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21.
This meta-analysis was conducted to estimate the magnitude of gender difference in three-dimensional (3-D) mental rotation ability and to investigate how factors related to test administration conditions play a role in varying gender difference effect sizes and threatening validity. Individuals’ 3-D mental rotation ability was measured by the Purdue Spatial Visualization Tests: Visualization of Rotations (PSVT:R). We integrated 70 effect sizes of gender differences in mental rotation ability measured by the PSVT:R which were obtained from 40 primary studies. The results indicated that male participants outperformed females on the test (Hedges’ g?=?0.57). The I 2 statistic indicated 41.7 % of variation in effect sizes reflects real heterogeneity. The moderator analysis indicated that male superiority on spatial ability tasks measured by the PSVT:R is related to the implementation of time limits. The gender difference became larger when stringent time limits (equal or less than 30 s per item) were implemented. 相似文献
22.
Yonjoo Cho Sung Jun Jo Sunyoung Park Ingu Kang Zengguan Chen 《Performance Improvement Quarterly》2011,24(1):69-95
This study conducted a citation network analysis (CNA) of human performance technology (HPT) to examine its current state of the field. Previous reviews of the field have used traditional research methods, such as content analysis, survey, Delphi, and citation analysis. The distinctive features of CNA come from using a social network analysis approach to see relational and network patterns in the citation data. This CNA found that the Performance Improvement Quarterly network showed more widely but loosely connected and less centralized structural attributes than the human resource development network; the 10 most influential articles in the field were identified; frequently co‐cited articles were recognized as having a strong relationship by subsequent researchers; and five cohesive subgroups showed key topics in the field (performance, instructional design, performance support, organization/workplace, and transfer of training). Implications from the results of the CNA were elaborated on for future research in HPT. 相似文献
23.
The primary purpose of the current research was to identify core contextual factors that facilitate or hinder the process of organizational knowledge creation practices. The grounded theory framework and negotiated coding approach were employed. Serving as the fundamental research framework was Nonaka and his colleagues' knowledge creation and conversion theory, along with their proposed knowledge creation enablers. A total of 314 codeable units from 153 individuals were used for data analysis. All answers were coded and categorized into three emerged domains—organization, team/subgroup, and individual—for both areas of facilitating and hindering factors. Limitations and implications for further research are presented in the discussion section. 相似文献
24.
Integration of microfluidic devices with pressure-driven, self-powered fluid flow propulsion methods has provided a very effective solution for on-chip, droplet blood testing applications. However, precise understanding of the physical process governing fluid dynamics in polydimethylsiloxane (PDMS)-based microfluidic devices remains unclear. Here, we propose a pressure-driven diffusion model using Fick''s law and the ideal gas law, the results of which agree well with the experimental fluid dynamics observed in our vacuum pocket-assisted, self-powered microfluidic devices. Notably, this model enables us to precisely tune the flow rate by adjusting two geometrical parameters of the vacuum pocket. By linking the self-powered fluid flow propulsion method to the sedimentation, we also show that direct plasma separation from a drop of whole blood can be achieved using only a simple construction without the need for external power sources, connectors, or a complex operational procedure. Finally, the potential of the vacuum pocket, along with a removable vacuum battery to be integrated with non-PDMS microfluidic devices to drive and control the fluid flow, is demonstrated. 相似文献
25.
Many early childhood teachers report lacking confidence to teach science. Today, science education is defined as “doing science”, as opposed to memorization of facts (Seefeldt & Galper, 2002). This paper discusses developmentally appropriate practices in the context of teaching science. Knowledge of child development, individual differences and the role of children’s socio-cultural context are explicitly discussed. The use of questioning and the 5 Es (engaging, exploring, explaining, elaborating, evaluating) instructional model are also discussed. A sample science lesson is provided to model the use of 5 Es and questioning strategies. 相似文献
26.
27.
Sung Hee Park Peggy A. Ertmer 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(4):631-643
This study focused on the barriers that middle school teachers faced when implementing technology-enhanced problem-based learning (PBL) in their classrooms. Using a human performance-based model, we interviewed teachers, administrators, university faculty and technical support staff to determine the perceived importance of multiple barriers to the implementation of technology-enhanced PBL. Twenty-one teachers, two school administrators and a project manager, two faculty members, and two technical support staff participated in the study. Interview data were supported by surveys, classroom observations and researchers' reflective journals. Results suggested that lack of a clear, shared vision was the primary barrier. Additional barriers included lack of knowledge and skills, unclear expectations and insufficient feedback. Recommendations to support teachers' efforts to integrate technology-enhanced problem-based learning are presented. 相似文献
28.
Susan Yoon Erminia Pedretti Larry Pedretti Jim Hewitt Kirk Perris Roland Van Oostveen 《Journal of Science Teacher Education》2006,17(1):15-35
In this study, we hypothesize that cases demonstrating exemplary practice in the science classroom can be used as a source for learning content and pedagogical skills that will improve teachers' self-efficacy beliefs. Twelve preservice elementary science teachers are followed as they participate in a case and case method activity illustrating the Grade 7 topic of robotics and fluids. While there was little evidence to show improvements in content knowledge, results indicate that the case acted as a boundary object for brokering between individual experiences and those found in the science teaching community by scaffolding for multiple points of entry, bridging the theory practice gap and offering beginning teachers more immediate access to the community of already practicing teachers.
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29.
SUNG Wen-pei GO Cheer-germ SHIH Ming-hsiang 《浙江大学学报(A卷英文版)》2007,8(9):1373-1379
The characteristic properties of shell element with similar shapes are used to generate a so-called super element for the analysis of the crack problems for cylindrical pressure vessels. The formulation is processed by matrix condensation without the involvement of special treatment. This method can deal with various singularity problems and it also presents excellent results to crack problems for cylindrical shell. Especially,the knowledge of the kind of singular order is not necessary in super element generation; it is very economical in terms of computer memory and programming. This method also exhibits versatility to solve the problem of kinked crack at cylindrical shell. 相似文献
30.
Yoon H. Lee 《Cultura y Educación》2016,28(2):328-343
This paper aims to examine the genealogy of family-centredness in early childhood intervention. In particular, it deconstructs the procedural requirements, such as the completion of the Individualized Family Service Plan (IFSP), which has operated to serve the notion of family-centredness. Employing a poststructuralist lens, the paper contends that the current knowledge/belief is constructed and institutionalized by the dominant groups, such as policymakers and professionals, and their discourse. Families are normalized with discursive practices to believe that their participation perfects the rules set by powered social institutions with knowledge and power; hence, they are at the centre in the practice of services and provisions. Blinded by the normalized discipline, the historically absented position of families in the construction of social structures has perpetuated through the existing practices. Thus, this paper offers a critical reflection on the understanding of multiple discourses. In particular, both service providers and families should be able to question the process of service provisioning, when necessary. By critically viewing the current case, the development of quality early childhood intervention programmes and family-centred practices might be purported across countries. 相似文献