排序方式： 共有3条查询结果，搜索用时 15 毫秒
1
1.
We argue that learning science requires children to move from perceptually based representations to more abstract conceptual representations and to understand that appearance may sometimes deceive us and that the same phenomenon in the world can have more than one representation when seen from different perspectives. We also argue that the beginnings of such an epistemological perspective can be found in young children’s ability to think about the difference between their beliefs and the beliefs of others in the social domain, i.e., their Theory of Mind. We present the results of two empirical studies that show significant correlations between children’s growing Theory of Mind, developing epistemological thinking, and science learning, and suggest that Theory of Mind tasks can be used to promote conceptual change in science. 相似文献
2.
This article presents the case of student mobility through the ERASMUS programme at the University of Patras in Greece. Through research based on official records, questionnaires and interviews with students of the University of Patras who participated in mobility programmes during the period 2000–2005, this article examines the way Greek students perceive their participation in the ERASMUS programme, the problems and difficulties they encounter as well as the benefits they deem they derive from their participation. 相似文献
3.
Lisa M. Henderson Natassa Tsogka Margaret J. Snowling 《Journal of Research in Special Educational Needs》2013,13(1):57-65
Visual stress (the experience of visual distortions and discomfort during prolonged reading) is frequently identified and alleviated with coloured overlays or lenses. Previous studies have associated visual stress with dyslexia and as a consequence, coloured overlays are widely distributed to children and adults with reading difficulty. However, this practice remains controversial. We investigated whether overlays have advantageous and reliable benefits for reading in undergraduate students with and without dyslexia. Both groups read jumbled text faster with a coloured overlay than without. The dyslexic group did not show greater gains than controls, despite reporting significantly more symptoms of visual stress. However, coloured overlays did not improve reading rate or comprehension of connected text. The improvement in reading speed with an overlay was not reliable and was significantly reduced at retesting for dyslexic students. These results question the value of coloured overlays as a tool for identifying visual stress and as a form of remediation for the reading difficulties associated with dyslexia. 相似文献
1