Individual differences in local and global metacognitive judgments     

Händel  Marion  de Bruin  Anique B. H.  Dresel  Markus 《Metacognition and Learning》2020,15(1):51-75

Metacognition and Learning - Extensive research has been conducted to understand how accurately students monitor their studying and performance via metacognitive judgments. Moreover, the bases of...  相似文献   

萝卜硫烷对脑线粒体的影响:机理观点和未来发展方向     

Fernanda Rafaela JARDIM  Fhelipe Jolner Souza de ALMEIDA  Matheus Dargesso LUCKACHAKI  Marcos Roberto de OLIVEIRA 《Journal of Zhejiang University. Science. B》2020,21(4):263-279

有机硫化物萝卜硫烷(SFN)是一种有效的细胞保护剂,在体外和体内实验模型中均可促进抗氧化、抗炎、抗糖化和抗菌作用。因为氧化磷酸化系统的存在,所以线粒体是三磷酸腺苷(ATP)的主要产生部位。同时,线粒体也是具核人体细胞中产生活性氧的主要场所。线粒体损伤在多种人类疾病中起着重要作用,包括神经退行性病变和代谢异常。本文描述和讨论了SFN调节哺乳动物细胞中线粒体功能和动力学的作用和机理,以及其对肿瘤细胞中线粒体促凋亡途径的促进作用。SFN对线粒体的调节作用使得它在一定程度上被认为是一种细胞保护剂。本文还指出了几个需要通过进一步实验解决的问题,即未来的可能研究方向,这可能会对该领域的研究人员具有指导作用。  相似文献   

El profesor como práctico reflexivo en una cultura de colaboración     

Luis Miguel Villar Angulo  P. de Vicente Rodriguez  A. Bolivar Botia  E. Molina Ruiz  M.J. Leon Guerrero  M.J. Gallego Arrufat 《欧洲师范教育杂志》1994,17(3):187-206

The aim was the reconstruction of a school curriculum in reflective teaching situations within a co‐operative culture. Two working assumptions were considered: (a) teacher development was based on teacher thinking and (b) school organisation followed a co‐operative culture paradigm. The process features were: (a) university team consisted of external advisers; (b) school curriculum and classroom instruction were reviewed by school teachers; (c) case study as a research approach; (d) ethnographic techniques to collect data; (e) data analysis by a computer program; (f) teachers’ reflective cycle to reconstruct practice; and (g) teachers’ portfolios: narrative vignettes, etc. Findings showed: (a) a collaborative process school‐university; (b) teachers’ thinking and attitudinal change; (c) mobilisation of teachers’ talents and values to work together: (i) teacher dyads to reflect on teaching; (ii) advisers’ writing narrative vignettes; (Hi) collegial coaching; and (iv) curriculum materials designed by teachers. Two conclusions can be accepted: (a) teachers’ pedagogical practical knowledge showed diversity of their implicit theories to design action; and (b) teachers’ grounded theory confirmed that the educational action was based on a co‐operative and reflective culture.  相似文献   

Are republicans necessarily geocentrist?     

Didier de Fontaine 《Academic Questions》2006,20(1):6-8

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陈寅恪论(下)     

蔡仲德 《南阳师范学院学报》2003,2(4):16-19

通过对陈寅恪学术贡献与学术观点的评估、对陈寅恪人格特征与化取向的剖析、对陈寅恪研究中几个问题的讨论、对全面评价陈寅恪的若干思考，可得出结论，陈寅恪存在理智与情感的尖锐矛盾，理智上能清醒地看到中国旧化必然歇绝的历史命运，情感上却无法摆脱对此化的深深眷恋。不仅陈寅恪的《诗集》，而且陈寅恪的全部作，都是对这一化的余音不绝的挽歌。陈寅恪的思想基础不是人本主义。而是民族主义、国家主义，他所追求和维护的不是“天下万世之真理”，而是囿于一时间(前现代)、一地域(封建中国)的终将归于不可救疗之局的纲常名教。陈寅恪不是一个真正的自由主义，而是一个坚定的保守主义。  相似文献   

Superlatent inhibition and spontaneous recovery: Differential effects of pre- and postconditioning CS-alone presentations after long delays in different contexts     

R. E. Lubow  L. G. de La Casa 《Learning & behavior》2002,30(4):376-386

In two pairs of three-stage conditioned taste aversion experiments, we examined the effects of delay interval (1 or 21 days) between the second and third stages, and of context in which the animals spent the delay (same as or different from the context of the other stages) on latent inhibition (LI) and spontaneous recovery following extinction. In the LI experiments (Experiments 1A and 1B), the first stage comprised nonreinforced presentations to saccharin or to water. In the second stage, rats were conditioned by saccharin paired with LiCl. In the extinction experiments (Experiments 2A and 2B), the order of the stages was reversed. For all experiments, Stage 3, the test stage, consisted of three presentations of saccharin alone. There was a super-LI effect in the saccharin-preexposed group that spent the 21- day delay in the different context (Experiment 1A). When the delay was spent in the same context, there was no difference in the amount of LI between the short- and long-delay groups (Experiment 1B). Conversely, there was a spontaneous recovery effect in the long-delay/same-context group (Experiment 2B), but not in the long-delay/different-context group (Experiment 2A). The pattern of results, incompatible with current explanations of delay-induced changes in memory performance, was interpreted in terms of an interaction between the delay conditions (same or different delay context), which modulate the extinction of previously acquired context-CS-nothing associations (during CS-alone presentations), and primacy effects.  相似文献   

The historic approach in teaching: Analysis of an experience     

Ruth S. de Castro  Anna Maria Pessoa de Carvalho 《Science & Education》1995,4(1):65-85

The main purpose of this paper is to report our first attempts to study how and where it is possible to use the history of physics in a high school course. We made four activities based on historical data connected to heat and temperature. Filming was extremely important for the type of study we made since it allowed to draw out the situations we considered most relevant whenever necessary. We selected and analysed all the episodes in which there was any allusion (explicit or not) to history, presented in the form of questions or doubts, or portraying explanations of facts and phenomena built up based on reconstructions provided by the historical approach.  相似文献   

Botany and environmental education in elementary school in Brazil: articulating knowledge,values, and procedures     

Jerônimo de Oliveira Loureiro  Rossano André Dal-Farra 《Environmental Education Research》2018,24(12):1655-1668

Abstract

The increasing urbanization and alienation from nature reduce children’s opportunities to interact with plants and challenge teachers to devise educational practices that contribute to learning botany. This study presents the results of activities developed in a Brazilian school through explorations, drawings, dried and pressed specimens, and semi-structured interviews. The data were evaluated using mixed methods analysis. Leaves were the structure that was most frequently drawn by 1st- and 2nd-year students, followed by stems. Among students in their 3rd, 4th, and 5th years, more emphasis was on flowers and their detailed morphological structures. The 1st- and 2nd-year students included non-living elements and the surrounding environment in their drawings, whereas the older students focused on the plant itself. These particularities point to methods of teaching botany in context and link students’ specific knowledge to values and practices that contribute to an environmental education that aims to minimize the utilitarian view of nature and move towards a view of human beings as integrated and interdependent with other living and non-living elements.  相似文献   

Process of internationalization of business schools in Latin America: the case of EAESP/FGV,Brazil     

Freitas  Maria Ester de  Bertero  Carlos Osmar  Fleury  Maria Tereza Leme  Mariotto  Fábio Luiz  Silva  André Luis 《Tertiary Education and Management》2016,22(4):267-286

This article analyzes the theoretical and practical aspects of the academic internationalization process, through the main events and pathways developed over the 60 years of the EAESP/FGV, the São Paulo Business School of the Getulio Vargas Foundation (Brazil). A survey was conducted of former directors, coordinators of the main international programs and all school faculty (266 professors) about their training and international activities. EAESP/FGV has developed a diverse and consolidated international career, surpassing the activities related to teaching and student mobility. However, there are some opportunities to deepen internationalization as a strategic brand of the institution.  相似文献   

A causality analysis of the link between higher education and economic development     

Jean-Luc de Meulemeester  Denis Rochat 《Economics of Education Review》1995,14(4)

The aim of this article is to shed light on the relationship between higher education and economic development by means of econometric tools designed to evaluate the existence and direction of causality: cointegration and Granger-causality tests. The results show a significant causality from national higher educational effort (proxied by the number of students per capita, i.e. not engaged in productive activities) to economic development for four countries: Sweden (1910–1986), United Kingdom (1919–1987), Japan (1885–1975) and France (1899–1986). However, such a causality link has not been found for Italy (1885–1986) or Australia (1906–1986). This suggests that this relationship is indeed not mechanistic as already pointed out by some social scientists.  相似文献