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41.
Stella Vosniadou Christos Ioannides 《International Journal of Science Education》2013,35(10):1213-1230
A theoretical framework based on cognitive/developmental research is described. It is argued that science learning is a gradual process during which initial conceptual structures based on children's interpretations of everyday experience are continuously enriched and restructured. Conceptual change also involves increased metaconceptual awareness, cognitive flexibility, and theoretical coherence. Some of the implications of this research for the development of science curricula and for instruction are discussed. It is also argued that while cognitive/developmental research can provide us with important information about the process of learning science, it does not provide much information about the external, environmental variables that can facilitate cognitive performance and conceptual change. What is needed in the future is the development of a theory of learning that bridges science education and cognitive/developmental research. Such a theory should specify the mechanisms that can take an individual from one level of cognitive performance to the next and relate them to situational and cultural factors. 相似文献
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Tâmile Stella Anacleto Taísa Adamowicz Laura Simões da Costa Pinto Fernando Mazzilli Louzada 《Mind, Brain, and Education》2014,8(4):169-174
Although the environmental light/dark cycle is the main zeitgeber for the human species, the social cues seem to be important in the synchronization of circadian rhythms. In Brazil, the existence of two school schedules—one with only morning classes (MG) and other with only afternoon classes (AG)—allows the investigation of the effect of school activities on light exposure and sleep/wake patterns in children. Forty‐seven children wore wrist actimeters for a week for registration of light and sleep data. MG children presented shorter sleep duration on school days than the children from the AG. The results showed that during school days MG children were exposed to bright light earlier in the morning when compared to AG children. Nevertheless, there were no differences in light exposure after sunset. The results reflect the role of school schedules and artificial light in shaping light exposure, and its association with sleep timing in children. 相似文献
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Since the 1970s, the de‐differentiation of high and low culture has legitimized the curation of craft and popular culture. The curation of some crafts, such as quilting, has assisted in reducing art‐craft distinctions, and the exhibition of fashion and popular music has highlighted links between folk culture (e.g., stories, songs, and crafts) and mass culture. With reference to the craft of knitting, we draw on the concept of the contact zone) to show how the current breaching of museum boundaries by yarn bombers can draw further attention to inclusions and exclusions in museum curation. Just as traditional age and gender distinctions are both problematized and perpetuated in public images and press reports on knitting, we argue that discussion of new forms and new contributors to curation processes may be tempered by broader analysis of the representation of craft within popular culture. 相似文献
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Paul DeHart Hurd 《科学教学研究杂志》2002,39(1):3-9
This article is focused on changes taking place in the teaching of science as part of general education. Over the past century a host of changes in the nature and practice of science have served to make outmoded the science curricula now found in school textbooks. Past and present reform efforts have been limited to updating traditional subject matter, which is not adequate for life and living in today's world. A new framework is required for a general education in science, one that is student centered and up‐to‐date on the nature of science technology. As stated in the Science Bulletin ( 2000 ), “Science and technology have become the driving force for mankind's quest for a better society” (p. 1). The new science curriculum also should be focused on the utilization of science technology for public welfare and human benefit. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 3–9, 2002 相似文献
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