全文获取类型
| 收费全文 | 533篇 |
| 免费 | 9篇 |
专业分类
| 教育 | 438篇 |
| 科学研究 | 14篇 |
| 各国文化 | 15篇 |
| 体育 | 19篇 |
| 文化理论 | 4篇 |
| 信息传播 | 52篇 |
出版年
| 2022年 | 4篇 |
| 2021年 | 5篇 |
| 2020年 | 14篇 |
| 2019年 | 12篇 |
| 2018年 | 18篇 |
| 2017年 | 25篇 |
| 2016年 | 16篇 |
| 2015年 | 17篇 |
| 2014年 | 10篇 |
| 2013年 | 111篇 |
| 2012年 | 22篇 |
| 2011年 | 7篇 |
| 2010年 | 9篇 |
| 2009年 | 14篇 |
| 2008年 | 9篇 |
| 2007年 | 10篇 |
| 2006年 | 11篇 |
| 2005年 | 3篇 |
| 2004年 | 16篇 |
| 2003年 | 5篇 |
| 2002年 | 10篇 |
| 2001年 | 9篇 |
| 2000年 | 3篇 |
| 1999年 | 6篇 |
| 1998年 | 4篇 |
| 1997年 | 5篇 |
| 1996年 | 7篇 |
| 1995年 | 4篇 |
| 1994年 | 6篇 |
| 1993年 | 10篇 |
| 1992年 | 7篇 |
| 1991年 | 5篇 |
| 1990年 | 7篇 |
| 1989年 | 6篇 |
| 1988年 | 3篇 |
| 1987年 | 2篇 |
| 1986年 | 7篇 |
| 1985年 | 7篇 |
| 1984年 | 13篇 |
| 1983年 | 6篇 |
| 1982年 | 7篇 |
| 1981年 | 10篇 |
| 1980年 | 7篇 |
| 1979年 | 11篇 |
| 1978年 | 8篇 |
| 1977年 | 7篇 |
| 1976年 | 7篇 |
| 1975年 | 7篇 |
| 1974年 | 4篇 |
| 1970年 | 3篇 |
排序方式： 共有542条查询结果，搜索用时 15 毫秒
41.
42.
The benefits of peer collaboration on strategy use, metacognitive causal attribution, and recall were supported in an earlier study (Manion & Alexander, 1997). Following that study two primary questions remained: Would the observed benefits last beyond an immediate posttest, and would they last regardless of which strategy the children chose to use? The current investigation explores those questions. Thirty-one fourth-grade students from two public schools in Sydney, Australia, experienced either a peer-collaborative treatment condition or an individual task (control condition). A posttest was conducted 5.5 weeks later. As was the case in the original study, children in the treatment condition outperformed children in the control condition in strategy use, metacognitive understanding of strategy chosen, and recall gain. Benefits also sustained regardless of the strategy children chose to implement on the task. Most importantly, the benefits lasted after a period of over a month. Implications for future research are discussed. 相似文献
43.
44.
45.
46.
47.
48.
49.
50.
Wilson CD Anderson CW Heidemann M Merrill JE Merritt BW Richmond G Sibley DF Parker JM 《CBE life sciences education》2006,5(4):323-331
College-level biology courses contain many complex processes that are often taught and learned as detailed narratives. These processes can be better understood by perceiving them as dynamic systems that are governed by common fundamental principles. Conservation of matter is such a principle, and thus tracing matter is an essential step in learning to reason about biological processes. We present here multiple-choice questions that measure students' ability and inclination to trace matter through photosynthesis and cellular respiration. Data associated with each question come from students in a large undergraduate biology course that was undergoing a shift in instructional strategy toward making fundamental principles (such as tracing matter) a central theme. We also present findings from interviews with students in the course. Our data indicate that 1) many students are not using tracing matter as a tool to reason about biological processes, 2) students have particular difficulties tracing matter between systems and have a persistent tendency to interconvert matter and energy, and 3) instructional changes seem to be effective in promoting application of the tracing matter principle. Using these items as diagnostic tools allows instructors to be proactive in addressing students' misconceptions and ineffective reasoning. 相似文献