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1.
近代物理实验的数据处理是一个学生感觉比较困难的问题,特别是对于数据量比较大、又需要曲线拟合的实验项目.结合近代物理实验中的红外测温实验的数据处理问题,利用开源软件Gnuplot进行了数据的分析和绘图.相对于其他的数据处理工具,Gnuplot具有免费、小巧便捷、功能强大等特点,在近代物理实验教学中做适当推广具有一定的实际意义. 相似文献
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Jer‐Yann Lin 《科学教学研究杂志》2007,44(3):506-528
The purpose of this study was to investigate the possible responses to anomalous data obtained from experiments that are repeatable by carrying out additional or alternative experiments in the laboratory. Based on an analysis of responses from scientists to anomalous data taken from identification experiments on the Vinland Map, it was assumed that an additional response—uncertainty about interpretation of the data—should be considered in addition to the other eight responses reported by Chinn and Brewer 1998 . It was also assumed that a process of responses containing more than one response is possible for a given subject who is responding to a given piece of anomalous datum in the laboratory. Both assumptions were verified by examining responses of undergraduates to anomalous data obtained from repeatable laboratory experiments. The results of this study show that there are nine categories of responses: ignoring; rejection; uncertainty of validity; uncertainty of interpretation; exclusion; abeyance; reinterpretation; peripheral conceptual change; and conceptual change. Moreover, two categories of processing, anomalous data–final response (A‐R process) and anomalous data–[mediators with/without intermediate responses]–final response (A‐M‐R process), are assessed in this study. It is suggested that science instructors could use the nine categories of responses to understand the learning characteristics of students, and also to use the A‐M‐R process to design suitable teaching strategies to arrive at meaningful learning. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 506–528, 2007 相似文献
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Debbie A. Magreehan Michael J. Serra Neil H. Schwartz Susanne Narciss 《Metacognition and Learning》2016,11(1):35-56
The experience of fluency while learning might bias students’ metacognitive judgments of learning (JOLs) and impair the efficacy of their study behaviors. In the present experiments, we examined whether perceptual fluency affects JOLs (1) when people only experience one level of fluency, (2) when item relatedness is also available as a cue, and (3) across study-test trials. Participants studied a list of paired associates over two study-test trials and made JOLs for each item after studying it. We varied the perceptual fluency of the memory materials by making the font easy (fluent) or difficult (disfluent) to read. We also varied whether we manipulated the perceptual fluency of the items between-participants or within-participants and whether other memory factors—item relatedness and study time—were available for participants to use to inform their JOLs. We were only able to obtain effects of perceptual fluency on JOLs when we manipulated fluency within-participants and eliminated item relatedness as a cue for JOLs. The present results indicate that some effects of perceptual fluency on JOLs are not robust and might only occur under limited—and somewhat contrived—conditions. Therefore, these effects might be unlikely to bias students’ JOLs in actual learning situations. 相似文献
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Ricardo Lopes Coelho 《Science & Education》2013,22(5):1043-1068
It is generally accepted nowadays that History and Philosophy of Science (HPS) is useful in understanding scientific concepts, theories and even some experiments. Problem-solving strategies are a significant topic, since students’ careers depend on their skill to solve problems. These are the reasons for addressing the question of whether problem solving could be improved by means of HPS. Three typical problems in introductory courses of mechanics—the inclined plane, the simple pendulum and the Atwood machine—are taken as the object of the present study. The solving strategies of these problems in the eighteenth and nineteenth century constitute the historical component of the study. Its philosophical component stems from the foundations of mechanics research literature. The use of HPS leads us to see those problems in a different way. These different ways can be tested, for which experiments are proposed. The traditional solving strategies for the incline and pendulum problems are adequate for some situations but not in general. The recourse to apparent weights in the Atwood machine problem leads us to a new insight and a solving strategy for composed Atwood machines. Educational implications also concern the development of logical thinking by means of the variety of lines of thought provided by HPS. 相似文献
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Nearly every state evaluates teacher performance using multiple measures, but evidence has largely shown that only one such measure—teachers’ effects on student achievement (i.e., value-added)—captures teachers’ causal effects. We conducted a random assignment experiment in 66 fourth- and fifth-grade mathematics classrooms to evaluate the predictive validity of three measures of teacher performance: value-added, classroom observations, and student surveys. Combining our results with those from two previous random assignment experiments, we provide additional experimental evidence that value-added measures are unbiased predictors of teacher performance. Though results for the other two measures are less precise, we find that classroom observation scores are predictive of teachers’ performance after random assignment while student surveys are not. These results thus lend support to teacher evaluation systems that use value-added and classroom observations, but suggest practitioners should proceed with caution when considering student survey measures for teacher evaluation. 相似文献
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Ori Friedman Julia W. Van de Vondervoort Margaret A. Defeyter Karen R. Neary 《Child development》2013,84(5):1519-1525
It is impossible to perceive who owns an object; this must be inferred. One way that children make such inferences is through a first possession bias—when two agents each use an object, children judge the object belongs to the one who used it first. Two experiments show that this bias does not result from children directly inferring ownership from first possession; the experiments instead support an alternative account according to which the first possession bias reflects children's historical reasoning. In Experiment 1, eighty‐five 3‐ to 5‐year‐olds only based inferences on first possession when it was informative about the past. In Experiment 2, thirty‐two 5‐year‐olds based ownership judgments on testimony about past contact, while disregarding testimony about future contact. 相似文献
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Raghavendra Gadagkar 《Resonance》2018,23(8):871-884
In this series of articles, I will introduce the reader to the science of ethology, somewhat indirectly by describing simple experiments, both old and new, designed to understand how and why animals behave the way they do. My emphasis will be on the design of the experiments and my goal will be to motivate readers not only to think about the design but also to come up with alternatives and improvements. Motivated readers can indeed replicate some of these experiments even if they end up replacing the study animal or the behaviours of interest with their own favourite choices. In the first part of the series, I describe how Niko Tinbergen — Nobel Laureate and one of the founding fathers of ethology (the science of animal behaviour) — designed remarkably simple experiments to successfully understand how digger wasps find their own nests in a complex habitat also consisting nests built by other wasps. 相似文献
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离散数学是计算机高级进阶算法及人工智能等新兴技术的基础课程。针对目前该课程在独立学院教学中存在的普遍问题,如知识点多而杂,理论性、抽象性、逻辑性强,理解难度大,学生缺乏学习兴趣等,结合实际教学经验,提出适用于独立学院的“三位一体”教学模式——知识框架+基础实验+交流平台。首先根据学生对知识的接受程度组织教学内容,搭建更适合独立学院学生的知识框架及相应实验,然后利用现有APP及学习软件构建教学平台,以提升学生学习兴趣,充分发挥学生的学习主动性。该模式也可推广应用到其它独立院校。 相似文献
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We present a method for assessing science inquiry performance, specifically for the inquiry skill of designing and conducting experiments, using educational data mining on students' log data from online microworlds in the Inq-ITS system (Inquiry Intelligent Tutoring System; www.inq-its.org). In our approach, we use a 2-step process: First we use text replay tagging, a type of rapid protocol analysis in which categories are developed and, in turn, used to hand-score students' log data. In the second step, educational data mining is conducted using a combination of the text replay data and machine-distilled features of student interactions in order to produce an automated means of assessing the inquiry skill in question; this is referred to as a detector. Once this detector is appropriately validated, it can be applied to students' log files for auto-assessment and, in the future, to drive scaffolding in real time. Furthermore, we present evidence that this detector developed in 1 scientific domain, phase change, can be used—with no modification or retraining—to effectively detect science inquiry skill in another scientific domain, density. 相似文献
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George N. Malandrakis 《International Journal of Science Education》2013,35(14):1627-1645
The present study draws on environmental science education to explore aspects of children’s conceptual change regarding hazardous household items. Twelve children from a fifth‐grade class attended a 30‐h teaching module of environmentally oriented science activities aimed at assessing their awareness about the environmental and health hazards posed by several typical household products. In‐depth interviews before, 2 weeks after, and 1 year after, the teaching intervention revealed that children followed three pathways of conceptual change ranging from the substantial alterations of their initial ideas to the qualitative enrichment of those ideas to the complete rejection of the new knowledge. Two components of the instructional intervention—the use of living organisms in classroom experiments, and group learning activities—along with the development of children’s situated metacognitive ideas facilitated their learning and increased the durability of the acquired knowledge. Additionally, sound indications concerning the situated nature and the social construction of the new knowledge were observed, as well as that in environmental education moral and value issues are closely related to knowledge. 相似文献
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There has been growing criticism over the aims, methods, and contents of practical work in school science, particularly concerning their tendency to oversimplify the scientific practice with focus on the hypothesis-testing function of experiments. In this article, we offer a reading of Johann Wolfgang von Goethe’s scientific writings—particularly his works on color as an exquisite articulation of his ideas about experimentation—through the lens of practical school science. While avoiding the hasty conclusions made from isolated experiments and observations, Goethe sought in his experiments the interconnection among diverse natural phenomena and rejected the dualistic epistemology about the relation of humans and nature. Based on a close examination of his color theory and its underlying epistemology, we suggest three potential contributions that Goethe’s conception of scientific experimentation can make to practical work in school science. 相似文献
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利用VB的标准控件叫imer控件创建一个LongTimer对象,并编译成ActiveXDLL部件,然后调用到其它应用程序中,实现长时间计时的目的． 相似文献
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Verena E. Pritchard Michelle Heron-Delaney Stephanie A. Malone Colin M. MacLeod 《Child development》2020,91(3):901-913
The production effect—whereby reading words aloud improves memory for those words relative to reading them silently—was investigated in two experiments with 7- to 10-year-old children residing in Brisbane, Australia. Experiment 1 (n = 41) involved familiar printed words, with words read aloud or silently appearing either in mixed- or blocked-list formats in a within-subject design. Recognition for words read aloud was better than for those read silently, an effect consistent across both list formats. These results were confirmed in Experiment 2 (n = 40) using longer lists of printed novel nonwords. Final analyses indicated that the production effect was comparable for words and nonwords. Findings are discussed in relation to the distinctiveness account and the use of production as a mnemonic in children. 相似文献
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立足“本土化”的校本研修的实践与探索 总被引：1，自引：0，他引：1
校本研修是新课改实践中的一个热点问题。然而现在不少学校的校本研修已经走进了"高原期,"看上去轰轰烈烈,但教师却很少有主动的、自觉的研究行为。如何冲出这个怪圈,邱隘实验小学根据学校自身的特点与教师现状,创设了"问题——设计——行动——反思"研修总模式,立足"教师反思、同伴互动、专家引领"三个层面运作,用活"课题研究、课例研究、网络沙龙、阵地建设、校际交流"五种载体,注重研究过程中基本操作模式的提炼,以制度、教师可以看见的自我发展促使研修深入。 相似文献
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He Zhengxin 《大连大学学报》1992,(1)
本文是关于如何利用工业废料—铅锌尾矿砂,制造混凝土和空心建筑砌块。该砂的细度模数 M 为0.4。如此的超细砂铅混凝土的生产工艺带来了很多困难。通过大量试验得出了超细砂的配合比。同时应用造壳理论我们还获得了超细砂混凝土的生产工艺。 相似文献
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《Learning and Instruction》2006,16(2):104-121
In two experiments we explored how learning from traditional molar worked-out examples—focusing on problem categories and their associated overall solution procedures—as well as from more efficient modular worked-out examples—where intrinsic cognitive load is reduced by breaking down complex solutions into smaller meaningful solution elements—can be further enhanced. Instructional explanations or self-explanation prompts were administered to increase germane cognitive load. However, both interventions were not effective for learning and prompting for self-explanations even impaired learning with modular examples. In the latter case, prompting might have forced learners to process redundant information, which they had already sufficiently understood. 相似文献
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等值释义是汉英词典的核心工作,现行的汉英词典大都倚重注释、例证和标签这三种方式来实现等值释义,而词类的标注和参见系统的建立却参差不齐,插图和附录的设立也不尽如人意。针对这后四个方面进行重点论述,并提出它们是实现汉英词典等值释义的重要方式。 相似文献
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Joakim Lindgren 《Discourse: Studies in the Cultural Politics of Education》2007,28(4):467-483
This paper examines the increasing interest of Swedish schools to construct, analyze, assess and control the individual progression and social integration of students using biographical registers. I argue that this tendency—involving biography as a form of governance—can be seen as a revision of early 20th-century biographical research by the Chicago School of Sociology. In this paper I consider the theoretical, methodological and political background of the Chicago work in order to compare it to the Swedish use of student biographies. Their current use involves a twofold subjectification of students—as “objects” of assessment and as “relays” for assessment. Finally, this subjectivity is understood in relation to international initiatives in education restructuring where new ways of governing—often labeled as progressive—impose social control, heighten individual responsibility and, not least, create new forms of social exclusion. 相似文献
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对用国标法——盐酸萘乙二胺分光光度法测定食品中的亚硝酸盐含量的影响因素进行了研究。通过单因素实验,分析了三种因素—显色时间、显色温度、样品pH值等对测定结果的影响。结果表明,显色温度、显色时间和样品pH值等因素均对检测结果都有一定的影响,提出了在实际应用中对检测方法的改进措施。 相似文献