Constructing mathematics in an interactive classroom context     

Paul Ngee-Kiong Lau  Parmjit Singh  Tee-Yong Hwa 《Educational Studies in Mathematics》2009,72(3):307-324

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基于Labview平台的电工电子网络虚拟实验室研究     

曾祥华  乐江源  赖小华 《科技广场》2009,(3)

随着高等教育规模的不断扩大,学生规模与实验室规模的矛盾日益突出,尤其是对于工科专业而育.为了缓解这种矛盾,网络虚拟实验室的开发就变得尤为重要.本文正是针对这种需求,阐述了目前网络虚拟实验室的研究现状.对网络体系结构和Labview软件进行了深入的调查研究.在此基础上,以电工电子实验室为例,提出了一种可行的网络虚拟实验室实现方案.并进行了详细的介绍.  相似文献   

Immediate and short-term biomechanical adaptation of habitual barefoot runners who start shod running     

Ivan P.H. Au  Fannie O.Y. Lau  Winko W. An  Janet H. Zhang  Tony L. Chen 《Journal of sports sciences》2018,36(4):451-455

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Turning Crisis into Opportunity: Nature of Science and Scientific Inquiry as Illustrated in the Scientific Research on Severe Acute Respiratory Syndrome     

Siu Ling Wong  Jenny Kwan  Derek Hodson  Benny Hin Wai Yung 《Science & Education》2009,18(1):95-118

Interviews with key scientists who had conducted research on Severe Acute Respiratory Syndrome (SARS), together with analysis of media reports, documentaries and other literature published during and after the SARS epidemic, revealed many interesting aspects of the nature of science (NOS) and scientific inquiry in contemporary scientific research in the rapidly growing field of molecular biology. The story of SARS illustrates vividly some NOS features advocated in the school science curriculum, including the tentative nature of scientific knowledge, theory-laden observation and interpretation, multiplicity of approaches adopted in scientific inquiry, the inter-relationship between science and technology, and the nexus of science, politics, social and cultural practices. The story also provided some insights into a number of NOS features less emphasised in the school curriculum—for example, the need to combine and coordinate expertise in a number of scientific fields, the intense competition between research groups (suspended during the SARS crisis), the significance of affective issues relating to intellectual honesty and the courage to challenge authority, the pressure of funding issues on the conduct of research and the ‘peace of mind’ of researchers, These less emphasised elements provided empirical evidence that NOS knowledge, like scientific knowledge itself, changes over time. They reflected the need for teachers and curriculum planners to revisit and reconsider whether the features of NOS currently included in the school science curriculum are fully reflective of the practice of science in the 21st century. In this paper, we also report on how we made use of extracts from the news reports and documentaries on SARS, together with episodes from the scientists’ interviews, to develop a multimedia instructional package for explicitly teaching the prominent features of NOS and scientific inquiry identified in the SARS research.

Siu Ling WongEmail:

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Siu Ling Wong    is an Assistant Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at The University of Hong Kong. She received her B.Sc. from The University of Hong Kong and her Ph.D. from the University of Oxford. Her research interests include promoting teachers’ and students’ understanding of nature of science and scientific inquiry, physics education, teacher professional development. Jenny Kwan   is a PhD student in the Faculty of Education, at The University of Hong Kong. She received her B.Sc. from University of Sydney. She is now investigating in-service teachers’ classroom instruction on nature of science in relation to their intentions, beliefs, and pedagogical content knowledge. Derek Hodson   is Professor of Science Education at the Ontario Institute for Studies in Education and Editor of the Canadian Journal of Science, Technology and Mathematics Education. His major research interests include: history, philosophy & sociology of science and its implications for science education; STSE education and the politicisation of science education; science curriculum history; multicultural and antiracist education; and science teacher education via action research. Benny Hin Wai Yung    is Head, Associate Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at University of Hong Kong. His main research areas are teacher education and development, science education and assessment for science learning. His recent publications include Yung BHW (2006) Assessment reform in science education: fairness and fear. Springer, Dordrecht.  相似文献   

精准医学发展趋势:从定量成像到放射组学（英文）     

U.Rajendra ACHARYA  Yuki HAGIWARA  Vidya K.SUDARSHAN  Wai Yee CHAN  Kwan Hoong NG 《Journal of Zhejiang University. Science. B》2018,(1)

放射学(影像学)及影像引导的介入手段能提供多参数的形态学及功能信息,在精准医学中扮演着越来越重要的角色。因此,放射科医生需要理解影像表型,并将这些表型与潜在的疾病相关联,进而描述图像特征。但是为了能理解并描述异质性实体肿瘤的分子表型(基因组学信息),就需要通过活检取得这些组织更进一步的序列信息。因此,放射科医生为了能获得详尽的影像表型,需要从不同视图和角度采集图像,而这就产生了大量的数据。从所有这些影像数据中提取有意义的细节非常具有挑战性,并衍生出了大数据这个命题。因为影像组学有对诊断支持提供有意义的诠释性和预测性信息的潜力,所以近年来对于影像组学的关注越来越多。影像组学是传统的计算机辅助诊断、深度学习和人类技能的结合,因此它能被用来定量描述肿瘤表型。本文对影像组学流程的概览、基于不同手段(如计算机断层扫描(CT)、磁共振成像(MRI)和正电子发射计算机断层扫描(PET))的影像组学研究结果、面临的挑战和影像组学对于精准医学潜在的贡献等方面进行了讨论。  相似文献   

Developing Curriculum Leadership in Schools: Hong Kong perspectives     

Edmond Hau‐Fai Law  Maurice Galton  Sally Wai‐Yan Wan 《Asia-Pacific Journal of Teacher Education》2007,35(2):143-159

This study is designed to investigate the impact of school‐based curriculum development teams on teacher development within the tradition of school‐based curriculum development in a primary school in Hong Kong. Teacher interviews were used to evaluate the extent that teacher engagement in curriculum decision‐making processes within two school‐based curriculum development teams has led to teacher professional development which were triangulated with the videotaped meetings and tryout lessons. Qualitative evidence has revealed positively that participating teachers have developed themselves professionally through the process of planning, experimenting and reflecting (PER model) upon curriculum practice and innovation under certain conditions. However, the complexity of the structures and processes that were established for involving teachers in curriculum decision‐making processes needs further empirical and theoretical work. This paper only looks at data relating to teacher development in curriculum leadership collected in the second action cycle of the project from January to June 2005.  相似文献   

Reflections on the Umbrella Movement: Implications for civic education and critical thinking     

Joe Y. F. Lau 《Educational Philosophy and Theory》2019,51(2):163-174

Abstract

The 2014 Umbrella Movement was one of the most significant social and political events in recent Hong Kong history. This paper offers some initial reflections on the connections between the movement and broader issues related to civic education, critical thinking, and theories of education. First, it is suggested that the movement closely resembles a form of civic education known as ‘action civics,’ offering an alternative pedagogy that might encourage more authentic civic participation. Second, the movement raises questions about how the teaching of critical thinking can be made more practically relevant to modern citizenship. Third, the deep political polarization associated with the movement indicates that civic education and critical thinking training need to pay attention to cognitive biases that affect political ideology. Finally, the Umbrella Movement reflects the failure of democratization in Hong Kong and coincides with increasing political pressures on the local education system. We discuss how political reality connects to issues about democratic education, critical pedagogy, and the idea of political neutrality in education.  相似文献   

Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects     

Weipeng Yang  Jesus Alfonso D. Datu  Xunyi Lin  Michelle Marie Lau  Hui Li 《Early education and development》2019,30(1):36-59

Research Findings: This meta-analysis examined 29 (quasi-)experimental studies that involved low-income children ages 3 to 5 who might be subject to risks of academic failure and other negative outcomes. Compared to the controls, children who learned with social-emotional learning (SEL) curricula demonstrated significantly improved social-emotional competence, with an effect size or standardized mean difference of 0.241 (95% confidence interval [0.194, 0.287]). However, the use of other curricula that lacked an intensive focus on SEL yielded nonsignificant effects on the social-emotional competence of low-income children. Type of curriculum, fidelity of curriculum implementation, and duration of intervention were found to moderate the educational effects. Practice or Policy: The findings of this meta-analysis contribute to the growing body of empirical evidence on the positive effects of early SEL curricula and explain how curricula can produce social-emotional benefits for low-income children in their early years.  相似文献   

香港中学会考中国语文科及英国语文科水平参照成绩汇报     

李王鍏 《考试研究》2008,(2):33-47

由2007年开始,香港中学会考中国语文科及英国语文科开始采用水平参照成绩汇报(standards-referenced reporting)。本文以香港中学会考中国语文科及英国语文科水平参照成绩汇报为例,介绍水平参照成绩汇报的特点及采用水平参照成绩汇报的理念,着重讨论如何设定、保持水平,及汇报成绩,并略述水平参照成绩汇报对香港社会的影响以及水平参照成绩汇报的未来发展。  相似文献   

Human services students’ experiential learning on conducting a life story research of Chinese American family caregivers     

Man Wai Alice Lun 《Educational gerontology》2018,44(5-6):301-307

Community college students were involved in conducting a research project entitled “Life Stories of Chinese American Family Caregivers.” They recruited Chinese American family caregivers and collected their life stories of providing care to family members of old age. Students were asked to provide reflections on their experience with the research project. A grounded theory approach was used to analyze students’ perception of the impact of the life story project on their attitude change toward family caregiving as well as their relationship with family members of old age and career choice. The results revealed students’ gratitude for their family members of old age, desire to develop a plan for caregiving issues in their own families, deeper empathic understanding on family caregivers, and improved self-efficacy for better service provision in their future practice. The results encourage further exploration on the impact of research on undergraduate students’ aging competency.  相似文献