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The experience of interest is central to intrinsic motivation for learning, so it is important to understand the nature of interest and its sources. Individual differences in fluid intelligence (Gf) predict finding things more interesting, but it is possible that this effect is merely due to the overlap of Gf with openness to experience, a strong predictor of interest across many domains. The present research measured Gf, the Big Five traits, and the interestingness of contemporary poems and visual art. Latent variable models found that Gf predicted interest in both poems and pictures, even when openness and gender were included as predictors. Moreover, Gf and openness did not interact, indicating main effects rather than joint effects. The relationship between Gf and interest thus appears robust. 相似文献
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Camilla Leach 《History of education》2013,42(1):69-90
This article examines the work of two Quaker women, Priscilla Wakefield (1750–1832) and Maria Hack (1777–1844) as popularizers of science and in the context of the development of scientific literacy. Both women were writers who specialized in scientific educational texts for children and young adults. As Quakers their community and culture played a significant part in their understanding of, and approach to, the study of science. Hence this article will consider how and why Quakers encouraged scientific education for their children. It will also consider how Quakers, in their support for science, avoided the theological discord that was beginning to arise between religion and science in other Christian denominations. 相似文献
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Camilla Schreiner Ellen K. Henriksen Pål J. Kirkeby Hansen 《Studies in Science Education》2013,49(1):3-49
This paper provides an introduction to the concept of pedagogical link‐making in the context of teaching and learning scientific conceptual knowledge. Pedagogical link‐making is concerned with the ways in which teachers and students make connections between ideas in the ongoing meaning‐making interactions of classroom teaching and learning. First of all we draw upon socio‐cultural perspectives to outline why we think that ‘link‐making’ is fundamental to science learning and consequently to science teaching and then we identify three main forms of pedagogical link‐making. The related research literature is then used to specify pedagogical link‐making approaches associated with each of the three main forms. Finally, the resultant framework of link‐making forms and approaches is applied in analysing a teaching sequence taken from a UK secondary school science classroom. Part of this analysis involves identifying specific pedagogical tools/strategies that might be employed in the classroom to support link‐making. 相似文献
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Michael T. Miller Stephen M. Vacik Camilla Benton 《Community College Journal of Research & Practice》2013,37(7):645-654
The current study provided an investigation of 110 faculty who were very involved, moderately involved, and not involved in governance activities in community colleges. No differences were found between the three groups on characteristics of an ideal governance process or the roles faculty have in shared governance. Differences were found in responses to general perceptions toward faculty involvement in governance. 相似文献
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Camilla Addey 《Critical Studies in Education》2017,58(3):311-325
ABSTRACTSetting this paper against the backdrop of scholarly research on recent changes in the OECD’s approach and workings in education, I analyse how the OECD has reinforced its infrastructural and epistemological global governance through the Programme for International Student Assessment (PISA) for Development (PISA-D). Drawing on qualitative data, this paper makes three arguments. First, there has been a reinforced effort at the OECD to align national and international large-scale assessments; second, the OECD-ensured PISA-D was enhanced only in so far as it remained comparable with PISA, with a view to joining up lower- and middle-income data infrastructures with the global PISA infrastructure; and third, the OECD has bound together the aims of PISA, PISA-D, the Education and Skills Directorate, the Organisation’s Strategy on Development and the global education agenda (Sustainable Development Goals), thus strengthening its global education governance potential. With a note of concern, I suggest these recent changes in the OECD’s work in education may be spreading a very narrow framework of educational values, which does not sufficiently recognise the complexity of learning and teaching. 相似文献
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Karthiga Panneerselvam Martin E. Lynge Camilla Frich Riber Sofia Mena-Hernando Anton A. A. Smith Kenneth N. Goldie Alexander N. Zelikin Brigitte St?dler 《Biomicrofluidics》2015,9(5)
Recently, the combination of lipids and block copolymers has become an alternative to liposomes and polymersomes as nano-sized drug carriers. We synthesize novel block copolymers consisting of poly(cholesteryl acrylate) as the hydrophobic core and poly(N-isopropylacrylamide) (PNIPAAm) as the hydrophilic extensions. Their successful phospholipid-assisted assembly into vesicles is demonstrated using the evaporation-hydration method. The preserved thermo-responsive property of the lipid-polymer hybrids is shown by a temperature dependent adsorption behaviour of the vesicles to poly(l lysine) coated surfaces. As expected, the vesicle adsorption is found to be higher at elevated temperatures. The cellular uptake efficiency of hybrids is assessed using macrophages with applied shear stress. The amount of adhering macrophages is affected by the time and level of applied shear stress. Further, it is found that shorter PNIPAAm extensions lead to higher uptake of the assemblies by the macrophages with applied shear stress. No inherent cytotoxicity is observed at the tested conditions. Taken together, this first example of responsive lipid-polymer hybrids, and their positive biological evaluation makes them promising nano-sized drug carrier candidates. 相似文献
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