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GÖRAN KARLSSON MIKAEL JANSSON MATZ LENELLS LENNART LUNDBERG RUNE KÖRNEFORS BENGT KJÖLLERSTROM 《European Journal of Engineering Education》1993,18(3):227-231
A complete coverage of the course content does not lead the student to explorative curiosity and to a scientific attitude to knowledge and learning. Interactive hypermedia use will lead to an epistemological quality raising since in that way students’ independence in planning, knowledge acquisition and problem solving might be facilitated and since at the same time tutorial supervision and guidance can be included. Hypermedia have possibilities to provide students with large quantities of information. With network interfacing learning can take place independent of time and place and individualized education will be possible. Combined with CMC (computer mediated communication) and educational software the student has a tool for life-long education within the classroom. At the Växjö University text, images and simulations have been integrated within a hypertext system: Hyperbook (for Macintosh). At the Royal Institute of Technology we develop this concept to use it with computer-based self-study material in mechanics, a project which started in autumn 1990 using HyperCard. At the University of Lund a development of hypertext material in the form of computer illustrated text for a thermodynamics textbook has just started. An example of limits of models will be demonstrated by a computer simulation of a linearized and a non-linearized pendulum. 相似文献
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Robert J. Sternberg 《The Educational forum》2013,77(3):190-198
Educators have a responsibility to teach students not only to be knowledgeable and intelligent, but also to use their knowledge and intelligence in ethical ways; that is, to be wise. In this essay, I first describe why we need to teach for ethical behavior. Then, I discuss how we can teach for ethical behavior. Finally, I draw some conclusions. 相似文献
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Julian G. Elliott Steven E. Stemler Robert J. Sternberg Elena L. Grigorenko Newman Hoffman 《British Educational Research Journal》2011,37(1):83-103
Skilled interpersonal relations are crucial for effective teaching and learning but much professional knowledge here is tacit and thus not easily communicated. This article presents the results of a study that examined the tacit knowledge of trainee and experienced teachers in relation to various problematic interpersonal aspects of school life. Trainee (n = 501) and experienced (n = 163) teachers in secondary schools were presented with a series of hypothetical vignettes and asked to rate each of 128 potential response options. Trainees completed the survey at the beginning and end of their professional training year. It was found that experience appeared to be related to the capacity to identify ‘bad’ responses, but there was little difference in relation to the identification of ‘good’ responses. Further differences between novice and experienced teachers in relation to preferred strategies are reported. Implications for teacher education and for future research are identified and discussed. 相似文献
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M. Skolimowski M. Weiss Nielsen F. Abeille P. Skafte-Pedersen D. Sabourin A. Fercher D. Papkovsky S. Molin R. Taboryski C. Sternberg M. Dufva O. Geschke J. Emnéus 《Biomicrofluidics》2012,6(3)
A modular microfluidic airways model system that can simulate the changes in oxygen tension in different compartments of the cystic fibrosis (CF) airways was designed, developed, and tested. The fully reconfigurable system composed of modules with different functionalities: multichannel peristaltic pumps, bubble traps, gas exchange chip, and cell culture chambers. We have successfully applied this system for studying the antibiotic therapy of Pseudomonas aeruginosa, the bacteria mainly responsible for morbidity and mortality in cystic fibrosis, in different oxygen environments. Furthermore, we have mimicked the bacterial reinoculation of the aerobic compartments (lower respiratory tract) from the anaerobic compartments (cystic fibrosis sinuses) following an antibiotic treatment. This effect is hypothesised as the one on the main reasons for recurrent lung infections in cystic fibrosis patients. 相似文献
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This article addresses the cross‐cultural generalization of the pentagonal implicit theory of giftedness (Sternberg & Zhang, 1995) as well as differential expectations regarding excellence for girls versus boys. First, we used an instrument based on the pentagonal theory with a sample of in‐service and pre‐service teachers at the University of Hong Kong. Second, we administered a questionnaire designed to assess conceptions of “excellence,” one of the attributes for giftedness described in the pentagonal model, to a different sample of in‐service and pre‐service teachers at the same university. We found a good fit of the pentagonal model to the data collected, paralleling results obtained in the U.S. We also found, however, that in Hong Kong, however, unlike in the U.S., participants had higher expectations of excellence for boys than for girls. These outcomes have implications for identification, instruction, and programming for the gifted. 相似文献
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Robert J. Sternberg 《Roeper Review》2018,40(2):78-85
Giftedness in science today is largely measured by various kinds of standardized tests—IQ tests, SATs, ACTs, GREs, and so forth. For example, many STEM (science, technology, engineering, math) gifted programs rely at least in part on IQ tests or the SAT for identifying students as gifted. It might be useful to supplement such standard measures with measures that directly measure the skills involved in actual scientific work, such as (a) generating hypotheses, (b) generating experiments, (c) drawing conclusions, (d) reviewing (i.e., analyzing scientific work), (e) editing (i.e., evaluating reviews of scientific work), and (f) evaluating teaching. This article discusses the status of the measurement of scientific giftedness and also describes assessments designed to measure scientific giftedness as well as giftedness in evaluating teaching (an important component of scientific success). 相似文献
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Robert J. Sternberg 《Roeper Review》2017,39(3):152-169
Serious identification of the gifted started with the work of Lewis Terman early in the 20th century. Terman’s model, based largely on IQ, may have made sense in the early 20th century, but it no longer makes sense today. The problems that society needs its gifted individuals to solve in the 21st century require much more than IQ—in addition to analytical, IQ-like skills, they also require creative, practical, wisdom-based, and ethical skills. In this essay, I discuss some of the background for the conventional IQ-based model of gifted identification and education and then consider the problems the world faces today and why IQ is insufficient to solve them. I then present a new model—ACCEL (Active Concerned Citizenship and Ethical Leadership)—that perhaps will better prepare our gifted students for the world of the future. 相似文献
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We describe seven essential lessons for anyone involved in teaching or research on education. These lessons emerged from our research on developing thinking skills in children and adults. The lessons focus on helping children develop self‐confidence and a belief in self‐efficacy, teaching children to ask good questions, helping children discover their true motivations, encouraging children to take intellectual risks, teaching children to take responsibility for themselves, showing children the value of delaying gratification and encouraging children to put themselves in another's place. We discuss the insights of each lesson through examples from our own and others’ work, and review the recommendations of each lesson for educators and researchers. 相似文献