Noise assisted directed motion at the molecular level — 1     

Mangal C. Mahato  A. M. Jayannavar 《Resonance》2003,8(7):33-45

Noise affects most of the activities. The term noise is used to describe fluctuations about the mean deterministic stationary value of a physical quantity. Noise is generally associated, for example, with inaccuracies in measurements or impurities in signals such as musical notes and hence is undesirable. However, its essential role in physical processes was pointed out in the beginning the last century by Smoluchowski and others. It is only in the last two decades or so that the positive (active) aspects of its role has come to light and is being subjected to intense scrutiny. It is now being increasingly realised that noise is an important ingredient to bring order in dynamical processes. Though it appears counterintuitive, noise seems to help in directing transport processes in biological systems at the molecular level.  相似文献   

Values,interests and attitudes within vocational behaviour     

Monique Wach  Patrick Gosling 《European Journal of Psychology of Education - EJPE》2004,19(3):223-226

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Computer-mediated instruction: a comparison of online and face-to-face collaboration     

Jeremy I. Tutty  James D. Klein 《Educational technology research and development : ETR & D》2008,56(4):507-507

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Multiple Outcomes of Class Visits to Natural History Museums: The Students’ View   总被引：2，自引：0，他引：2  

Yael Bamberger  Tali Tal 《Journal of Science Education and Technology》2008,17(3):274-284

The purpose of this study was to describe and understand the range of outcomes of class visits to natural history museums. The theoretical framework is based on the multifaceted process of learning in free choice learning environments, and emphasizes the unique and individual learning experience in museum settings. The study’s significance is in highlighting several possible cognitive as well as non-cognitive learning effects in museums class visits, by providing the student’s point of view. Data was collected by semi-structured interviews with 50 students in grades 6–8 on the day following the visit. We present evidence that students expressed several learning outcomes, connected directly and indirectly to the scientific content of the visit. Content oriented outcomes included acquiring scientific knowledge and making connections to prior knowledge; social oriented outcomes were identified in students’ statements regarding communicating knowledge and social aspects of learning; and interest oriented outcomes were evidenced by students’ expressions about emotions, interest and curiosity. The aggregate data addressed the common outcomes and the impact of class visits to natural history museums in the short term. Comparisons between two types of museums show significant differences in several aspects, regarding the exhibit and/or the activity type. Practical ideas for structuring the ultimate experience are included.  相似文献   

Profiling the Beliefs of the Forgotten Teachers: An Analysis of Intern Teachers’ Frameworks for Urban Science Teaching     

Irene U. Osisioma  Hedy Moscovici 《Journal of Science Teacher Education》2008,19(3):285-311

The need to equip science teachers with knowledge, skills, and habits of mind to face the challenges of teaching science through inquiry informed this study, which analyzed the secondary science intern teachers’ beliefs about inquiry before, during, and following a series of 2 consecutive science methods courses in an attempt to document the effect of such experiences on their ability and willingness to infuse science inquiry in their science curricula. Nine science credentialing interns participated in the study. Data was gathered from their written reflections and various assignments throughout the methods courses. Results suggested that their beliefs changed significantly after the science methods courses. The implications of the study to secondary science teacher educators and researchers were highlighted.  相似文献   

Principal Leadership for Technology-enhanced Learning in Science     

Libby F. Gerard  Jane B. Bowyer  Marcia C. Linn 《Journal of Science Education and Technology》2008,17(1):1-18

Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership. A two-phase design is employed. In the first phase we elicit principals’ varied ideas about the Technology-enhanced Learning in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize principals’ ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer professional development activities that engage them in reviewing curricula and student work with other principals. Based on the analysis, this study offers guidelines for creating learning opportunities that enhance principals’ leadership abilities in technology and science reform.  相似文献   

Metacognition and Self-Regulation in James,Piaget, and Vygotsky   总被引：3，自引：3，他引：0  

Emily Fox  Michelle Riconscente 《Educational Psychology Review》2008,20(4):373-389

This article investigates the intertwined constructs of metacognition and self-regulation as they emerge in the works and theories of James, Piaget, and Vygotsky. To coordinate this exploration, we use an interpretive framework based on the relation of subject and object. In this framework, James’s perspective on metacognition and self-regulation is aligned with the Self, Piaget’s with the other and object, and Vygotsky’s with the medium or agency of language. We explore how metacognition and self-regulation function within the realm of human behavior and development as described in the works of each of these theorists. Key questions or issues that emerge for current research are outlined, and the limitations and benefits of each theorist’s perspective vis-à-vis metacognition and self-regulation are discussed.  相似文献   

An Interview with Dale Schunk     

Gonul Sakiz 《Educational Psychology Review》2008,20(4):485-491

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Preschool Work Teams’ View of Ways of Working with Gender—Parents’ Involvement     

Ingrid Karlson  Maria Simonsson 《Early Childhood Education Journal》2008,36(2):171-177

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Inquiry-Based Early Childhood Teacher Preparation: The Personal Learning Plan Method     

D. Michael Malone 《Early Childhood Education Journal》2008,35(6):531-542

The purpose of this paper is to describe a Personal Learning Plan method used in undergraduate early childhood education courses as a specific case of learner-centered, inquiry-based instruction. A rationale for this approach to instruction, the instructional context in which the specific method was developed and used, the method framework (i.e., preliminary and final plans, activities, products, and reflections), and the evaluation process will be discussed. Finally, a discussion of the perceived benefits and challenges of the method as it has been implemented will be presented.  相似文献