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Sexual history-taking is a basic medical skill that is traditionally taught poorly in medical school. Practising medical professionals have frequently reported feeling inadequately trained at taking these histories or discussing sexual risk. In order to promote and enhance the learning of this basic skill, those who teach sexual history-taking need to understand how it is that learners learn to take sexual histories and, crucially, the barriers that stand in the way of this being effectively done. This paper is therefore firstly concerned with identifying the barriers that health professionals in training might face when learning how to take a sexual history and, secondly, with proposing the use of well-recognised educational interventions, such as constructivist and experiential learning theories, to overcome these barriers and facilitate appropriate learning. 相似文献
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P. C. Jinks 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):220-225
Eleven basic skills involved in effective listening and reading were isolated for study. These skills were believed to underlie an effective understanding of oral and written communications. It was hypothesized that training could improve the learning of these basic listening skills. After controlling for socio‐economic status and sex differences, pupils in grades 2 and 5 were randomly assigned to a training and a non‐training condition. The training consisted of a number of sessions whereby the student listened to pre‐recorded tapes composed around the 11 basic listening skills. Following training, all students were administered a 33‐item test consisting of questions measuring comprehension of the basic skills. Using analysis of variance techniques, the effectiveness of training in listening was analysed. Whereas the training was found to be highly effective at grade 2, it was only moderately effective at grade 5. 相似文献
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The Structure of Discourse in Collaborative Learning 总被引:1,自引:0,他引:1
Clark A. Chinn Angela M. O'donnell Theresa S. Jinks 《Journal of Experimental Education》2013,81(1):77-97
The authors examined the types of discourse structures that emerge during peer learning and the ways in which those structures are related to learning. One hundred and five 5th graders learned about writing conclusions that summarized the results of experiments they had conducted with electrical circuits. In groups of 4, they discussed the quality of 3 conclusions. The discourse structure of the discussions could be readily characterized as a network of arguments and counterarguments. The quantitative measures of the quality of those argument structures were positively related to improvement in the students' ability to write their own conclusions. In addition, the students who simply discussed whether the 3 conclusions were OK or not OK generated less complex argument structures than the students who discussed which of the 3 conclusions was best and which was worst. The results demonstrate the importance of considering the structure of peer discourse as a mediator of what students learn from peer interactions. 相似文献
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Joan Mellen Larry Langman Milt Fajans William Jinks 《Communication Booknotes Quarterly》2013,44(11):129-130
Joan Mellen's Voices from the Japanese Cinema (New York: Liveright, 1975—$12.50) The Quarterly Review of Film Studies (Redgrave Publishing Co., P.O. Box 408, Westport, Conn. 06880—$22.00 per year to institutions/14.00 to individuals) Larry Langman and Milt Fajans' Cinema and the Schools: A Guide to 101 Major American Films (Dayton, Ohio: Pflaum/Standard, 1975—$4.95, paper) William Jinks' The Celluloid Literature: Film in the Humanities (Beverly Hills, Calif.: Glencoe Press, 1974—$4.95, paper) 相似文献
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Gilbert De Landsheere Irving G. Hendrick Albert Pflüger Pote Sapianchai Gerald Fry C. G. Odaet Richard M. Wolf Gerlind Schmidt Reg James Douglas Pidgeon Charles R. Foster Ervin Bán Daniel M. Purdom Vincent Rogers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(1):81-98
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Self-efficacy Theory and Learning Environment Research 总被引:3,自引:0,他引:3
The purpose of this article is to bring to the attention of educators interested in student perceptions of the learning environment
the concept of self-efficacy. Social learning theorists define perceived self-efficacy as a sense of confidence regarding
the performance of specific tasks. Our premise is that student self-efficacy beliefs regarding academic performance can have
important implications for improving learning environments and, consequently, student outcomes. We believe that focusing on
students' academic self-efficacy could alter student perceptions of the learning environment. Unlike most beliefs systems,
which can be highly personal, academic self-efficacy is generally a belief that is addressable in a classroom context. Therefore,
understanding more about the reciprocal relationship between the learning environment and students' academic self-efficacy
beliefs should be a fruitful focus for learning environment research.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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