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1.
《津门武术》以天津地域武术为线索,系统的分析了天津的地理环境和人文等对武术文化的形成以及发展。全书共九章分别就津门武术发展的轨迹,众多的武术组织,天津特色武术流派,天津重点武术人物,天津的武侠小说创作及民间武术轶事以及《大公报》与土洋体育之争,第一届民运会的成功举办,天穆村武术文化的传承与发展,天津武术的地域文化定位等等,天津武术在其形成上因自己独特的地理位置和特别的人文形成了自己独立的特色,用杨教授的话来说：形成了“文化孤岛”独立的文化区,表现“吸纳性极强而辐射性太弱”的特点致使其独具特色,内容丰厚的天津武术并没有引起人们应有的重视。此书的撰写完成可谓是对天津这个独立的文化区的武术文化特色展现在了世人的面前,为天津这片地域武术的研究做出巨大的贡献。 相似文献
2.
Osman Nafiz Kaya 《Research in Science Education》2008,38(1):91-110
Although researchers in higher education propose alternatives to traditional approaches to assessment, traditional methods
are commonly used in college or university science courses. The purpose of this study was to explore the feasibility and validity
of Prospective Science Teachers’ (PSTs) concept maps as authentic assessment tools in a student-centred approach to describe
the changes in the conceptual understanding of the PSTs in general chemistry laboratory investigations. After the PSTs (n = 47) decided on important issues, such as who would assess their concept maps and what scoring strategy and criteria would
be used, they practiced assessing their own and peers’ concept maps during the first five laboratory investigations. They
subsequently constructed and assessed pre- and post-laboratory concept maps in a student-centred approach consisting of self,
peer, and instructor assessments for the five remaining laboratory investigations. The results of the study showed using pre-
and post-laboratory concept maps as authentic assessment tools in a student-centred approach was valid and reliable for describing
the conceptual understanding of the PSTs in a university general chemistry laboratory course. The results of individual interviews
indicated most PSTs had positive views of their assessment practices in the laboratory course. This study also provides pedagogical
implications for the training of science teachers. 相似文献
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Particular social aspects of the nature of science (NOS), such as economics of, and entrepreneurship in science, are understudied in science education research. It is not surprising then that the practical applications, such as lesson resources and teaching materials, are scarce. The key aims of this article are to (a) synthesize perspectives from the literature on economics of science (EOS), entrepreneurship, NOS, and science education in order to have a better understanding of how science works in society and (b) illustrate how such a synthesis can be incorporated in the practice of science education. The main objectives of this article are to (1) argue for the role and inclusion of EOS and entrepreneurship in NOS and re-define entrepreneurship in the NOS context; (2) explore the issues emerging in the “financial systems” of the Family Resemblance Approach (FRA) to NOS and propose the inclusion of contemporary aspects of science, such as EOS and entrepreneurship, into NOS; (3) conceptualize NOS, EOS, and entrepreneurship in a conceptual framework to explain how science works in the society; and (4) transform the theoretical knowledge of how science operates in society into practical applications for science teaching and learning. The conceptual framework that we propose illustrates the links between State, Academia, Market and Industry (the SAMI cycle framework). We suggest practical lesson activities to clarify how the theoretical discussions on the SAMI cycle framework can be useful and relevant for classroom practice. In this article, science refers to physics, chemistry, and biology. However, we also recommend an application of this framework to other sciences to reveal their social-institutional side. 相似文献
5.
Kaya Yilmaz 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,55(1):21-37
Aimed at documenting the problems and constraints confronting learner-centered instruction in Turkey, this article first explains the link between democracy and education and the role of learner-centered instruction in realizing democratic ends. By drawing on John Dewey’s ideas and Turkish scholars’ perspectives on Turkish education, the article then presents the problems and constraints that pose threats to the implementation of learner-centered instruction in Turkey. The author also explains the problems within the Turkish educational system and teacher education programmes, and the challenges that in-service teachers and students may experience with learner-centered instruction. 相似文献
6.
Parents are generally less involved in their children’s science education (as compared to reading and mathematics) due to
low self-efficacy and a lack of home-school communication. This study examined parental interest and attitudes in science
as well as the nature of parent-to-child questioning during an interactive home, school, and community collaboration in the
southeastern United States. Study results, compiled from observations, exit surveys, and interviews revealed largely positive
family interactions and attitudes about science learning and increased parental interest toward involvement in elementary
science. Parents frequently used productive questioning techniques during activities. These results imply that successful
home, school, and community partnerships may elevate levels of parental participation in their children’s science education
and the parents’ perception of themselves as being competent in assisting in science. 相似文献
7.
Cansarp Kaya 《Soccer & Society》2018,19(2):236-251
In 2013, Gibraltar was accepted as a full member of UEFA after long years of struggle. The accession period was marked by a strong Spanish veto that successfully led to the rejection of the application in 2007. This article tries to answer how Spain lost its influence on UEFA decision-making. Referring to the lobbying literature on influence mechanisms, I argue that Spain’s main strategy of withdrawal threat was not credible anymore after 2007. It was a period when La Liga was losing its competitiveness, UEFA was increasing the amount of monetary distributions to football clubs, and Spain was suffering from an economic crisis. As a result, a threat of withdrawal became less influential than Gibraltar’s repeated litigation strategy and Gibraltar became UEFA’s 54th member. 相似文献
8.
This study investigated the relations among preservice elementary teachers’ ideas about evolution, their understanding of
basic science concepts and college science coursework. Forty-two percent of 240 participants did not accept the theory of
human evolution, but held inconsistent ideas about related topics, such as co-existence of humans and dinosaurs and plate
tectonics. Accepting the theory of evolution was positively correlated with correctly answering the three other questions
related to the age of Earth. Furthermore, participants who rejected evolution scored significantly lower on a test of basic
science concepts than did participants who held accurate views on human evolution. Study results revealed no apparent association
between completion of advanced college science courses and acceptance of evolutionary theory or understanding of science concepts.
Implications for elementary science teacher education were discussed. 相似文献
9.
Duygu Gül Kaya 《Popular Communication》2018,16(2):128-140
ABSTRACTRelying on Marianne Hirsch’s work on postmemory, as well as theories about new media and memory, this study explores how a group of Armenian young adults in Toronto remember the Armenian Genocide from afar, 100 years after it happened. The data come from 100 Voices: Survival, Memory, Justice. Through a thematic and visual analysis of a sample of video clips posted on YouTube, this study argues that 100 Voices is a work of postmemory that stands at the intersection of prevailing ethno-nationalist constructions of Armenian identity on the one hand, and universal discourses of human rights and historical justice, on the other. Participants are positioned as the Armenian youth, performing a particular duty of memory to remember the genocide and transmit genocide memories to future generations. At the same time, 100 Voices enables these youths to emerge as activists who express their group-based claims through universal parameters of claim-making. 相似文献
10.
The purpose of this mixed‐method study was to investigate the changes in high school students' perceptions of fluency with innovative technologies (IT) and the levels of students' scientific inquiry abilities as a result of engaging students in long‐term scientific research projects focusing on community‐based environmental issues. Over a span of 3 years, a total of 125 ninth‐ through twelfth‐grade students participated in this study. A project‐specific Likert‐scale survey consisting of three parts (fluency with All Technologies, GPS/GIS, and CBL2/EasyData) was administered to all students as a pre‐ and post‐test. At the end of the study, 45 students were randomly interviewed and asked to elaborate on the changes in their perceptions of fluency with IT. The results indicated statistically significant increases (p < 0.001) in students' perceptions of their fluency with IT. Qualitative analysis of students' interview results corroborated the statistical findings of students' changes in perceptions of their fluency with IT. Students' research papers based on the environmental studies conducted at the interface of classroom and community were analyzed using the Scientific Inquiry Rubrics, which consist of 11 criteria developed by the researchers. Results indicated the students' abilities to conduct scientific inquiry for 7 out of 11 criteria were at the proficient level. This study clearly points to the correlation between the development of IT fluency and ability levels to engage in scientific inquiry based on respective competencies. Ultimately, this research study recommends that students' IT fluency ought to be developed and assessed concurrently with an emphasis on contemporary higher order scientific inquiry abilities. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 94–116, 2011 相似文献