From Research to Practice and Back: The Animation Tutor Project     

Stephen?K.?ReedEmail author 《Educational Psychology Review》2005,17(1):55-82

The Animation Tutor^TM is a curriculum project that uses software to supplement instruction in courses such as intermediate algebra. Its purpose is to ground mathematical reasoning in concrete experiences through the use of interactive animation and the virtual manipulation of objects. This article summarizes how the project has progressed from research to practice and back. The first section shows how research helped implement six instructional objectives: emphasize interactivity with reflection, integrate multiple representations, reduce cognitive load, facilitate transfer, replace ineffective static images with animated images, and provide domain-specific knowledge. The last section illustrates the reciprocal nature of research and practice by describing how formative evaluations of the Animation Tutor^TM program led to laboratory studies aimed at improving instructional materials and student strategies.  相似文献   

A New Way of Thinking about Social Location in Science     

Warren?SchmausEmail author 《Science & Education》2008,17(10):1127-1137

The Durkheimian concept of the density of social relationships may prove more fruitful than the historical materialist notion of a social hierarchy for thinking about the social location of epistemic agents in science. To define a scientist’s social location in terms of the density of her professional relationships with other scientists permits us to give a more precise characterization of marginalization and thus to formulate more testable hypotheses about marginalized groups in science. The notion of social density helps to explain not only how some individual scientists are more likely than others to get a hearing for their ideas, but also how scientific inquiry flourishes more in some societies than in others.

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Warren SchmausEmail:

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Warren Schmaus   is Professor of Philosophy at Illinois Institute of Technology. His research focuses on the history and philosophy of the social sciences, and he is the author of Rethinking Durkheim and His Tradition (Cambridge, 2004) and Durkheim’s Philosophy of Science and the Sociology of Knowledge (Chicago, 1994). He received his Ph.D. in History and Philosophy of Science from the University of Pittsburgh.  相似文献   

A Cultural Perspective on Professional Beliefs of Childcare Teachers     

Yeh?HsuehEmail author  Benjamin?K.?Barton 《Early Childhood Education Journal》2005,33(3):179-186

Preschool is an institution for cultural preservation, which responds to social change. Guided by this assumption, this study used a recent video of Chinese preschool in conjunction with the questionnaire from Preschool in Three Cultures, a study by Joseph Tobin and his colleagues in the 1980s, to examine the cultural and professional beliefs of three groups of U.S. early childhood educators (preservice, inservice non-Head Start, and inservice Head Start). We examined participants’ cultural beliefs, critical comments on the preschool, and group differences in their comments. Results show that participants’ beliefs about necessary qualities for a teacher remained stable from the 1980s in the U.S. But a shift occurred in beliefs about why society needs preschools. More education and longer employment were linked significantly to more critical comments of Chinese practice. There was a marked difference in professional and cultural beliefs by educators’ group affiliations.

Yeh HsuehEmail:

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Geotechnical research on Jiangnan Tu-Dun tomb historical remains in China     

陆江 《浙江大学学报(A卷英文版)》2004,5(3):303-308

Geotechnical research on historical remains can provide new data and distinctive viewpoint for research on soil mechanics. Two Jiangnan Tu-Dun tombs historical remains were investigated by means of in situ and laboratory geotechnical tests. In the present paper the geotechnical properties of these man-made earthworks, especially ageing effect on consolidation and direct shear, and compaction properties of earth fill are discussed.  相似文献   

A development research agenda for online collaborative learning     

Thomas?C.?ReevesEmail author  Jan?Herrington  Ron?Oliver 《Educational technology research and development : ETR & D》2004,52(4):53-65

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Quality Assurance of Higher Education in Transition Countries: Accreditation -- Accountability and Assessment     

Darwin?D.?HendelEmail author  Darrell?R.?Lewis 《Tertiary Education and Management》2005,11(3):239-258

One issue facing countries in transition concerns how to ensure quality for a broader and more diverse set of institutions. Quality assurance processes (i.e. accreditation, accountability and assessment) have particular relevance today as higher education undergoes dramatic changes in countries in transition, as the world becomes more internationalised, and as private higher education institutions increase in number and enrol increasing numbers of students. Three questions emerge. Do differences among transition countries relative to central control prior to independence explain the current set of quality assurance mechanisms? Has the growth of private higher education in transition countries affected how quality assurance is conceptualised? Have quality assurance mechanisms been affected by the opening of branch campuses in transition countries?  相似文献   

Woodward’s synthesis of vitamin B<Subscript>12</Subscript>     

Adil?Ghani?KhanEmail author  S.?V.?Eswaran 《Resonance》2003,8(6):8-16

The synthesis of this molecule was a landmark in organic synthesis. It involved the masterful control of shapes of molecules to create 9 chiral centres with known absolute and relative configurations. The concepts of absolute and induced asymmetric synthesis are here explained.  相似文献   

The role of sensory preconditioning in memory retrieval by preverbal infants     

Barr R  Marrott H  Rovee-Collier C 《Learning & behavior》2003,31(2):111-123

Infants’ memories are highly specific to their training stimuli; they rarely transfer learned responding. In two experiments, we asked whether sensory preconditioning facilitates the transfer of deferred imitation. In Experiments 1A and 1B, 6-month-olds were simultaneously preexposed to Puppets A and B and then saw target actions modeled on Puppet A. The infants associated the paired puppets and imitated the actions on Puppet B. In Experiment 2, the preexposure procedure was repeated, but the actions were modeled on Puppet A with a toy train in view. The infants also associated Puppet A and the train: Either object effectively reactivated both forgotten memories; thereafter, the infants again imitated the actions on Puppet B. These findings reveal that infants form specific and enduring associations between stimuli they have merely seen together. These associations facilitate the transfer of deferred imitation, both directly and indirectly, through connections to other associations.  相似文献   

<Emphasis Type="Bold">Governance,Morality, and Markets</Emphasis>     

Mitchell?LangbertEmail author 《Academic Questions》2016,29(2):220-224

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Evaluation of an Innovative Mathematics Program in Terms of Classroom Environment,Student Attitudes,and Conceptual Development     

Howard?Spinner  Barry?J.?FraserEmail author 《International Journal of Science and Mathematics Education》2005,3(2):267-293

Dull classroom environments, poor students’ attitudes and inhibited conceptual development led to the creation of an innovative mathematics program, the Class Banking System (CBS), which enables teachers to use constructivist ideas and approaches. To assess the effectiveness of the CBS, the Individualised Classroom Environment Questionnaire (ICEQ), Constructivist Learning Environment Survey (CLES), Test of Mathematics-Related Attitudes (TOMRA), and concept map tests were administered to two groups of fifth-grade students as pretests and posttests over an academic year. To enrich the data collected from those questionnaires, three case studies (one for the experimental group and two for the control group) were undertaken based on observations and interviews of selected students. Relative to non-CBS students, CBS students experienced more favorable changes in terms of mathematics concept development, attitudes to mathematics, and perceived classroom environments on several dimensions of the CLES (e.g., Personal Relevance, Shared Control) and the ICEQ (e.g., Participation and Differentiation). Qualitative information based on classroom observations and student interviews reinforced and enriched the patterns of results obtained from the concept test and questionnaires.  相似文献