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Peggy Johnson 《Library Collections, Acquisitions, and Technical Services》2003,26(4):469-470
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A theoretical model of nonscience majors' motivation to learn science was tested by surveying 369 students in a large‐enrollment college science course that satisfies a core curriculum requirement. Based on a social‐cognitive framework, motivation to learn science was conceptualized as having both cognitive and affective influences that foster science achievement. Structural equation modeling was used to examine the hypothesized relationships among the variables. The students' motivation, as measured by the Science Motivation Questionnaire (SMQ), had a strong direct influence on their achievement, as measured by their science grade point average. The students' motivation was influenced by their belief in the relevance of science to their careers. This belief was slightly stronger in women than men. Essays by the students and interviews with them provided insight into their motivation. The model suggests that instructors should strategically connect science concepts to the careers of nonscience majors through such means as case studies to increase motivation and achievement. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 1088–1107, 2007 相似文献
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This study assessed the validity of the Kindergarten Teacher Rating Scale (KTRS) in predicting reading achievement for male and female students. The KTRS was a significant predictor of reading achievement for both boys and girls; differential predictive validity for boys and girls was not found. The KTRS explained about 30% of the variance in reading achievement both at the end of the 1st grade and the beginning of 2nd grade. The proportion of variance in reading achievement explained by variance in KTRS scores was significantly greater than the proportion of variance in reading achievement explained by variance in reading readiness scores. There were no significant differences in the mean KTRS scores for male and female students. 相似文献
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Several cognitive psychologists have written about the importance of placing instruction within “authentic” contexts that mirror real-life situations. They argue that knowledge learned in academic settings does not necessarily transfer to non-academic settings. Whether preparing performance technologists or instructional designers, educators must strive to create meaningful problem-solving contexts that enable students to define, and subsequently solve, real-world problems. In an attempt to address this issue we have modified the way we teach instructional design. This paper discusses a cognitive apprenticeship approach to teaching design, which incorporates elements of modeling, coaching, reflection, articulation, and exploration. We describe how these features are embedded within three phases (orientation, situated training/learning, and exploration) of an introductory instructional design course designed to move our novice designers along a continuum of expertise as they develop and refine their own professional design skills. Although the apprenticeship model described here specifically addresses concerns within the context of preparing instructional designers, we believe that this model can be adapted to address similar issues in the education of performance technologists. 相似文献
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It is widely assumed that there is an eccentric hamstring muscle fibre action during the swing phase of high-speed running. However, animal and modelling studies in humans show that the increasing distance between musculotendinous attachment points during forward swing is primarily due to passive lengthening associated with the take-up of muscle slack. Later in the swing phase, the contractile element (CE) maintains a near isometric action while the series elastic (tendinous) element first stretches as the knee extends, and then recoils causing the swing leg to forcefully retract prior to ground contact. Although modelling studies showed some active lengthening of the contractile (muscular) element during the mid-swing phase of high-speed running, we argue that the increasing distance between the attachment points should not be interpreted as an eccentric action of the CE due to the effects of muscle slack. Therefore, there may actually be no significant eccentric, but rather predominantly an isometric action of the hamstrings CE during the swing phase of high-speed running when the attachment points of the hamstrings are moving apart. Based on this, we propose that isometric rather than eccentric exercises are a more specific way of conditioning the hamstrings for high-speed running. 相似文献
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Social interactions between preschool behaviorally handicapped children were measured under three experimental conditions during free-play: (a) active teacher involvement in free-play, (b) no teacher involvement in free-play, and (c) teacher structured free-play. Significantly more child-child interactions occurred during teacher structured free-play than in either of the other two conditions, with the no teacher involvement condition producing significantly more child-child interactions when compared to the active teacher involvement condition. Additionally, significantly more teacher-child interactions occurred during the active teacher involvement condition than in either of the other two conditions, with nonsignificant differences in teacher-child interaction between the no teacher involvement and the teacher structured conditions. The results are discussed in terms of their implications for ameliorating social interaction deficits among young behaviorally handicapped children. 相似文献
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