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1.
Ayalon Michal Wilkie Karina J. Eid Katrin Hajjar 《Educational Studies in Mathematics》2022,110(1):23-48
Educational Studies in Mathematics - Argu mentative problem solving in mathematics classrooms is a crucial practice that supports important student learning goals via collaborative deliberation and... 相似文献
2.
Sohaib Ahmed Sameena Javaid Moazzam Fareed Niazi Anzar Alam Adnan Ahmad Murad Ali Baig 《Technology, Pedagogy and Education》2019,28(1):53-71
The use of Bluetooth Low Energy (BLE) beacons is becoming widespread for context-aware learning environments. This technology can be used in indoor and outdoor settings such as museums, shops, home and schools in order to identify the location of learners and their contexts. Specifically, in the constructivist view of learning, learners can use such sensing technology for constructing knowledge and experiencing learning at any time, anywhere. However, exploration of such technology has been limited in the constructivist context-aware ubiquitous learning (U-learning) literature. For this purpose, the authors evaluated two android-based U-learning applications: one was an outdoor learning environment in a garden, the other was about locating books in a library. The applications were implemented and tested with school and university students. The qualitative results are presented in this article, and show how such sensing technology is promising for both pedagogical environments. 相似文献
3.
Jana Mahlke Martin Schultze Tobias Koch Michael Eid Regina Eckert Felix C. Brodbeck 《Structural equation modeling》2016,23(1):91-110
Multisource feedback instruments are a widely used tool in human resource management. However, comprehensive validation studies remain scarce and there is a lack of statistical models that account appropriately for the complex data structure. Because both peers and subordinates are nested within the target but stem from different populations, the assumption of traditional multilevel structural equation models that the sample on a lower level stems from the same population is violated. We present a multilevel confirmatory factor analysis multitrait–multimethod (ML–CFA–MTMM) model that considers this peculiarity of multisource feedback instruments. The model is applied to 2 scales of the Benchmarks® instrument and it is demonstrated how measures of reliability and of convergent and discriminant validity can be obtained using multilevel structural equation modeling software. We discuss the results as well as some implications and guidelines for the use of the model. 相似文献
4.
An extension of two confirmatory factor models for multitrait-multimethod measurement designs with structurally different methods to the analysis of latent interaction effects is presented: the nonlinear latent difference (NL-LD) model and the nonlinear correlated trait–correlated method-minus-one (NL-CTC[M – 1]) model. Both models are compared with regard to (a) the psychometric definition of the latent variables, (b) the capabilities of explaining latent method effects, and (c) the analysis of latent interaction effects. Using the latent moderated structural equation approach, we show how moderated method effects can be examined in the NL-CTC(M – 1) model. This fine-grained analysis of method effects is not feasible using the classical NL-LD model. We propose an extended version of the NL-LD model, which recovers the results of the NL-CTC(M – 1) model. The different versions of the nonlinear multimethod models are illustrated using real data from a multirater study. Finally, the advantages and challenges of incorporating latent interaction effects in complex CFA–MTMM models are discussed. 相似文献
5.
Murad E. Jurdak 《Educational Studies in Mathematics》1977,8(2):225-238
Summary This study is a preliminary correlational study. Consequently, the statements given in the discussion are tentative and imply no cause-effect relationships. In general this study supports the idea that the ability to recognize valid principles is not a unitary ability which develops with age and levels off at a fixed age in the age range 11–16 years. For one thing, decisions made by children concerning the validity of inferences do not seem to be made solely on a formal basis but also on the kind of the linguistic structures of the natural language used. Moreover, there are structural variables which seem to reflect developmental growth and variables which do not. The most important single one in the latter is decidability, i.e., ability to recognise principles with no logically necessary conclusions. Further research is being planned with the hope of refining the model and isolating and studying different variables under experimental control.American University of BeirutThis research was supported by The Science and Mathematics Education Center (SMEC) of the American University of Beirut with funds from a Ford Foundation Grant. 相似文献
6.
Due to the increasing workloads for supervisors and the challenges in research proposals for postgraduates, the study focused on engaging 15 postgraduates in a Malaysian public university in a peer research group. The data was collected from observations of the group meetings, video-recorded peer feedback and follow-up interviews. The qualitative analysis of the data indicates that the research group supported the postgraduates through peer feedback practices, learning how to present proposals and defend themselves and finding directions in research proposals. Although their engagement was challenged by initial reservations of some postgraduates to present their proposals and provide feedback and issues related to provision, reception and reliability of peer feedback, these challenges were minimized through mentoring and instructional strategies. While peer research groups represent a valuable pedagogical support that complement supervisors’ support to postgraduates in developing their research proposals, the value should be maximized by integrating supervisors in research groups. 相似文献
7.
The purpose of the present study is to document, compare, and analyze the nature of spatial reasoning by practitioners (plumbers)
in the workplace and students in the school setting while constructing solids, with given specifications, from plane surfaces.
Data were collected from a plumbing workshop and five high school students while constructing a cylindrical container of capacity
one-liter and height of 20 cm. The results confirm the power of activity theory and its methodology in explaining and identifying
the structural differences between the two activities in the two different cultural settings. Students and plumber activity
structures differed in the operational aspect (actions) and the means and concrete conditions (operations) under which such
a goal is carried out. Activity theory has the potential to explain the differences between the two activities in terms of
differences in the motive, social-cultural settings, the tools that were available and accessible which resulted in different
actions, and the constraints (operations) under which the task was executed. Theoretical and pedagogical implications were
identified.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
8.
Hesham Khalifa Sherif A El-Safty Abdullah Reda Mohamed A Shenashen Alaa I Eid 《国家科学评论(英文版)》2020,7(5):863
We report on low-cost fabrication and high-energy density of full-cell lithium-ion battery (LIB) models. Super-hierarchical electrode architectures of Li2SiO3/TiO2@nano-carbon anode (LSO.TO@nano-C) and high-voltage olivine LiMnPO4@nano-carbon cathode (LMPO@nano-C) are designed for half- and full-system LIB-CR2032 coin cell models. On the basis of primary architecture-power-driven LIB geometrics, the structure keys including three-dimensional (3D) modeling superhierarchy, multiscale micro/nano architectures and anisotropic surface heterogeneity affect the buildup design of anode/cathode LIB electrodes. Such hierarchical electrode surface topologies enable continuous in-/out-flow rates and fast transport pathways of Li+-ions during charge/discharge cycles. The stacked layer configurations of pouch LIB-types lead to excellent charge/discharge rate, and energy density of 237.6 Wh kg−1. As the most promising LIB-configurations, the high specific energy density of hierarchical pouch battery systems may improve energy storage for long-driving range of electric vehicles. Indeed, the anisotropic alignments of hierarchical electrode architectures in the large-scale LIBs provide proof of excellent capacity storage and outstanding durability and cyclability. The full-system LIB-CR2032 coin cell models maintain high specific capacity of ∼89.8% within a long-term life period of 2000 cycles, and average Coulombic efficiency of 99.8% at 1C rate for future configuration of LIB manufacturing and commercialization challenges. 相似文献
9.
De Almeida Maia Denise Pohl Steffi Okuda Paola Matiko Martins Liu Ting Puglisi Marina Leite Ploubidis George Eid Michael Cogo-Moreira Hugo 《Educational Assessment, Evaluation and Accountability》2022,34(2):227-239
Educational Assessment, Evaluation and Accountability - The Bracken School Readiness Assessment (BSRA) has been used in large studies such as the Millennium Cohort Study (MCS). Important... 相似文献
10.
In order to enhance our understanding of inter-individual differences in scholastic motivation, this study examined if self-determination predicts the school engagement of four different motivation types (MT) in a large sample of adolescent students (N = 1088) from Brandenburg, Germany: (1) peer-dependent MT, (2) teacher-dependent MT, (3) peer-and-teacher-dependent MT and (4) peer-and-teacher-independent MT. Using structural equation modelling (SEM), the four types were first compared on latent variables (perceived self-determination and school engagement) and then, a latent multigroup SEM was conducted to test whether self-determination (competence, relatedness and autonomy) would predict emotional and behavioural school engagement separately by MT. The findings underscore the relevance of the typology as well as important inter-individual differences in the association between students’ psychological needs (competence, relatedness and autonomy) and their school engagement. 相似文献