Comment on “identification of student misconceptions in genetics problem solving via computer program”     

Mike U. Smith 《科学教学研究杂志》1991,28(4):383-384

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Integrating Cognitive and Psychometric Models to Measure Document Literacy     

Kathleen Sheehan  Robert J. Mislevy 《Journal of Educational Measurement》1990,27(3):255-272

The Survey of Young Adult Literacy conducted in 1985 by the National Assessment of Educational Progress included 63 items that elicited skills in acquiring and using information from written documents. These items were analyzed using two different models: (1) a qualitative cognitive model, which characterized items in terms of the processing tasks they required, and (2) an item response theory (IRT) model, which characterized items difficulties and respondents' proficiencies simply by tendencies toward correct response. This paper demonstrates how a generalization of Fischer and Seheibleehner's Linear Logistic Test Model can be used to integrate information from the cognitive analysis into the IRT analysis, providing a foundation for subsequent item construction, test development, and diagnosis of individuals skill deficiencies.  相似文献   

空心加压螺钉不同构型固定股骨颈骨折的生物力学研究     

史威  张英泽  范婕 《河北北方学院学报(医学版)》2004,21(3):6-9

目的:用力学实验的方法,对倒、正等腰三角形布局的三枚空心加压螺钉固定头颈型股骨颈骨折进行生物力学比较,确定哪种空间构型生物力学性能好,从而为临床治疗股骨颈骨折提供理论依据.方法:用生物力学机测试比较倒、正等腰三角形空间构型抗压、抗扭性能及最大垂直载荷,实验数据用SPSS10.0统计软件进行t检验,P＜0.05有显著性差异.结果:倒等腰三角形构型在抗压、最大垂直载荷方面优于正等腰三角形组,有显著性差别;抗扭转方面无显著性差别.结论:实验结论支持治疗头颈型股骨颈骨折三枚空心加压螺钉倒等腰三角形构型生物力学效果好.  相似文献   

Transforming the Academy     

Libby V. Morris 《Innovative Higher Education》2005,29(3):177-179

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Epistemology,situated cognition,and mental models: 'Like a bridge over troubled water'   总被引：1，自引：0，他引：1  

Seel  Norbert M. 《Instructional Science》2001,29(4-5):403-427

Over the past two decades important educational implications have beendrawn mainly from two movements of epistemology: Constructivismand situated cognition. Aside from a meta-theoretical use ofconstructivism, the concept 'situated cognition' refers to a conceptionof situational context bound to a historically and socially determinedsituational logic. Focusing on educational processes, situated cognitionis considered to be a central construct for instruction, as is theclosely related concept of the construction of mental models.There are various kinds of the construction and change of mental modelsin a situational context: self-guided inductive construction is oneexample; another is the processing of a conceptual model providedto the learner. An emerging question is how the preconception changesand if the effects of such a model transition are stable. An exploratorystudy will be sketched which investigates the significance of aconceptual model provided at the beginning of the learning process;it has been hypothesized, that such a conceptual model significantlyimpacts the stability (i.e. the successful reconstruction) of mentalmodels built in the course of learning. Also considerableintraindividual differences and changes between two points of assessingthe learners' causal explanations were found. Similarities of theindividuals' reconstructions could be explained with regard tosimilarities of the structures of the learning situations and therelated instructional intervention. In general, the results of thisexploratory study support the assumption that mental models areconstructed in dependence on the demands of learning situations.  相似文献   

Computer based modelling and simulation     

N. K. Srinivasan 《Resonance》2001,6(4):69-77

Most systems involve parameters and variables, which are random variables due to uncertainties. Probabilistic methods are powerful in modelling such systems. In this second part, we describe probabilistic models and Monte Carlo simulation along with ‘classical’ matrix methods and differential equations as most real situations are complex (with several variables) and involve uncertainties.  相似文献   

Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study   总被引：1，自引：0，他引：1  

Robert M. Klassen  Wan Har Chong  Vivien S. Huan  Isabella Wong  Allison Kates  Wanwisa Hannok 《Teaching and Teacher Education》2008

A mixed methods approach was used to explore secondary teachers’ motivation beliefs in Canada and Singapore. Results from Study 1 revealed that socio-economic status (SES) was the strongest predictor of school climate in Canada, and that collective efficacy mediated the effect of SES on school climate in Singapore, but not in Canada. In Study 2, interviews were conducted with 10 teachers in Canada and 14 teachers in Singapore. Teachers in both settings discussed students’ social and behavior problems, but the range of the social problems was greater in Canada than in Singapore, and had a stronger impact on teachers’ motivation beliefs.  相似文献   

MBA案例教学改进对策研究 ——以中国矿业大学（北京）为例     

汪  莹等 《学位与研究生教育》2017,(3):55-59

分析并指出现行MBA案例教学中存在的问题,并基于建构主义和情景教学理论从重视案例的收集与编著、运用情景教学法调动学生积极性、创新案例教学方法以及提高案例教学质量控制水平四个方面提出可行性建议。  相似文献   

More than just fun: a place for games in playful learning / Más que diversión: el lugar de los juegos reglados en el aprendizaje lúdico     

Brenna Hassinger-Das  Tamara S. Toub  Jennifer M. Zosh  Jessica Michnick  Roberta Golinkoff  Kathy Hirsh-Pasek 《Infancia y Aprendizaje》2017,40(2):191-218

Games play a significant role in childhood, fuelling hours of engagement and social interaction, and probably much learning as well. Board games, card games and outdoor games (such as Tag) first come to mind, but more recently, games have also gone digital. In this piece, we offer a new perspective by placing games within the established construct of ‘playful learning’. We review key elements of playful learning and the two subtypes: free play and guided play. We suggest that games promote learning in ways similar to other playful learning situations. Games involve fun, a sense of curiosity and an inhibition of reality, in active, engaging, meaningful and socially interactive contexts. We argue that games therefore belong alongside free play and guided play to form a trio of playful learning experiences. This perspective adds to a growing understanding of the role of games in supporting children’s learning and development.  相似文献   

Emigration,internationalization, and “brain drain”: Propensities among British Academics     

Jack H. Schuster 《Higher Education》1994,28(4):437-452

This research links two important higher education phenomena: potential brain drain among academics abroad and the U.S. academic labor market. The inquiry draws on the brain drain literature and is grounded primarily on a secondary analysis of a major survey (1989) of British university and polytechnic faculty members. The anlaysis shows that fully 40.0 percent of university faculty are seriously considering a move abroad with the substantial majority favoring the United States as a destination. Faculty characteristics—including academic field, research versus teaching orientation, rank, age, gender, and political identification—are correlated with faculty members' professed interest in emigration. The analysis also compares (former) polytechnic to university faculty as well as to a subset of Oxford and Cambridge faculty.  相似文献