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1.
Noemi Orazi Fulvio Mercuri Ugo Zammit Stefano Paoloni Massimo Marinelli Augusto Giuffredi 《文物保护研究》2016,61(4):236-244
In this work we investigate various aspects of the finishing process in ancient bronze sculptures by means of active infrared thermography (IRT). Active IRT provides information on surface and sub-surface features of the investigated artefact, by analysing the heat diffusion process induced within the sample by appropriate thermal stimulations usually produced by absorption of light emitted by different sources. The aim of this research is, in particular, to investigate the processing of bronze surfaces, revealing repairs like plugs, fillings, local castings and concealed marks. 相似文献
2.
Noemi Waight 《International Journal of Science and Mathematics Education》2014,12(5):1143-1168
In-depth interviews guided by video elicitations examined 30 high school science teachers’ conceptions of technology and by extension how these conceptions reflected dimensions of nature of technology. Altogether, 64 % of the teachers characterized their schools and departments as aggressive–moderate adopters with generous access and support for technological tools. In comparison, 30 % noted that their school lagged behind due to funding and lack of infrastructure. Definitions of technology revealed emphasis on technology as artifact, overwhelming optimism on the purpose and function of technology to improve and make life easier and as representation of advancement in civilization. In tandem, teachers were most drawn to two video scenarios—medical and everyday tool videos because it reflected notions of progression and expectations of future changes; heightened awareness of the multitude of available technologies; and perceived relevance with classroom content. Perhaps most telling in these findings was that few teachers were drawn to the classroom video scenario, and only three teachers highlighted the technology–science–school science connection. These findings have implications for holistic understandings of technologies, which may inform how science teachers perceive and enact technologies in their science classrooms. 相似文献
3.
Jean Graton created a series of comic books called Michel Vaillant, and its motorsports hero bore the same name. Michel Vaillant made his first appearance in 1957 in the weekly Tintin. Young French boys who loved adventure, sports and car racing greeted this publication with great enthusiasm. We studied the first series of Michel Vaillant, composed of 16 comic books produced in the 1960s. We have departed from traditional approaches and have based our method on the analysis of the sources of Graton’s inspiration. We link these sources to the comics’ text bubbles, visual signs and iconic meanings of the drawings. Our analysis of the comics’ iconography based on the establishment of a mass culture dedicated to the automobile brings to light the existence of an urge to go beyond the limits of tradition. Our research highlights that the success of Michel Vaillant is due, in the main, to the series’ detailed knowledge of the automobile sports industry, and to the myths of speed, youth and progress that it promulgates – myths in which its young male readers could see themselves reflected and which would also prepare them for the future. 相似文献
4.
Karen L. Murphy Sue E. Mahoney Chun‐Ying Chen Noemi V. Mendoza‐Diaz Xiaobing Yang 《Distance Education》2005,26(3):341-366
This case study of an online graduate course determines the message characteristics of the instructor, volunteer teaching assistants, and students in online discussions, and proposes a mentoring, coaching, and facilitating model for online discussions. The researchers developed a coding system based on the literature of mentoring, coaching, and facilitating to identify the characteristics of conference discussion messages. The instructor fostered the development of volunteer teaching assistants into coaches and of student discussion facilitators into facilitators of learning. The proposed constructivist model fosters active learning, provides scaffolding for students to become facilitators of learning, and suggests creative ways for online instructors to manage different types of teaching responsibilities. Recommendations for further research are included. 相似文献
5.
Antonio García‐Carmona Ana Maria Criado 《International Journal of Science Education》2013,35(16):2205-2245
The present article presents a didactic proposal oriented to teaching notions of semiconductor physics in secondary education. The methods and the results of a pilot study designed to analyse the effectiveness of a teaching sequence on the topic are also described. The subjects were 60 students, aged 14–15 years, of a secondary school in Seville, Spain. The levels of knowledge acquired by the students were evaluated by means of a test and personal interviews, which we also used to detect the most frequent obstacles they encountered against learning. Also, we employed personal interviews and analysis of the students’ notebooks to evaluate their attitudes towards semiconductor physics and its learning, and to evaluate the degree to which the teaching sequence fosters cooperative learning and the self‐regulation of learning. The results indicated that the students in general acquired ideas and reasoning in the appropriate line, although with some mistakes or inaccuracies with respect to scientific conceptions, and acquired positive attitudes towards the learning of semiconductor physics, with a high degree of motivation during the teaching–learning process. The conclusion is that it is possible to initiate teaching the basic notions of semiconductor physics in secondary education, although it is necessary to continue going deeper into the topic with new research. As a proposal for improvement in future actions, we formulate new objectives oriented at overcoming the students’ commonest obstacles against learning with respect to the topic. 相似文献
6.
Ana María Criado Antonio García‐Carmona 《International Journal of Science Education》2013,35(6):769-805
Student teachers were tested before and after a teaching unit on electrostatic interactions in an attempt to consider their intuitive ideas and concept development. A study was made of students’ explanations of basic interactions: those between two charged bodies, and those between a charged body and a neutral body. Two indicators of the cognitive status of the explanations were investigated: “context dependence” and “certainty or confidence index”. This allowed cognitive comparisons to be established between the explanations of different electrostatic interactions, and between the degrees of difficulty they represent for satisfactory conceptual evolution. The greatest difficulties were found with explanations of the phenomena of electrostatic induction. The sample consisted of 52 students in primary school teacher education who participated in a teaching unit designed to overcome these obstacles. 相似文献
7.
Ned Kock Ruth Chatelain-Jardón Jesus Carmona 《Decision Sciences Journal of Innovative Education》2009,7(2):359-375
It seems that surprise events have the potential to turn short-term memories into long-term memories, an unusual phenomenon that may have limited but interesting applications in learning tasks. This surprise-enhanced cognition phenomenon is theoretically modeled based on the notion that many human mental traits have evolved through natural selection; a mathematical analysis building on Price's covariance theorem is employed in this modeling effort. Additionally, the phenomenon is discussed in the context of an online learning task, based on a study involving 186 student participants. A simulated threat was incorporated into a human–computer interface with the goal of increasing the interface's knowledge-transfer effectiveness. The participants were asked to review Web-based learning modules and subsequently take a test on what they had learned. Data from six learning modules in two experimental conditions were contrasted. In the treatment condition, a Web-based screen with a snake in attack position was used to surprise the participants; the snake screen was absent in the control condition. As predicted, the participants in the treatment condition did significantly better in the test for the modules immediately before and after the snake screen than the participants in the control condition. These findings are extrapolated to classroom applications in general. Ethical considerations are also discussed. 相似文献
8.
This position paper provides a theory-based explanation informed by philosophy of technology (PoT) of the recurrent documented patterns often associated with attempts to enact technology-supported, inquiry-based approaches in precollege science classrooms. Understandings derived from the history of technological development in other domains (e.g. medicine, transportation, and warfare) reveal numerous parallels that help to explain these recurrent patterns. Historical analyses of major technologies reveal a conglomerate of factors that interact to produce benefits, as well as intended and unintended consequences. On a macro-scale, PoT facilitates understandings of how technologies interact and are impacted by individuals, society, institutions, economy, politics, and culture. At the micro-level, and most relevant to science education, PoT engages the inherent nature of technology along a number of key dimensions: role of culture and values, notions of technological progression, technology as part of systems, technological diffusion, technology as a fix, and the notions of expertise. Overall, the present analysis has implications for the design, development, implementation, and adoption of technological tools for use in precollege science education, and highlights the role of technology as both artifact and process. 相似文献
9.
This study examined teachers’ and students’ initial conceptions of computer-based models—Flash and NetLogo models—and documented how teachers and students reconciled notions of multiple representations featuring macroscopic, submicroscopic and symbolic representations prior to actual intervention in eight high school chemistry classrooms. Individual in-depth interviews were conducted with 32 students and 6 teachers. Findings revealed an interplay of complex factors that functioned as opportunities and obstacles in the implementation of technologies in science classrooms. Students revealed preferences for the Flash models as opposed to the open-ended NetLogo models. Altogether, due to lack of content and modeling background knowledge, students experienced difficulties articulating coherent and blended understandings of multiple representations. Concurrently, while the aesthetic and interactive features of the models were of great value, they did not sustain students’ initial curiosity and opportunities to improve understandings about chemistry phenomena. Most teachers recognized direct alignment of the Flash model with their existing curriculum; however, the benefits were relegated to existing procedural and passive classroom practices. The findings have implications for pedagogical approaches that address the implementation of computer-based models, function of models, models as multiple representations and the role of background knowledge and cognitive load, and the role of teacher vision and classroom practices. 相似文献
10.
Noemi Orazi 《文物保护研究》2020,65(8):437-449
ABSTRACT In this paper an overview of recent applications of mid-wave infrared imaging techniques to the study of books is presented. Studies performed by thermography and mid-wave infrared reflectography are reviewed to demonstrate how they can be used to investigate the main features of books. The capability of these techniques is exploited in the analysis of structural elements of the bookbindings and writing supports as well as in the characterization of the writings and illuminations. Thermographic and reflectographic results are compared with results obtained using other imaging techniques operating in different spectral regions, thus pointing out how mid-wave infrared imaging techniques can help in examining many aspects of books. Finally, it is shown that the obtained information can also be used to evaluate the condition of the book and, when required, to properly plan conservation treatments. 相似文献