Science education researchers' perceptions of skills necessary for secondary school science teachers     

Eugene L. Chiappetta  Jay H. Shores  Alfred T. Collette 《科学教学研究杂志》1978,15(3):233-237

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Distance learning and interaction: Toward a virtual learning institution     

Alfred Bork 《Journal of Science Education and Technology》1995,4(3):227-244

This paper considers distance learning at all levels, learning that can occur anywhere. Most education today in schools, universities, and companies is dependent on students being at a particular location, such as a university. The major distance learning institutions today are in Europe, but the potential for this type of learning is great as we reach out to serve greater numbers of students. The following factors are critical in forming a distance learning institute today: the quality of learning provided to each student; whether courses work for very large numbers of students; and the cost per student hour, for both development and delivery. Many delivery technologies are possible today. We examine them from the standpoint of these factors. The conclusion is that highly interactive multimedia learning units, either CD ROMs or (in the near future) broadband networks, provide the best delivery system today for distance learning. The paper concludes with a brief review of strategies for developing the curriculum units needed to support distance learning.  相似文献   

Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks   总被引：1，自引：0，他引：1  

Alfred P. Rovai   《The Internet and Higher Education》2002,5(4):231

The primary purpose of this study was to determine if a relationship exists between sense of community and cognitive learning in an online educational environment. Study participants consisted of 314 students enrolled in 26 graduate education and leadership courses taught at a distance using the Blackboard.com^SM e-learning system. Study results provided evidence that a significant relationship exists between classroom community and perceived cognitive learning. Online learners who have stronger sense of community and perceive greater cognitive learning should feel less isolated and have greater satisfaction with their academic programs, possibly resulting in fewer dropouts.  相似文献   

Scaffolding Peer-questioning Strategies to Facilitate Metacognition During Online Small Group Discussion     

Ikseon Choi  Susan M. Land  Alfred J. Turgeon 《Instructional Science》2005,33(5-6):483-511

Meaningful discussion that facilitates reflective thinking can be initiated when learners raise thoughtful questions or provide critical feedback; however, generating effective questions requires a certain level of domain knowledge and metacognitive skills of the question-askers. We propose a peer-questioning scaffolding framework intended to facilitate metacognition and learning through scaffolding effective peer-questioning in online discussion. This framework assumes that novice students who lack domain and metacognitive knowledge can be scaffolded to generate meaningful interactions at an early stage of learning and the resulting peer-generated adaptive questions can facilitate learners’ metacognition. Thus, this study investigated the effects of providing online scaffolding for generating adaptive questions to peers during online small group discussion. A field experimental time-series control-group design was employed as a mixed model for the research design. Thirty-nine college students from an online introductory class on turfgrass management participated in the study. The findings revealed that the scaffolds were useful to increase the frequency of student questioning behavior during online discussion. For some students, the online guidance reportedly served as “a starting point” to generate questions when they had difficulty asking questions. However, the guidance did not improve the quality of questions and thus learning outcomes. The interview data indicated that peer-generated adaptive questions served a critical role in facilitating learner’s reflection and knowledge reconstruction. Further study should focus on the quality improvement of peer-generated questions while considering adaptive and dynamic forms of scaffolding and intermediate factors such as prior knowledge, metacognition, task complexity, and scaffolding type.  相似文献   

On the neuropsychology of metamemory: Contributions from the study of amnesia and dementia     

Alfred W. Kaszniak  Marsha G. Zak 《Learning and individual differences》1996,8(4):355-381

Neurologic syndromes in which there is impaired deficit-awareness (termed “anosognosia”) provide useful observations for understanding the nature of metacognition and its neurobiologic correlates. Anosognosia can occur in various disorders, including stroke, head injury, particular amnesic syndromes, and various dementing illnesses (e.g., Alzheimer's disease). Research on anosognosia for memory impairment is important both for its clinical implications and for its contributions toward understanding the neural correlates of, and processes by which, persons are aware of, monitor, and develop beliefs about their own memory functioning (i.e., metamemory). Following a brief introduction to anosognosia, a review is provided of research on awareness of memory deficit in persons with neurologic amnesia or dementia syndromes. Particular emphasis is placed upon the examination of how different experimental methods shed light on specific questions about metamemory impairment.  相似文献   

Effects of intra- and inter-team dynamics on organisational learning: role of knowledge-sharing capability     

Alfred?PresbiteroEmail author  Banjo?Roxas  Doren?Chadee 《知识管理研究与实践》2017,15(1):146-154

This research investigates the moderating role of knowledge-sharing capability on the effects of team dynamics on organisational learning by decomposing team dynamics into two types, namely, intra-team and inter-team dynamics. Using structural equation modelling techniques and data from a large-scale survey of employees in Australia, it is shown that inter-team dynamics has a larger direct effect on organisational learning compared with intra-team dynamics. However, when taking the moderating effects of knowledge-sharing capability into consideration, intra-team dynamics contribute more to organisational learning. The findings suggest that knowledge-sharing capability is more critical within teams rather than between teams in enhancing organisational learning. The implications of these findings for knowledge management research and practice are fully discussed.  相似文献   

The onset of deep recycling of supracrustal materials at the Paleo-Mesoarchean boundary     

Xiaolei Wang  Ming Tang  Jeff Moyen  Di Wang  Alfred Krner  Chris Hawkesworth  Xiaoping Xia  Hangqiang Xie  Carl Anhaeusser  Axel Hofmann  Junyong Li  Linsen Li 《国家科学评论(英文版)》2022,9(3)

The recycling of supracrustal materials, and in particular hydrated rocks, has a profound impact on mantle composition and thus on the formation of continental crust, because water modifies the physical properties of lithological systems and the mechanisms of partial melting and fractional fractionation. On the modern Earth, plate tectonics offers an efficient mechanism for mass transport from the Earth''s surface to its interior, but how far this mechanism dates back in the Earth''s history is still uncertain. Here, we use zircon oxygen (O) isotopes to track recycling of supracrustal materials into the magma sources of early Archean igneous suites from the Kaapvaal Craton, southern Africa. The mean δ¹⁸O values of zircon from TTG (tonalite–trondhjemite–granodiorite) rocks abruptly increase at the Paleo-Mesoarchean boundary (ca. 3230 million years ago; Ma), from mantle zircon values of 5‰–6‰ to approaching 7.1‰, and this increase occurs in ≤3230 Ma rocks with elevated Dy/Yb ratios. The ¹⁸O enrichment is a unique signature of low-temperature water–rock interaction on the Earth''s surface. Because the later phase was emplaced into the same crustal level as the older one and TTG magmas would derive from melting processes in the garnet stability field (>40 km depth), we suggest that this evident shift in TTG zircon O isotopic compositions records the onset of recycling of the mafic oceanic crust that underwent seawater hydrothermal alteration at low temperature. The onset of the enhanced recycling of supracrustal materials may also have developed elsewhere in other Archean cratons and reflects a significant change in the tectonic realm during craton formation and stabilization, which may be important processes for the operation of plate tectonics on early Earth.  相似文献   

Book reviews     

Nicholas De Witt  Edmund King  Jean vanden Bossche  A. Harry Passow  Eve Malmquist  Alfred Yates  Urban Dahllöf  John D. Williams  Conrad Graham  Rudolf Cohen  Elfriede Höhn  Anna -Liisa Sysiharju  Harry D. Gideonse  D. J. D. Smith  S. Kaneti-Barry  Werner H. Tack  M. J. Langeveld 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(3):358-382

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The utilization of aluminum in the arts     

Alfred E. Hunt 《Journal of The Franklin Institute》1897,144(2):81-113

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Abstract of a research in electro-magnetism     

Alfred M. Mayer 《Journal of The Franklin Institute》1870,90(6):403-410

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