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LESLIE MUSTOE 《European Journal of Engineering Education》1995,20(3):313-323
This paper begins by looking at the views of industrialists on the kind of mathematics which they believe should be taught to engineering undergraduates. As might be expected, these views are diverse and at times contradictory. Opinions expressed by representatives of chartered institutions and by academics, from both engineering departments and mathematics departments, are also considered. The second part of the paper draws common threads from the collection of opinions and argues the case for mathematics to be regarded as a full engineering subject. Then it takes a critical look at the mathematics being taught and gives a realistic overview of the role of the computer in the teaching of mathematics to engineers. Finally, some broad principles for a future curriculum are stated and a positive way forward is advocated. 相似文献
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L. DIANNE BORDERS KIM K. BLOSS CRAIG S. CASHWELL LESLIE MARTIN RAINEY 《Counselor Education & Supervision》1994,34(2):172-179
The scientist-practitioner model was taught to counseling students by giving them an opportunity to integrate theory, research, and practice via a process research case study. 相似文献
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Impact of National Aquarium in Baltimore on Visitors' Conservation Attitudes,Behavior, and Knowledge
This study at the National Aquarium in Baltimore (NAIB) was conducted to assess four key aspects of the visitor experience: (1) incoming conservation knowledge, attitudes, and behavior of NAIB visitors; (2) patterns of use and interaction with exhibition components throughout the NAIB; (3) exiting conservation knowledge, attitudes, and behaviors of visitors; and (4) over time, how the NAIB experience altered or affected individuals' conservation knowledge, attitudes, and behaviors. Three hundred six visitors participated in the study, which was conducted from March through July, 1999. The study utilized four data‐collection techniques: (1) face‐to‐face interviews, (2) Personal Meaning Mapping (PMM), (3) tracking, and (4) follow‐up telephone interviews. Participants were a self‐selected population and were generally more knowledgeable about, more concerned about, and more involved in conservation‐related issues than the general public. However, they were far from conservationists. Visitors in this study clearly absorbed the fundamental conservation message at the NAIB. In fact, the NAIB visit appeared to focus visitors' conservation‐related thoughts, while also broadening their understanding of conservation. Changes in visitors' conservation knowledge, understanding, and interests by and large persisted over six to eight weeks after visiting NAIB. The NAIB experience also connected to visitors' lives in a variety of ways following their visit. However, these personal experiences rarely resulted in new conservation actions. In fact, their enthusiasm and emotional commitment to conservation (inspired during the NAIB visit) generally fell back to original levels, presumably in the absence of reinforcing experiences. The findings of this study are guiding subsequent investigations at the NAIB. More generally, the results suggest strategies to enhance current understanding of the impact free‐choice learning institutions have on their visiting public. 相似文献
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