Photophoresis and its interpretation by electric and magnetic ions     

Felix Ehrenhaft 《Journal of The Franklin Institute》1942,233(3):235-256

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The Benefits of an Augmented Reality Magic Mirror System for Integrated Radiology Teaching in Gross Anatomy     

Felix Bork  Leonard Stratmann  Stefan Enssle  Ulrich Eck  Nassir Navab  Jens Waschke  Daniela Kugelmann 《Anatomical sciences education》2019,12(6):585-598

Early exposure to radiological cross-section images during introductory anatomy and dissection courses increases students’ understanding of both anatomy and radiology. Novel technologies such as augmented reality (AR) offer unique advantages for an interactive and hands-on integration with the student at the center of the learning experience. In this article, the benefits of a previously proposed AR Magic Mirror system are compared to the Anatomage, a virtual dissection table as a system for combined anatomy and radiology teaching during a two-semester gross anatomy course with 749 first-year medical students, as well as a follow-up elective course with 72 students. During the former, students worked with both systems in dedicated tutorial sessions which accompanied the anatomy lectures and provided survey-based feedback. In the elective course, participants were assigned to three groups and underwent a self-directed learning session using either Anatomage, Magic Mirror, or traditional radiology atlases. A pre- and posttest design with multiple choice questions revealed significant improvements in test scores between the two tests for both the Magic Mirror and the group using radiology atlases, while no significant differences in test scores were recorded for the Anatomage group. Furthermore, especially students with low mental rotation test (MRT) scores benefited from the Magic Mirror and Anatomage and achieved significantly higher posttest scores compared to students with a low MRT score in the theory group. Overall, the results provide supporting evidence that the Magic Mirror system achieves comparable results in terms of learning outcome to established anatomy learning tools such as Anatomage and radiology atlases.  相似文献   

The gold number of commercial gelatines     

Felix A. Elliott  S.E. Sheppard 《Journal of The Franklin Institute》1921,192(5):675

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Competencies in Higher Education: A Critical Analysis from the Capabilities Approach     

J. Felix Lozano  Alejandra Boni  Jordi Peris  Andrés Hueso 《Journal of Philosophy of Education》2012,46(1):132-147

With the creation of the European Higher Education Area, universities are undergoing a significant transformation that is leading towards a new teaching and learning paradigm. The competencies approach has a key role in this process. But we believe that the competence approach has a number of limitations and weaknesses that can be overcome and supplanted by the capabilities approach. In this article our objective is twofold: first, make a critical analysis of the concept of competence as it is being used in higher education, identifying its limitations and weaknesses; and second, present the potential of the capabilities approach for higher education and review its complementarity to the competence approach. We begin with a brief characterisation of the capabilities approach and its implications for education. Then we examine some implications of the competencies approach in higher education and the reasons that led us to choose the DeSeCo proposal for comparison with the capability approach. We then go on to compare the two approaches, addressing 1) the aims of education and 2) the concept of competence and capability. Finally, we address the implications of incorporating the capabilities approach in learning and teaching in higher education.  相似文献   

The adult heritage Spanish speaker in the foreign language classroom: a phenomenography     

Angela Felix 《International journal of qualitative studies in education》2013,26(2):145-162

For heritage speakers, the Spanish classroom is not the first point of contact with their native language. Though such learners would benefit from an educational philosophy that affirms the heritage language as a springboard for learning and increased self‐awareness, there has been little support for non‐dominant language research in the USA. This inattention breeds negative consequences not only for heritage speakers themselves, but also for national economic concerns as well. This study takes a phenomenographic approach to reveal the experiences of adult heritage Spanish speakers in programs designed for monolingual English speakers. The data gleaned from this research sheds light on the educational, social, and individual challenges faced by the adult heritage speaker in their quest to improve literacy skills in their native language.  相似文献   

Factors affecting teachers’ student-centered classroom computer use     

Helmut Felix Friedrich  Aemilian Hron 《Educational Media International》2013,50(4):273-285

The present study aims at investigating which factors are relevant to induce teachers’ student-centered classroom computer use. Survey data were collected from 361 teachers at comprehensive schools. Based on a systemic view of technology use in schools, different individual teacher characteristics and school contextual factors were examined. Results from a four-step hierarchical regression reveal that student-centered classroom computer use could be significantly predicted by certain contextual factors: the type of school (secondary modern and high school), the existence of an ICT school policy plan, as well as by the individual teacher characteristics of belief in constructivist pedagogy and their frequency of classroom computer use. The final regression model accounted for approximately 31% of the variance in the outcome measure for these factors.  相似文献   

Learning scientific reasoning with the interactive computer     

Alfred Bork 《Journal of Science Education and Technology》1993,2(1):335-348

In this paper I report on a set of ten programs, the Scientific Reasoning Series. These programs take an area difficult to deal with in conventional science courses, the nature of scientific reasoning, and make it accessible to a much wider group of students. The aim of this material is to make improvements in scientific reasoning for all students over about 10 years old. The programs are highly interactive, adapting to the needs of the individual user. They are also motivationally strong, because of formative evaluation within public library environments. About 20 hours of student material is available. We argue that this material has important suggestions for the future of science education.  相似文献   

Coteaching with senior students – a way to refine teachers’ PCK for teaching chemical bonding in upper secondary school     

Felix Schultze  Pernilla Nilsson 《International Journal of Science Education》2018,40(6):688-706

During the last decade there has been on-going discussions about students’ declining interest and low achievement in science. One of the reasons suggested for this decline is that teachers and students have different frames of reference, whereby teachers sometimes communicate science in the classroom in a way that is not accessible to the students. There is a lack of research investigating the effects of coteaching with senior students in science in upper secondary schools. To improve teaching and to narrow the gap between teachers’ and students’ different frames of references, this study investigates how an experienced chemistry teacher gains and refines her pedagogical content knowledge (PCK) by cooperating with two grade 12 students (age 18) as coteachers. The teacher and the two coteachers coplanned, cotaught and coevaluated lessons in chemical bonding in a grade 10 upper secondary class. Findings indicate that the coteachers contributed with their own learning experiences to help the teacher understand how students perceive difficult concepts. In such way, the coteachers were mediating between the teacher and the students, thus bridging the gap between the teacher and the students’ frames of references. The teachers’ PCK was refined which in turn lead to improved teaching strategies.  相似文献   

Distance learning and interaction: Toward a virtual learning institution     

Alfred Bork 《Journal of Science Education and Technology》1995,4(3):227-244

This paper considers distance learning at all levels, learning that can occur anywhere. Most education today in schools, universities, and companies is dependent on students being at a particular location, such as a university. The major distance learning institutions today are in Europe, but the potential for this type of learning is great as we reach out to serve greater numbers of students. The following factors are critical in forming a distance learning institute today: the quality of learning provided to each student; whether courses work for very large numbers of students; and the cost per student hour, for both development and delivery. Many delivery technologies are possible today. We examine them from the standpoint of these factors. The conclusion is that highly interactive multimedia learning units, either CD ROMs or (in the near future) broadband networks, provide the best delivery system today for distance learning. The paper concludes with a brief review of strategies for developing the curriculum units needed to support distance learning.  相似文献   

Preparing pre-service teachers to integrate technology into K–12 instruction: evaluation of a technology-infused approach     

Wilfried Admiraal  Felix van Vugt  Frans Kranenburg  Bob Koster  Ben Smit  Sanne Weijers 《Technology, Pedagogy and Education》2017,26(1):105-120

The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers’ technological, pedagogical and content knowledge, two important enablers were distinguished: (1) teaching practice to enact what was learned in teacher education institution as well as to receive feedback from students on this enactment, and (2) modelling of teacher educators and teachers in school. Both enablers might require further development of knowledge and skills of both teacher educators and cooperating school teachers.  相似文献