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The teaching-learning process in circuits is enormously complicated by the multiple meanings and shades of meanings which are inherent in most of the technical terms. A method is offered for reducing every term relating to "functions" to its basic meaning for the particular circuit application under study. Using this method, which might be called "current analysis," it becomes possible to explain detailed circuit phenomena to students with little or no technical or mathematical background. 相似文献
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Steve Herne Jeff Adams Dennis Atkinson Paul Dash John Jessel 《The International Journal of Art & Design Education》2013,32(1):68-82
The Future Something Project (FSP), a two‐year action research project, was devised to nurture the creative and technological talent of small groups of young people at risk by creating a structured network, mentored and driven by creative professionals exploring innovative ways for the two distinct target groups to work together. The project practice is located within the new field of interaction design and takes a social and critical approach to art and design pedagogy. The external research team found that one valuable way of looking at the FSP enterprise was through the social theory of communities of practice (CoPs) developed in the 1990s by Lave and Wenger. The creation of a learning community as a pedagogical strategy is central to the conception and practice of this project. This article, therefore, sets out to apply an existing theory to a new art and design context together with more general thoughts on learning communities. It explores the potential of new technologies and different settings to effect learning within structured networks and local and virtual communities of practice. 相似文献
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