy as future adults, as this dimension is essential for understanding the nature of science and for democratic citizenship in socio-scientific issues.  相似文献   

Qualitative studies in education at the beginning of the twenty‐first century     

James Joseph Scheurich  M. Carolyn Clark Co‐Editors 《International journal of qualitative studies in education》2013,26(4)

  相似文献   

Effects of Ability Grouping on Student Achievement     

James A Kulikand  Chen‐Lin C. Kulik 《Equity & Excellence in Education》2013,46(1-2):22-30

  相似文献   

The Training of Qualified Technicians in France     

Margaret Bradley  Rene Naudy  Lycee Langevin‐Wallon 《International Journal of Science Education》2013,35(1):84-88

  相似文献   

Variations on a theme: Schooling     

Roy A. Weaver 《The Teacher Educator》2013,48(3):36-40

  相似文献   

The impact of a college counseling program on economically disadvantaged gifted students and their subsequent college adjustment     

Paula Olszewski‐Kubilius  Leswin Laubscher 《Roeper Review》2013,35(3):202-208

The impact of a college and career counseling program on economically disadvantaged gifted students and their subsequent college adjustment was assessed. Fifty‐five students from public high schools in a major urban school district in the midwest were compared to a group of economically advantaged students who participated in a special summer program for high school students at a private midwestern university. Results indicate that both before and after the program, the groups were similar with respect to the basis for their college choices, motivation to attend college, and career readiness. The economically disadvantaged students changed their plans to finance college as a result of the program and expected college to be significantly more lonely. A three‐year follow‐up revealed that economically disadvantaged gifted students were more likely to enroll at in‐state colleges, to experience college as significantly more boring, dull, and snobbish, and to have more difficulty adjusting socially and forming attachments to their universities.  相似文献   

Evaluating students' science notebooks as an assessment tool     

Maria A. Ruiz‐Primo  Min Li  Carlos Ayala  Richard J. Shavelson 《International Journal of Science Education》2013,35(12):1477-1506

The idea of using science notebooks as a classroom assessment tool is not new. There is general agreement that science notebooks allow teachers to assess students' conceptual and procedural understanding and to provide the feedback students need for improving their performance. In this study we examined the use of science notebooks as an unobtrusive assessment tool that can also be used by individuals outside the classroom (for example, school district personnel), and as a means for obtaining information about students' learning and their opportunities to learn. More specifically, in this study students' science notebooks were used as a source of data about the (a) implementation of a curriculum's intended activities, (b) students' performance, and (c) quality of teachers' feedback. Our results indicated that: (1) Students' science notebooks can be reliably scored. Unit implementation, student performance, and teacher feedback scores were highly consistent across raters and units. (2) High and positive correlations with other performance assessment scores indicated that the student performance score can be considered as an achievement indicator. And (3) low performance scores across the two units revealed that students' communication skills and understanding were far away from the maximum score and did not improve over the course of instruction during the school year. This result may be due, in part, to the fact that no teacher feedback was found in any of the students' notebooks across the six classrooms studied. This may reflect some characteristics of the teachers' assessment practices that may require further professional development.  相似文献   

Designs of concept maps and their impacts on readers' performance in memory and reasoning while reading     

Jeng‐Yi Tzeng 《Journal of Research in Reading》2010,33(2):128-147

From the perspective of the Fuzzy Trace Theory, this study investigated the impacts of concept maps with two strategic orientations (comprehensive and thematic representations) on readers' performance of cognitive operations (such as perception, verbatim memory, gist reasoning and syntheses) while the readers were reading two history articles that argue from different perspectives about a historical incident that had a profound impact on Taiwan. The results show that the design and focus of the concept maps may influence the formation of mental representations, and that this may be facilitative or constraining in regard to the readers' memory formation and reasoning about the reading materials. Based on these findings, the meaning of constraining effects of concept maps is discussed, and an instructional method involving the progressive elaboration of concept map systems is recommended.  相似文献