排序方式： 共有25条查询结果，搜索用时 109 毫秒
1.
Constructing explanations is an essential skill for all science learners. The goal of this project was to model the key components of expert explanation of molecular and cellular mechanisms. As such, we asked: What is an appropriate model of the components of explanation used by biology experts to explain molecular and cellular mechanisms? Do explanations made by experts from different biology subdisciplines at a university support the validity of this model? Guided by the modeling framework of R. S. Justi and J. K. Gilbert, the validity of an initial model was tested by asking seven biologists to explain a molecular mechanism of their choice. Data were collected from interviews, artifacts, and drawings, and then subjected to thematic analysis. We found that biologists explained the specific activities and organization of entities of the mechanism. In addition, they contextualized explanations according to their biological and social significance; integrated explanations with methods, instruments, and measurements; and used analogies and narrated stories. The derived methods, analogies, context, and how themes informed the development of our final MACH model of mechanistic explanations. Future research will test the potential of the MACH model as a guiding framework for instruction to enhance the quality of student explanations. 相似文献
2.
3.
4.
The growing ubiquity of mobile telephony able to send e-mail raises new questions, and renews old issues, about the effect of the medium on a message. This article reports experimental results testing effects of user- and medium-generated cues on perceptions of message senders. Grounded in warranting theory, we assess the interaction of low- and high-warrant cues on perceptions of the sender's professionalism, hypothesizing senders of grammatically accurate messages are perceived as more credible. However, we also hypothesize an interaction between grammatical accuracy and the system-generated high-warrant cues from the mobile device used to send the message. Responses from 111 students assessing the credibility of an e-mail sender indicate that, although a message's user-generated content (grammatically accurate vs. erred) influences receiver's perceptions, negative attributions are attenuated by cues reflecting the transmission medium (i.e., a message's mobile signature block). Findings offer theoretical implications for warranting theory. Additionally, results suggest practitioners need to craft a message and indicate the transmission medium strategically to mitigate any impacts on attributions of professionalism to message receivers. 相似文献
5.
Individuals frequently engage in self-presentation via social media and can subsequently receive various simple communicative cues (paralinguistic digital affordances; PDAs) from which they may determine the success of their self-presentation, including Likes and Upvotes. Previous research has found these communicatively abstract one-click cues are interpreted idiosyncratically when received, but the quantity received matters to users in determining whether a post is “successful.” The present work probes explanatory mechanisms behind the use of PDA responses as a metric of self-presentational success, deriving hypotheses from social comparison theory, social penetration theory, and expectancy violations theory. Results from a survey (N = 255) reveal that social comparison and communicative reciprocity provide explanatory power regarding the threshold of Likes and Reactions to a Facebook post needed to consider a post successful. 相似文献
6.
7.
Michael C. Zourdos Caleb D. Bazyler Edward Jo Andy V. Khamoui Bong-Sup Park Sang-Rok Lee 《Research quarterly for exercise and sport》2017,88(1):114-119
Purpose: The purpose of this investigation was to examine the effects of a submaximal running warm-up on running performance in male endurance athletes (n = 16, Mage = 21 ± 2 years, MVO2max = 69.3 ± 5.1 mL/kg/min). Method: Endurance performance was determined by a 30-min distance trial after control and submaximal running warm-up conditions in a randomized crossover fashion. The warm-up began with 5 min of quiet sitting, followed by 6 min of submaximal running split into 2-min intervals at speeds corresponding to 45%, 55%, and 65% maximal oxygen consumption (VO2max). A 2-min walk at 3.2 km/hr concluded the 13-min warm-up protocol. For the control condition, participants sat quietly for 13 min. VO2 and heart rate (HR) were determined at Minutes 0, 5, and 13 of the pre-exercise protocol in each condition. Results: At the end of 13 min prior to the distance trial, mean VO2 (warm-up = 14.1 ± 2.2 mL/kg/min vs. control = 5.5 ± 1.7 mL/kg/min) and mean HR (warm-up = 105 ± 11 bpm vs. control = 67 ± 11 bpm) were statistically greater (p < .001) in the warm-up condition compared with the control condition. The distance run did not statistically differ (p = .37) between the warm-up (7.8 ± 0.5 km) and control (7.7 ± 0.6 km) conditions; however, effect size calculation revealed a small effect (d = 0.2) in favor of the warm-up condition. Thus, the warm-up employed may have important and practical implications to determine placing among high-level athletes in close races. Conclusions: These findings suggest a submaximal running warm-up may have a small but critical effect on a 30-min distance trial in competitive endurance athletes. Further, the warm-up elicited increases in physiological variables VO2 and HR prior to performance; thus, a submaximal specific warm-up should warrant consideration. 相似文献
8.
Caleb John Clark 《TechTrends》2000,44(5):41-45
Conclusion The 1914 definition of geek reads: (1) a person, often of an intellectual bent, who is disapproved of, (2) a carnival performer
often billed as a wild man whose act usually includes biting the head off a live chicken or snake (Merriam-Webster, 1997).
Nowadays geeks rule. Geeks are now enmeshed at a very high level in every facet of the information age that is changing the
world spinning under our feet. Geeks are literally building this new information world by producing the software and hardware
that make it run. Geeks get work, geeks are becoming attractive partners, and geeks are actually cool! The times they are
a changin” !
Perhaps a new definition in the year 2000 might read: ( 1 ) a person prone to energetic acceptance of emerging technology,
esp. computers and the Internet, (2) one whose act includes selfdirected learning of such technology.
Geek learning is basically self-directed learning with a heavy dash of exploratory learning thrown in for good measure. However,
support for selfdirected learning in higher education has been shown to be very low (Wilcox, 1996). This low level of support
is evidence of the resistance to the new information age, a natural but dangerous reaction to chaos.
I believe that the chaotic and decentralized nature of the exploding information age demands a reexamination of theories such
as “self-directed” and “exploratory” learning— terms coined by non-geeks to describe things geeks do naturally.
In these times, teachers and instructional designers grappling with how to facilitate technology learning should heed the
advice of the old expression, “When in Rome ...” and just let it go, and G.E.E.K.O.U.T! 相似文献
9.
Although the use of clickers and peer discussion is becoming common in large-lecture undergraduate biology courses, their use is limited in small-enrollment seminar-style courses. To investigate whether facilitating peer discussion with clickers would add value to a small-enrollment seminar-style course, we evaluated their usefulness in an 11-student Embryology course at the University of Colorado, Boulder. Student performance data, observations of peer discussion, and interviews with students revealed that adding clickers to a small-enrollment course 1) increases the chance students will do the required reading before class, 2) helps the instructor engage all students in the class, and 3) gives students a focused opportunity to share thinking and to learn from their peers. 相似文献
10.
Anna Hiatt Gregory K. Davis Caleb Trujillo Mark Terry Donald P. French Rebecca M. Price Kathryn E. Perez 《CBE life sciences education》2013,12(3):494-508
To examine how well biology majors have achieved the necessary foundation in evolution, numerous studies have examined how students learn natural selection. However, no studies to date have examined how students learn developmental aspects of evolution (evo-devo). Although evo-devo plays an increasing role in undergraduate biology curricula, we find that instruction often addresses development cursorily, with most of the treatment embedded within instruction on evolution. Based on results of surveys and interviews with students, we suggest that teaching core concepts (CCs) within a framework that integrates supporting concepts (SCs) from both evolutionary and developmental biology can improve evo-devo instruction. We articulate CCs, SCs, and foundational concepts (FCs) that provide an integrative framework to help students master evo-devo concepts and to help educators address specific conceptual difficulties their students have with evo-devo. We then identify the difficulties that undergraduates have with these concepts. Most of these difficulties are of two types: those that are ubiquitous among students in all areas of biology and those that stem from an inadequate understanding of FCs from developmental, cell, and molecular biology. 相似文献