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以问卷调查的形式对当前中学生课前对“浮力”理解情况进行调查。通过调查和研究得到以下结论：初中生认为影响浮力大小的因素中,体积、重量、深度、受力面积、质量、摆放方式所占的比例比较大。据此对“浮力”这一章节的教学设计提出建议。 相似文献
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In this investigation of high school students (N = 2510) in Singapore (Study 1) and elementary school students (N = 119) in Australia (Study 2), we examined the role of instrumental and emotional forms of teacher support in students' academic buoyancy and academic outcomes (engagement and academic skills). In both studies, perceived instrumental support (but not perceived emotional support) was positively associated with academic buoyancy (moderate effect size in Study 1, large effect in Study 2). In Study 1, academic buoyancy was positively associated with students' academic engagement (specifically, effort and persistence [large effect], perceived importance of school [moderate effect], and feelings of school belonging [moderate effect]). In Study 2 academic buoyancy was positively associated with gains in students' academic skills and engagement (specifically, class participation [large effect] and future aspirations [large effect]). In both studies, there was tentative support for a mediating role of academic buoyancy linking students' perceived teacher support to academic outcomes. 相似文献
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Adeela ahmed Shafi Jenny Hatley Richard Millican Sian Templeton 《Assessment & Evaluation in Higher Education》2018,43(3):415-427
This research focuses on the everyday challenge in academic learning of assessment, and argues that academic buoyancy is a key factor in academic success. To scaffold students’ learning and effectively support academic buoyancy, there is arguably a need for a better understanding of: (i) what students find most and least useful in their assessment feedback; (ii) how students use feedback to approach future assessments; and (iii) how students respond to feedback in terms of what they think, feel and do. Key findings from survey responses of 91 undergraduate students were that students use their feedback more than anticipated and look for specific information to help their future performance. In addition, five indicators of academically buoyant behaviour were identified: an internal locus of control, understanding the grade, being forward looking, being improvement focused and being action orientated. These indicators suggested a distinction between students who were academically buoyant because they were constructive in their response to feedback, and those who appeared less so because they were not action orientated, but more focused on their emotional response. These findings have implications for the provision of assessment feedback in higher education and offer insight into opportunities for the development of academic buoyancy. 相似文献
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结合半地下污水处理池平移工程实例,介绍浮力法平移的方法和技术要点.工程实践证明:该平移技术固然受场地水文、地质条件和周边环境条件影响较大,但只要在使用前进行严格评估,还是可以成为地下或半地下工程平移的一项有效技术,与传统的平移技术相比,有较明显的优越性.该平移技术应用中,附加气囊应用是地下箱体结构浮力法平移技术的关键,可解决箱体自身浮力不足、调整重心偏移及坑内水位控制等问题. 相似文献
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单点搁浅船随潮位变化的稳性和浮性参数计算 总被引：1，自引：0，他引：1
为使搁浅船能及时、正确地采取应急预案,根据单点搁浅船随潮位的升降表现为其搁浅点水位垂向升降的特征,依据船舶静力学原理,推导随潮位升降的船舶平均吃水、初稳心高度、搁坐力、横倾角、吃水差、艏艉吃水等参数变化率的计算公式.计算实例及计算结果分析表明:该计算方法在预报或评估单点搁浅船随潮位升降产生的对其稳性和浮性参数的影响具有应用价值. 相似文献
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Toward a durable prevalence of scientific conceptions: Tracking the effects of two interfering misconceptions about buoyancy from preschoolers to science teachers 
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下载免费PDF全文 《科学教学研究杂志》2017,54(9):1121-1142
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In search of self-efficacy: development of a new instrument for first year Computer Science students
Jyoti Bhardwaj 《Computer Science Education》2017,27(2):79-99
This study explores the changes in Computer Science (CS) students’ self-efficacy between entering study and the end of first year of university. It aims to give course leaders insights into the everyday challenges that affect students’ academic achievement and persistence into second year. The paper begins by proposing that the way CS is taught, the gender imbalance on CS courses, and the experience of the key transitional year into university might influence CS students’ non-continuation. It adopts an academic buoyancy conceptualisation of resilience. Acknowledging the scarcity of instruments covering CS students’ transition to university, the development of a new 20-item questionnaire is described, based on CS students’ own contributions of the challenges they faced during first year. The instrument is administered twice in one session to the same cohort. Analysis of paired responses indicates a loss of confidence to overcome challenges in most aspects, particularly staying motivated to study. 相似文献
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Rebecca J. Collie Andrew J. Martin Dorothy Bottrell Derrick Armstrong Michael Ungar Linda Liebenberg 《教育心理学》2017,37(5):550-564
The present study employed person-centred analyses that enabled identification of groups of students separated on the basis of their perceptions of social support (home and community), academic support, academic adversity and academic buoyancy. Among a sample of 249 young people, including many from high-needs communities, cluster analysis revealed three distinct groups of students: the thriver, supported struggler and at-risk struggler. We compared the three groups on their academic motivation. Analyses revealed significant differences between groups in adaptive motivation outcomes, but no differences in impeding or maladaptive motivation outcomes. Combined, the results speak to the importance of support and academic buoyancy for positive student outcomes. 相似文献
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Dave Putwain Suzanne Chamberlain Anthony L. Daly Shireen Sadreddini 《Educational Psychology in Practice》2014,30(4):420-440
This paper evaluates the effectiveness of a multimodal and information technology (IT)-delivered intervention for test anxiety. Participants were randomly allocated to an intervention or waiting list group. Test anxiety was measured pre- and post-intervention and academic buoyancy, a construct that refers to students’ capacity to withstand academic challenge and pressure, as a covariate. In the intervention group, 13.7% of participants completed the full intervention programme comprising six sessions; 25.5% partially completed the programme (one or more sessions); and 60.8% of participants chose not to complete any sessions. Results showed that, after completing the intervention and when controlling for academic buoyancy, highly test anxious students showed a reduction in the worry and tension components of test anxiety, relative to those who did not complete the intervention. The findings suggest that the intervention may offer highly test anxious students a means of reducing their anxiety that does not rely on face-to-face delivery. 相似文献