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Danièle Cros Maurice Maurin Roger Amouroux Maurice Chastrette∗ Jacques Leber Michel Fayol 《International Journal of Science Education》2013,35(3):305-313
Preconceptions of first‐year university students of the constituents of matter and the notions of acids and bases were investigated on a total of 400 students. The procedure used consisted of free interviews, semi‐structured interviews and questionnaires. It was found that the constituents of matter were well known to students, but that interactions between these constituents were either totally unknown or were the subject of severe misconceptions. The students’ knowledge tended to be qualitative and formal, with a worrying lack of connection with everyday life. 相似文献
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S. G. Dani 《Resonance》2012,17(3):236-246
India has had a long tradition of more than 3000 years of pursuit of Mathematical ideas, starting from the Vedic age. The
Sulvasutras (which included Pythagoras theorem before Pythagoras), the Jain works, the base 10 representation (along with the use of
0), names given to powers of 10 up to 1053, the works of medieval mathematicians motivated by astronomical studies, and finally the contributions of the Kerala school
that came strikingly close to modern mathematics, represent the various levels of intellectual attainment. 相似文献
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John E. Henning Linda J. Rice Danielle E. Dani Ginger Weade Timothy McKeny 《Teacher Development》2017,21(3):388-403
The purpose of the study was to examine the differences among significant changes in the practice of individual teachers. Seventeen US teachers were interviewed about the most successful change in their teaching career. The differences in teacher change were based primarily on the source and impact of the change. The sources of change were divided into two categories: other-initiated or self-initiated. The level of impact was determined in three ways: by whether teachers described a new practice, a new direction, or a change in their beliefs. By organizing according to both the source and impact of the change, four types of change were identified: Response to School Initiatives, Professional Development Initiatives, Student-Centered Changes, and Self-Designed Changes. Self-Designed changes were further distinguished based on the time required for the change process. Implications for developing new strategies to foster teacher development are discussed. 相似文献
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Czesław Daniłowicz 《Information processing & management》1983,19(3):159-163
Principles for determining the profile of a system user have been presented. These principles are based on the analysis of co-occurrence of index terms in queries and pertinent documents. Moreover, a procedure for determining index term weights on the basis of user profiles has been introduced. The information value of the index term weights depends on the degree of homogeneity of the system users. 相似文献
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In response to a desire to strengthen the economy, educational settings are emphasizing science, technology, engineering, and mathematics (STEM) curriculum and programs. Yet, because of the narrow approach to STEM, educational leaders continue to call for a more balanced approach to teaching and learning, which includes the arts, design, and humanities. This desire created space for science, technology, engineering, arts, and mathematics (STEAM) education, a transdisciplinary approach that focuses on problem-solving. STEAM-based curricula and STEAM-themed schools are appearing all over the globe. This growing national and global attention to STEAM provides an opportunity for teacher education to explore the ways in which teachers implement STEAM practices, examining the successes and challenges, and how teachers are beginning to make sense of this innovative teaching practice. The purpose of this paper is to examine the implementation of STEAM teaching practices in science and math middle school classrooms, in hopes to provide research-based evidence on this emerging topic to guide teacher educators. 相似文献
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S. G. Dani 《Resonance》2012,17(9):824-846
Modern mathematics, and modern science in general, was embraced enthusiastically in the Indian subcontinent quite early, thanks to a large extent to the tradition of learning going back to the ancient times. By the early decades of the 20th century the Indian mathematical community had made important research contributions in diverse areas of mathematics, including number theory, real and complex analysis, diffrential geometry, diffrential equations, algebra, combinatorial mathematics and applied mathematics. Interaction with world leaders in the field, reforms in the educational system, establishment of societies for actively pursuing study and discussion of mathematics, publication of mathematical journals, were some of the major progressive steps taken. Apart from the indigenous leadership, participation of a few enlightened foreigners in the process also paved the way for the advancement of the subject in the country. We recount here the story of the early developments of the mathematical scene in India, and of the various players involved. 相似文献
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This study attends the learning sciences to the work of Carl Rogers and his person-centered therapy and education. Building on claims that knowledge building communities are idea-centered, as well as recent research in this area that has looked at learning holistically, we examine the notion of a ‘humanistic knowledge building community’ as an integration of idea-centered classroom knowledge building communities with Rogerian person-centeredness. We investigated an innovative course for graduate students in an educational technologies program that both inspired and informed this conceptualization. Our grounded theoretical approach combined with a microanalysis of one student revealed five patterns that knowledge, experience, and self can co-develop in a humanistic knowledge building community. 相似文献