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31.
Electrodeless dielectrophoresis is the best choice to achieve preconcentration of nanoparticles and biomolecules due to its simple, robust, and easy implementation. We designed a simple chip with microchannels and nano-slits in between and then studied the trapping of DNA in high conductive medium and low conductive medium, corresponding to positive and negative dielectrophoresis (DEP), respectively. It is very important to investigate the trapping in media with different conductivities since one always has to deal with the sample solutions with different conductivities. The trapping process was analyzed by the fluorescent intensity changes. The results showed that DNA could be trapped at the nano-slit in both high and low conductive media in a lower electric field strength (10 V/cm) compared to the existing methods. This is a significant improvement to suppress the Joule heating effect in DEP related experiments. Our work may give insight to researchers for DNA trapping by a simple and low cost device in the Lab-on-a-Chip system. 相似文献
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Ernesto Panadero Julia Klug Sanna Järvelä 《Scandinavian Journal of Educational Research》2016,60(6):723-735
Measurement is a central issue for the self-regulated learning (SRL) field as SRL is a phenomenon difficult to measure in a reliable and valid way. Here, 3 waves in the history of SRL measurement are identified and profiled. Our focus lies on the third and newest one, which combines measurement and intervention within the same tools. The basis for this approach is located in the reactivity principle via students’ self-monitoring: when students are aware of their actions, they can react and change what is needed. That happens when the measurement tools promote students' self-monitoring which turn part of the intervention then. Examples of this new approach to SRL measurement and guidelines for implementing it are presented. 相似文献
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Sanna Järvelä 《European Journal of Psychology of Education - EJPE》1996,11(3):249-268
The two instructional models, cognitive apprenticeship and reciprocal teaching, introduced in this article, have attracted wide attention among researchers. Although many empirical experiments using these models have been carried out in different settings with good results, there is still no evidence about the situational conditions or the ability of the individual students to benefit from different methods. In this article empirical experiments based on these two models are reviewed and critically evaluated in an attempt to determine whether the main principles of the models applied to the practice fulfill the general theoretical expectations upon which they are based. 相似文献
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Marika Koivuniemi Ernesto Panadero Jonna Malmberg Sanna Järvelä 《Infancia y Aprendizaje》2017,40(1):19-55
First-year higher education (HE) students experience different challenges during their studies. These challenging learning situations can trigger self-regulated learning (SRL) skills, which students use to handle these situations. Thus, the aim of this study is to investigate (a) first-year HE students’ cognitive, motivational and emotional challenges experienced in both individual and collaborative learning situations and (b) the relationship between SRL skills and experienced learning challenges. Participants included 107 first-year pre-service teachers. Data consisted of students’ self-reports via (a) open-ended answers on a challenge questionnaire and (b) Likert-scale items from MSLQ and MRS questionnaires. Based on students’ SRL profiles, differential effects on the challenging experiences were investigated. The results show that different aspects related to students’ cognition, motivation, emotions and well-being were challenging for students. Also, connections were found between students’ SRL skills and the types of experienced learning challenges. Students with high SRL reported fewer learning challenges related to motivational aspects and more challenges related to cognitive aspects than students with low SRL. 相似文献
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This article describes a three-year research project which aimed to introduce a technological innovation in working with three cohorts of undergraduate students to support them in completing their final-year dissertations through the use of a Virtual Research Environment (VRE). An additional aim of the project was to establish, amongst the students, a Community of Enquiry. Drawing on evidence from module evaluations, focus group interviews and user logs, the article highlights how students engaged with the VRE to support their research projects and their peers. By examining the activities of the three cohorts the authors were able to apply the seven key factors for building an educational Community of Enquiry outlined in previous research by the first author and colleagues to assert that the third cohort worked collaboratively to the degree that they could be said to have formed a Community of Enquiry. 相似文献
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Sanna Lehtonen 《Children‘s Literature in Education》2012,43(3):242-259
Susan Price’s “Odin Trilogy” (2005–2008) is a juvenile science fiction series that depicts a future where class relations have become polarised due to late capitalist and technological developments and where ways of doing gender continue to be strongly connected with class. The society in the novels is based on slavery: people are either Freewomen/Freemen or bonders. Here wealth and genetic engineering regulate normative ways of doing gender and class and define borders between humanity and inhumanity. By drawing on recent feminist theory and queer theorisations of Butler (2004) and Halberstam (2005), I will examine gender and class as both material and performative aspects of identity that are “un/done” in relation to heteronormative life trajectories. I focus on the two female protagonists and their classic role reversal: one escapes slavery while the other is forced to become a bonder. The classic scenario becomes more complicated when the girls escape together to Mars and start a new life there as a queer couple. The girls’ “queer life trajectories” (Halberstam) challenge normative ways of doing gender and class and open up possibilities for reading Price’s trilogy as a critique of neoliberalist and postfeminist discourses of gender, class, identity and choice. 相似文献
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Self-regulated learning (SRL) research has conventionally relied on measures, which treat SRL as an aptitude. To study self-regulation and motivation in learning contexts as an ongoing adaptive process, situation-specific methods are needed in addition to static measures. This article presents an ‘Adaptive Instrument for Regulation of Emotions’ aimed at accessing students’ experiences of individual and socially shared regulation of emotions in a socially challenging learning situation. The instrument, grounded in self-regulated and socially regulated learning theory, comprises four interrelated components: the socio-emotional challenges experienced in a collaborative learning situation; individual and group-level attempts to regulate the immediate emotions evoked by the challenges; the personal goals; and goal attainment pursued in that situation. The theoretical foundation of the instrument and its components are outlined and some reliability issues illustrated. The limitations but also educational potential of the instrument to understand regulation of emotions in socially challenging learning situations are discussed. 相似文献
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Sanna Ulmanen Tiina Soini Kirsi Pyhältö Janne Pietarinen 《Cambridge Journal of Education》2014,44(3):425-443
This study explores strategies students use to construct their academic engagement in the social environment of school. The study is based on group interview data collected from 161 sixth (78) and eighth (83) grade students. Students reflected both engaging and disengaging episodes. Data were content analysed. The results show that students reported using only confirming strategies in teacher–student interaction. More diverse strategies were described in relation to peer interaction. The results indicated that simultaneously maintaining functional peer relations and engaging effectively in academic activities is a highly challenging task which requires strategic flexibility and self-regulative skills. In terms of the development of more engaging learning environments for students, our results suggest that more attention should be paid to creating positive opportunities to participate, in terms of both academic activities and peer interaction. 相似文献