排序方式： 共有70条查询结果，搜索用时 15 毫秒
1.
2.
Magdalena C. Struwig Adriana A. Beylefeld Georgina Joubert 《Teaching in Higher Education》2016,21(5):590-609
Medical microbiology presents a challenge to undergraduate students, mostly due to its extensive content and complexity of unfamiliar terminology. In addition to a narrative review of the literature, we report findings on students’ motivation for and approach to learning in the Infections module of an undergraduate medical curriculum, and their perceived lack of retention of knowledge acquired in the module, as determined by a self-administered, anonymous questionnaire. When students experienced information overload, they reverted to performance goals and the wrong motivation for learning. Their focus turned primarily to being successful in tests and examinations, and they consequently adopted a surface approach to learning. Surface learning and memorisation of facts without understanding its content usually result in moderate retention of knowledge, which could handicap the development of clinical reasoning. However, the concern about students’ perceived poor retention of knowledge can be laid to rest – the prognosis is not discouraging after all. 相似文献
3.
Rachael Davis Georgina Donati Kier Finnegan James P. Boardman Bethan Dean Sue Fletcher-Watson Gillian S. Forrester 《Child development》2022,93(4):869-880
Visual field biases have been identified as markers of atypical lateralization in children with developmental conditions, but this is the first investigation to consider early lateralized gaze behaviors for social stimuli in preterm infants. Eye-tracking methods with 51 preterm (33 male, 92.1% White) and 61 term-born (31 male, 90.1% White) infants aged 8–10 months from Edinburgh, UK, captured the development of visual field biases, comparing gaze behavior to social and non-social stimuli on the left versus right of the screen. Preterm infants showed a significantly reduced interest to social stimuli on the left versus right compared to term children (d = .58). Preterm children exhibit early differential orienting preferences that may be an early indicator of atypical lateralized function. 相似文献
4.
Anita Munnelly Georgina Martin Charlotte Dack Ann Zedginidze Louise McHugh 《Learning & behavior》2014,42(3):270-280
Previous studies have found that social exclusion can cause distress to those excluded. One method used to study social exclusion is through a virtual ball-toss game known as Cyberball. In this game, participants may be excluded from or included in the ball-toss game and typically report lower feelings of self-esteem, control, belonging, and meaningful existence following exclusion. Experiments 1 and 2 sought to explore the transfer of feelings of exclusion and inclusion through stimulus equivalence classes. In both experiments, participants were trained to form two three-member equivalence classes (e.g., A1–B1, B1–C1; A2–B2, B2–C2) and were tested with novel stimulus combinations (A1–C1, C1–A1, A2–C2, C2–A2). Thereafter, participants were exposed to the Cyberball exclusion and inclusion games. In these games, one stimulus (C1) from one equivalence class was assigned as the Cyberball inclusion game name, whereas one stimulus (C2) from the other equivalence class was assigned as the Cyberball exclusion game name. In Experiment 2, participants were only exposed to the Cyberball exclusion game. During a subsequent transfer test, participants were asked to rate how included in or excluded from they thought they would be in other online games, corresponding to members of both equivalence classes. Participant reported that they felt they would be excluded from online games if the games were members of the same equivalence class as C2. In contrast, participants reported that they felt they would be included in online games if the games were members of the same equivalence class as C1. Results indicated the transfer of feelings of inclusion (Experiment 1) and feelings of exclusion (Experiments 1 and 2) through equivalence classes. 相似文献
5.
This paper provides a systematic examination of the use of a Grand Innovation Prize (GIP) in action – the Progressive Automotive Insurance X PRIZE – a $10 million prize for a highly efficient vehicle. Following a mechanism design approach we define three key dimensions for GIP evaluation: objectives, design, and performance, where prize design includes ex ante specifications, ex ante incentives, qualification rules, and award governance. Within this framework we compare observations of GIPs from three domains – empirical reality, theory, and policy – to better understand their function as an incentive mechanism for encouraging new solutions to large-scale social challenges. Combining data from direct observation, personal interviews, and surveys, together with analysis of extant theory and policy documents on GIPs, our results highlight three points of divergence: first, over the complexity of defining prize specifications; secondly, over the nature and role of incentives, particularly patents; thirdly, the overlooked challenges associated with prize governance. Our approach identifies a clear roadmap for future theory and policy around GIPs. 相似文献
6.
We suggest that most inquiry in special education is misconceived. We examine the consequences of an allegiance to the erstwhile knowledge of special education in professional assumptions about learning difficulty and the research and practice of special education. We assert that obeisance to that knowledge has proven unfruitful for the children and young people it is intended to serve. Suggesting that the preferred inquiry methods of special education have led only into culs-de-sac, we argue that inclusive education should reinstate the importance of teachers' own experience, insights, and values—restore the significance of reflective practice. It is these that should provide the lead for new developments in inclusion. We suggest that arguments for inclusion have to emerge less out of the kind of supposed knowledge so respected by 20th-century educators—less out of notions of success and failure (of children or of schools)—and more out of ideas about social justice and human rights. 相似文献
7.
Georgina Murray 《Educational Philosophy and Theory》2018,50(14):1382-1383
8.
9.
Paula J. Kaplan Jessie Watters Georgina White Ruth Parry Robert Bates 《Child abuse & neglect》1984,8(3):343-351
Information from 422 cases of child mistreatment in Toronto was gathered from the files of a child welfare agency and a children's hospital. These data were compared to patterns reported in previous studies and clinical writings on child mistreatment to investigate similarities and differences in families whose children have been abused in Canada, England, and the United States. Findings from the present study were similar to others in many respects. The differences were primarily in the area of lower incidences of such problems as perinatal difficulties in the children and intellectual limitations and social isolation in the parents; however, there was a higher incidence of single-parent families. The results suggest that clinicians should bear in mind that child mistreatment cannot be ruled out on the grounds that no serious problems have been noted for the child or the family. 相似文献
10.
This paper considers a curriculum design motivated by a desire to explore more valid pedagogical approaches that foster critical thinking skills among students engaged in an Environmental Science course in South Africa, focussing specifically on the topic of Citizen Science. Fifty-three under graduate students were involved in the course, which was run over a two week period. Data were generated from several sources, including individual student evaluations, a focus group discussion, lecturer reflections and summative assessment results. During the course, the development of critical thinking skills was scaffolded by different thinking approaches to the possibilities and problematics of student-selected case studies, followed by a collaborative re-examining of ‘what is known’ about Citizen Science. Spiralling engagement with various resources harnessed the diversity of the class, as they drew on their personal and disciplinary backgrounds. The insights highlight possibilities for alternative higher education teaching models for emerging subjects such as Environmental Science, where the competencies required of graduates, such as critical thinking and coping with uncertainty, differ significantly from traditional ‘science’ competencies, and therefore require a departure from traditional teaching methods. 相似文献