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We have conducted action research involving an instructional intervention over a 20-year period. This has demonstrated that spatial ability influences academic performance in engineering, and can be increased through instruction focused on using perception and mental imagery in three-dimensional representation. Prior to our intervention, the first-year engineering graphics course at our university had a failure rate of 36% for all engineering students and failure rates of 80% for African students studying at our university. Similar high failure rates were reported in engineering drawing and design courses at other Southern African universities, and similar association between low scores on tests of spatial ability and academic performance, suggesting that the problem was one encountered by many engineering students, not just by students at our university. Over the initial 2 years of the intervention, pass rates for the first-year engineering graphics course increased from 64 to 76%. With further changes in teaching, and the training of senior students as tutors to support the lecturing and practical activities provided in the course, the pass rates have risen to 88% annually, over a period in which the composition of the first-year student has become increasingly diverse, with greater numbers of students entering the university from disadvantaged educational backgrounds. The instructional model we have used is based on Piagetian principles, and confirms Piaget's theories with respect to the trainability of spatial ability in adulthood. Our findings suggest the importance of early identification of students with difficulty, as well as the potential value of an intervention aimed at training the processes involved in visualization through three-dimensional modelling and representation of objects. While spatial ability appears to be trainable through the methods we have developed, our research also indicates that level of spatial ability at time of intake to university is an important influence on academic performance, suggesting the value of instruction in visualization and three-dimensional representation at school level. Social factors are also important influences on academic performance, suggesting the value of tutorial-based interventions aimed at improving spatial ability in those university and technikon courses for which visualization and three-dimensional representation are a requirement. 相似文献
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论西藏地区图书馆藏学文献信息服务 总被引：4，自引：0，他引：4
分析了目前西藏地区图书馆发展藏学文献信息服务的优势、现状和存在的问题，提出了深化西藏地区图书馆藏学信息服务的对策。 相似文献
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随着中国快速城市化,传统的供水方式正面临严峻挑战,雨水利用这一古老的水资源利用技术,被实践证明是解决城市水问题的重要手段之一。与城市其他不透水面集雨利用相比较,屋面收集的雨水水质高,因此屋面集雨利用系统在世界上被广泛应用。本文建立了居住区屋面集雨利用潜力的计算方法,并据此计算出北京2002年～2007年居住区屋面依据实际年降水量和多年平均降水量可收集的水量分别为2.16亿m3和2.75亿m3,雨水利用对家庭生活用水的节水效率分别为7.2%和9.3%。通过分析影响北京雨水利用的因素,预测了2020年北京居住区屋面可收集水量与不同情景下的收集利用量。最后针对北京雨水利用存在的问题提出了相应的政策措施。 相似文献
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“藏汉双语”教师的专业发展对于提高广大藏区基础教育质量意义重大。研究从影响“藏汉双语”教师专业发展的问题入手,对“藏汉双语”教师的教学认知能力、人际交往倾向、职业发展动机、自我评价等方面进行系统分析,探索“藏汉双语”教师专业发展的环境调控和优化的策略。 相似文献