排序方式： 共有124条查询结果，搜索用时 15 毫秒
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Ghulam Qasim Mehboob ur Rehman A. Kareem . School of Communication Information Engineering Shanghai University Shanghai China . Gomal University D.I.Kham Pakistan 《上海大学学报(英文版)》2000,4(1):27-30
1 Ｉｎｔｒｏｄｕｃｔｉｏｎ Ａｎｕｍｂｅｒｏｆｆｕｌｌｗａｖｅａｎａｌｙｓｅｓｈａｖｅｂｅｅｎｐｒｏｐｏｓｅｄｉｎｔｈｅｐａｓｔｔｗｏｄｅｃａｄｅｓ[1～3].Ｔｈｅｓｅａｌｌｐｒｅｄｉｃｔｔｈｅｃｈａｒａｃｔｅｒｉｓｔｉｃｓｏｆｍｉｃｒｏｓｔｒｉｐａｎｔｅｎｎａｓｒｉｇｏｒｏｕｓｌｙａｔｈｉｇｈｅｒｆｒｅｑｕｅｎｃｉｅｓ.Ｔｈｅｓｐｅｃｔｒａｌｄｏｍａｉｎｍｅｔｈｏｄｏｆｍｏｍｅｎｔｓ[3],ｕｓｉｎｇｓｉｍｐｌｅｂａｓｉｓｆｕｎｃｔｉｏｎｓｒｅｑｕｉｒｅｓａｌａｒｇｅｓｉｚｅｍａｔｒｉｘｓｕｃｈａｓ(… 相似文献
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Troy D. Sadler William L. Romine Mustafa Sami Topçu 《International Journal of Science Education》2016,38(10):1622-1635
Science educators have presented numerous conceptual and theoretical arguments in favor of teaching science through the exploration of socio-scientific issues (SSI). However, the empirical knowledge base regarding the extent to which SSI-based instruction supports student learning of science content is limited both in terms of the number of studies that have been conducted in this area and the quality of research. This research sought to answer two questions: (1) To what extent does SSI-based instruction support student learning of science content? and (2) How do assessments at variable distances from the curriculum reveal patterns of learning associated with SSI-based instruction? Sixty-nine secondary students taught by three teachers participated in the study. Three teachers implemented an SSI intervention focused on the use of biotechnology for identifying and treating sexually transmitted diseases. We found that students demonstrated statistically and practically significant gains in content knowledge as measured by both proximal and distal assessments. These findings support the claim that SSI-based teaching can foster content learning and improved performance on high-stakes tests. 相似文献
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Education and Information Technologies - This study aims to examine the paths between excessive Internet use, school burnout and parental monitoring and their predictor effects in peer bullying and... 相似文献
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The radical transformations and deep continuities of a decade: Turkish educational policy, 1938–1950
Mustafa Gündüz 《Paedagogica Historica: International Journal of the History of Education》2016,52(3):252-265
Turkey witnessed many educational and cultural policy innovations between 1938 and 1950. Realising strictly secular practices against religion and traditional culture pre-1946, political elites of the time aimed to construct a humanistic culture unique to Turkey. Educational policies were considered the most efficient tools in reaching this ideal. Despite the adverse economic conditions of the time, western cultural institutions were adopted without reservation for modernisation. It was throughout the same time period that a number of other innovative projects such as the village institutes, western translations, new journals, Turkish encyclopaedism, and physical education for the entire public were undertaken. However, as these developments were devoid of a solid historical and sociological foundation, they were forced to change under the new world order post-1945. Despite the changing perspectives on religion, history and cultural life, the policies of the ?smet ?nönü era succeeded in carrying the heritage of the Kemalist era to our day. The true dynamics behind this success are the educational practices of the 1940s and their formal and hidden curricula and rituals. 相似文献
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ABSTRACTAlthough over the past decades the numbers of studies investigating international student mobility and migration (ISM) increased, methodological challenges in empirical research on the topic have remained mainly unaddressed. This is particularly the case for sampling, which is a crucial but often less considered part of qualitative research designs. In this article, we identify three main challenges in qualitative sampling for research into ISM: time, space and international students’ heterogeneities. In addressing those challenges, we theoretically discuss their implications and give empirical examples drawing on our research experiences. We argue for a more reflexive research procedure in studying educational mobility. 相似文献
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There are few techniques available to numerically solve linear Fredholm integrodifferential-difference equation of high-order. In this paper we show that the Taylor matrix method is a very effective tool in numerically solving such problems. This method transforms the equation and the given conditions into the matrix equations. By merging these results, a new matrix equation which corresponds to a system of linear algebraic equation is obtained. The solution of this system yields the Taylor coefficients of the solution function. Some numerical results are also given to illustrate the efficiency of the method. Moreover, this method is valid for the differential, difference, differential-difference and Fredholm integral equations. In some numerical examples, MAPLE modules are designed for the purpose of testing and using the method. 相似文献
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Judith Lederman Norman Lederman Selina Bartels Juan Jimenez Mark Akubo Shereen Aly Chengcheng Bao Estelle Blanquet Ron Blonder Mariana Bologna Soares de Andrade Catherine Buntting Mustafa Cakir Heba EL-Deghaidy Ahmed ElZorkani Estelle Gaigher Shuchen Guo Arvi Hakanen Soraya Hamed Al-Lal Cigdem Han-Tosunoglu Annemarie Hattingh Anne Hume Serhat Irez Gillian Kay Ozgur Kivilcan Dogan Kerstin Kremer Pi-Chu Kuo Jari Lavonen Shu-Fen Lin Cheng Liu Enshan Liu Shiang-Yao Liu Bin Lv Rachel Mamlok-Naaman Christine McDonald Irene Neumann Yaozhen Pan Eric Picholle Ana Rivero García Carl-Johan Rundgren David Santibáñez-Gómez Kathy Saunders Renee Schwartz Frauke Voitle Jakob von Gyllenpalm Fangbing Wei Jocelyn Wishart Zhifeng Wu Huang Xiao Yalcin Yalaki Qiaoxue Zhou 《科学教学研究杂志》2019,56(4):486-515
Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country. 相似文献