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Kiili Carita Bråten Ivar Strømsø Helge I. Hagerman Michelle Schira Räikkönen Eija Jyrkiäinen Anne 《Education and Information Technologies》2022,27(6):7421-7450
Education and Information Technologies - Research has shown that students differ in their abilities to evaluate the credibility of online texts, and, in general, many perform poorly on online... 相似文献
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Stang Lund Elisabeth Bråten Ivar Brandmo Christian Brante Eva W. Strømsø Helge I. 《Reading and writing》2019,32(2):335-356
Reading and Writing - The purpose of this study was to test a hypothesized model that specified direct and indirect effects of textual and individual factors on readers’ ability to integrate... 相似文献
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This study examined the strategiesspontaneously used by university students asthey tried to understand multiple expositorytexts as part of their normal reading andstudying. Law students read self-selected textsat different points in time during onesemester. Think-aloud protocols generatedduring reading were analyzed to identify typesof strategic text processing. It was foundthat students' strategic processing changedover time, with some of the changes associatedwith changes in students' perception of thenature of the reading task. Different changesin strategic processing were observed forstudents at different levels of performance. 相似文献
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The sciences are often perceived by students as irrelevant as they do not see the content of science as related to their daily lives. Web 2.0-mediated activities are characterized by user-driven content production, collaboration, and multi-way communication. It has been proposed that employing Web 2.0 in educational activities will promote richer opportunities for making learning personally meaningful, collaborative, and socially relevant. Since Facebook is already in use among youths, it potentially provides a communicative link between educational content and students’ lives. The present study was conducted as a case study to provide an inductive, explorative investigation of whether and how the integration of Facebook into upper secondary biology can affect interest in biology and participation in learning communication. The results indicate that the coupling of formal and informal communication practices on Facebook serves to maintain interest and open up new learning possibilities while at the same time creating barriers to communication. These barriers are due to distractions, ethical issues, and a certain depreciation of the activities ensuing from the everydayness of Facebook as a communication platform. In conclusion, use of Facebook as an educational platform is not clearly good or bad. 相似文献
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A growing body of research has examined the experiential grounding of scientific thought and the role of experiential intuitive knowledge in science learning. Meanwhile, research in cognitive linguistics has identified many conceptual metaphors (CMs), metaphorical mappings between abstract concepts and experiential source domains, implicit in everyday and scientific language. However, the contributions of CMs to scientific understanding and reasoning are still not clear. This study explores the roles that CMs play in scientific problem-solving through a detailed analysis of two physical chemistry PhD students solving problems on entropy. We report evidence in support of three claims: a range of CMs are used in problem-solving enabling flexible, experiential construals of abstract scientific concepts; CMs are coordinated with one another and other resources supporting the alignment of qualitative and quantitative reasoning; use of CMs grounds abstract reasoning in a “narrative” discourse incorporating conceptions of paths, agents, and movement. We conclude that CMs should be added to the set of intuitive resources others have suggested contribute to expertise in science. This proposal is consistent with two assumptions: that cognition is embodied and that internal cognitive structures and processes interact with semiotic systems. The implications of the findings for learning and instruction are discussed. 相似文献
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AbstractThe Youth Olympic Games (YOG) were established as a new event in the Olympic family at a session of the International Olympic Committee (IOC) in July 2007. This paper illuminates why and how this new event was established. It turns out that the formally unanimous decision to establish the event was taken in a contested terrain. Much attention has been put on the agency of the then president of the IOC, Jacques Rogge, and his role as an institutional leader is discussed in a context where the pressure of tradition is strong. Securing the character of an organization which has become an institution is a central task for institutional leadership, and developing an ‘external mechanism’ or a new subfield like the YOG is a way to explore this. Appealing to original ideas and values, such as the educational role of the games, is of importance but would in itself not be enough to convince the fellow members of the IOC’s decision-making bodies. Acting politically as a ‘statesman’ with the skills and ability to manoeuvre among different interests and wills was equally a necessity to convince the decision makers to welcome this new event into the Olympic movement. 相似文献