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The recent awareness that humanity is the cause of an environmental crisis has given rise to a growing interest in two new academic disciplines: human ecology and environmental science. Environmental education requires specific techniques which result from its difficult objective: to understand and to teach the complex environmental issues in their entirety and to integrate the traditional monodisciplinary education into interdisciplinary training. Environmental education is well established in most biology and geography departments. An urgent need, however, exists for everyone of us to understand the environment and its governing principles. Therefore, great efforts should be made to further integrate environmental education into all faculties both at the undergraduate and at the postgraduate levels. Universities also have a certain responsibility for the preparation of appropriate numbers of experts to fulfil the needs of the labour market. They cannot be blind to the expertise demanded by society. Therefore, environmental curricula have to be prepared with the tasks of environmental professionals in mind. The environmental crisis cannot be solved by educating the population of the developed, industrialized world alone. To move towards a sustainable development of this planet requires that environmental education be an essential part of general development aid. 相似文献
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Habraken Clarisse L. Buijs Wim Borkent Hens Ligeon Willy Wender Harry Meijer Marijn 《Journal of Science Education and Technology》2001,10(3):249-256
This report describes a study which explores, from the out-of-school student viewpoint, why students are not studying chemistry anymore. In a 2-day stay at a research institution three groups of graduating high school students from different schools, together with their chemistry teacher, were confronted hands-on with molecular modeling in industry and in university. Each of these volunteer students had agreed to write an essay on School Chemistry Vs. Chemistry in Research. These essays were evaluated together by the students, the teacher, and the researcher in a meeting at their school. The opinion of the students show that school chemistry does not convey today's chemistry in research and in industry. At the computer screen the students demonstrated their skill in performing molecular modeling experiments. Moreover, at the computer screen, chemistry was fun and easier to understand. Now we begin to see the solution: our students are also our teachers. 相似文献
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Mitchell R. Smith Linus Zeuwts Matthieu Lenoir Nathalie Hens Laura M. S. De Jong Aaron J. Coutts 《Journal of sports sciences》2016,34(14):1297-1304
ABSTRACTThis study aimed to investigate the impact of mental fatigue on soccer-specific decision-making. Twelve well-trained male soccer players performed a soccer-specific decision-making task on two occasions, separated by at least 72 h. The decision-making task was preceded in a randomised order by 30 min of the Stroop task (mental fatigue) or 30 min of reading from magazines (control). Subjective ratings of mental fatigue were measured before and after treatment, and mental effort (referring to treatment) and motivation (referring to the decision-making task) were measured after treatment. Performance on the soccer-specific decision-making task was assessed using response accuracy and time. Visual search behaviour was also assessed throughout the decision-making task. Subjective ratings of mental fatigue and effort were almost certainly higher following the Stroop task compared to the magazines. Motivation for the upcoming decision-making task was possibly higher following the Stroop task. Decision-making accuracy was very likely lower and response time likely higher in the mental fatigue condition. Mental fatigue had unclear effects on most visual search behaviour variables. The results suggest that mental fatigue impairs accuracy and speed of soccer-specific decision-making. These impairments are not likely related to changes in visual search behaviour. 相似文献
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