Connecting research in science literacy and classroom practice: a review of science teaching journals in Australia,the UK and the United States, 1998–2008     

Seng Piew Loo 《Studies in Science Education》2013,49(1):45-77

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Poser,an Online Review Tool in Java     

Mark Lattanzi  Dan Cosley 《Computer Science Education》2013,23(3):251-264

This paper presents an online reviewing tool, Poser, written in the Java programming language. Online quizzing tools have proliferated lately, but most are not so well-suited for reviewing. Poser's basic functionality is to provide students with a convenient, interactive way to review course materials in a question/answer format. Incorrect responses are corrected, along with an optional explanation. The program keeps usage statistics and information on responses to questions. Poser can be an important part of any course, because it gives students an easy way to test their understanding of the course materials from any Internet computer. We used Poser in two introductory Computer Science courses and gathered some formative data which was used to modify and evaluate the program. Over 100 students used the program and they answered over 38,000 questions while reviewing for their final exams. Student comments indicate that the program was very helpful. Overall, we feel that Po ser was a huge success and are planning a controlled study in the coming semesters to measure how much the use of the program facilitates student learning and understanding.  相似文献   

Adult education as a technology of the self     

Mark Tennant 《International Journal of Lifelong Education》2013,32(6):364-376

Adult education has a long history of interest in the development and transformation of the self. As such it is useful to consider a range of adult education programs as belonging to and extending the lineage of ‘technologies of the self’ identified by Foucault (1988). In all such programmes, even the most individualistic, there are implicit or explicit theorizations concerning the nature of the self and the way the self relates to others or to society more generally. The purpose of this paper is to explore the postmodern critique of the dominant theorizations of the self in adult education: the psychological/humanistic and the sociological/critical; and to comment on the ‘solution’ proferred by a postmodern theorization. The postmodern critique is valuable in drawing attention to the difficulties of theorizing some kind of originary, core, true, stable, or ahistorical self. Nevertheless it is important to acknowledge that in many of the sites in which adult educators work, the pursuit of a coherent, continuous self is indispensable to transformative (and thereby resistant) adult education practice.  相似文献   

Using the local community to improve citizenship education for the gifted     

Mark C. Schug 《Roeper Review》2013,35(2):22-23

Involving the community in a citizen education program will make such a program challenging, interesting and academically sound for the gifted student.  相似文献   

Web Metrics for Library and Information Professionals     

Mark Brogan 《档案与原稿》2013,41(1):74-76

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To See the World or Stay at Home: Applying an Integrated Student Choice Model to Explore the Gender Gap in the Intent to Study Abroad     

Mark H. Salisbury  Michael B. Paulsen  Ernest T. Pascarella 《Research in higher education》2010,51(7):615-640

Although interest in study abroad has grown consistently in recent decades, study abroad professionals and higher education scholars have been unable to explain or rectify the long-standing gender gap in study abroad participation. This study applies an integrated model of the student-choice construct to explore differences between male and female intent to study abroad. Results indicate that, not only can various forms of social and cultural capital predict student decisions about curricular opportunities during college such as study abroad, but gender plays a substantial role in altering the ways in which those forms of capital shape student decisions differently. These findings present a range of implications for researchers interested in better understanding the decision making process of college students as well as study abroad professionals and national policymakers intent on narrowing the gender gap in study abroad participation.  相似文献   

用户信息搜索行为与认知的国内外文献统计分析研究     

甘利人  吴鹏  钱敏 《现代情报》2010,30(9):3-8

基于认知理论的用户信息搜索行为研究越来越受到情报领域的重视,我们通过Science Direct期刊全文数据库搜索获得该研究方向的100多篇国外文献,并通过中文数据库CNKI获得百余篇国内相关文献,分别对国内外文献做了统计分析。总体来说,用户信息搜索行为与认知研究尚处于起步阶段,相关研究还有很大的提升空间。  相似文献   

USING FOCUS GROUPS AS AN EDUCATIONAL METHODOLOGY: DECONSTRUCTING STEREOTYPES AND SOCIAL WORK PRACTICE MISCONCEPTIONS CONCERNING AGING AND OLDER ADULTS     

Harriet L. Cohen  Mark H. Sandel  Cecilia L. Thomas  Thomas R. Barton 《Educational gerontology》2013,39(4):329-346

During the coming years the number of older adults will increase dramatically, which will require a corresponding increase in the number of social workers who have accurate knowledge of this population. This article reports the impact focus groups with older adults and with service providers who work with older adults and their families have on baccalaureate social work (BSW) students. We find that BSW students exposed to focus groups have their negative attitudes about older adults and service providers deconstructed and replaced with more positive and accurate information about older adults. When students' misconceptions about older adults are confronted, they become more interested in choosing geriatric social work as a career option.  相似文献   

Moral appearances: emotions,robots, and human morality     

Mark Coeckelbergh 《Ethics and Information Technology》2010,12(3):235-241

Can we build ‘moral robots’? If morality depends on emotions, the answer seems negative. Current robots do not meet standard necessary conditions for having emotions: they lack consciousness, mental states, and feelings. Moreover, it is not even clear how we might ever establish whether robots satisfy these conditions. Thus, at most, robots could be programmed to follow rules, but it would seem that such ‘psychopathic’ robots would be dangerous since they would lack full moral agency. However, I will argue that in the future we might nevertheless be able to build quasi-moral robots that can learn to create the appearance of emotions and the appearance of being fully moral. I will also argue that this way of drawing robots into our social-moral world is less problematic than it might first seem, since human morality also relies on such appearances.  相似文献   

Self-Directed Learning of the Basic Skills     

Dr. Mark A. Krabbe 《Clearing house (Menasha, Wis.)》2013,86(8):372-373

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