全文获取类型
收费全文 | 736篇 |
免费 | 3篇 |
专业分类
教育 | 593篇 |
科学研究 | 29篇 |
各国文化 | 13篇 |
体育 | 36篇 |
综合类 | 1篇 |
文化理论 | 4篇 |
信息传播 | 63篇 |
出版年
2021年 | 6篇 |
2019年 | 12篇 |
2018年 | 12篇 |
2017年 | 23篇 |
2016年 | 12篇 |
2015年 | 4篇 |
2014年 | 15篇 |
2013年 | 148篇 |
2012年 | 12篇 |
2011年 | 15篇 |
2010年 | 16篇 |
2009年 | 13篇 |
2008年 | 12篇 |
2007年 | 16篇 |
2006年 | 29篇 |
2005年 | 22篇 |
2004年 | 23篇 |
2003年 | 30篇 |
2002年 | 21篇 |
2001年 | 19篇 |
2000年 | 25篇 |
1999年 | 12篇 |
1998年 | 9篇 |
1997年 | 14篇 |
1996年 | 10篇 |
1995年 | 16篇 |
1994年 | 9篇 |
1993年 | 17篇 |
1992年 | 11篇 |
1991年 | 13篇 |
1989年 | 9篇 |
1988年 | 11篇 |
1987年 | 5篇 |
1986年 | 8篇 |
1985年 | 12篇 |
1983年 | 5篇 |
1982年 | 4篇 |
1981年 | 8篇 |
1980年 | 7篇 |
1979年 | 3篇 |
1978年 | 8篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1975年 | 4篇 |
1974年 | 3篇 |
1973年 | 4篇 |
1972年 | 7篇 |
1971年 | 6篇 |
1970年 | 4篇 |
1969年 | 7篇 |
排序方式: 共有739条查询结果,搜索用时 31 毫秒
101.
102.
Don Howard 《Science & Education》2009,18(2):199-220
This paper asks what is necessary in a theory of science adequate to the task of empowering philosophers of science to participate
in public debate about science in a social context. It is argued that an adequate theory of science must be capable of theorizing
the role of values and motives in science and that it must take seriously the irreducibly social nature of scientific knowledge.
Don Howard is a Professor in the Department of Philosophy and the Program in History and Philosophy of Science at the University of Notre Dame. He holds a B.Sc. in physical sciences from Michigan State University and both an M.A. and a Ph.D. in philosophy from Boston University. His special interests include the history and philosophical foundations of physics and the history of the philosophy of science. Recent publications include: The Challenge of the Social and the Pressure of Practice: Science and Values Revisited, co-edited with Martin Carrier and Janet Kourany (University of Pittsburgh Press, forthcoming); “‘Let me briefly indicate why I do not find this standpoint natural.’ Einstein, General Relativity, and the Contingent A Priori,” in Synthesis and the Growth of Knowledge: Examining Michael Friedman’s Approach to the History of Philosophy and Science, Michael Dickson and Mary Domski, eds. (Open Court, forthcoming); “Einstein and the Philosophy of Science,” in the Cambridge Companion to Einstein, Michel Janssen and Christoph Lehner, eds. (Cambridge University Press, forthcoming); and “Albert Einstein as a Philosopher of Science,” Physics Today (2005). 相似文献
Don HowardEmail: |
Don Howard is a Professor in the Department of Philosophy and the Program in History and Philosophy of Science at the University of Notre Dame. He holds a B.Sc. in physical sciences from Michigan State University and both an M.A. and a Ph.D. in philosophy from Boston University. His special interests include the history and philosophical foundations of physics and the history of the philosophy of science. Recent publications include: The Challenge of the Social and the Pressure of Practice: Science and Values Revisited, co-edited with Martin Carrier and Janet Kourany (University of Pittsburgh Press, forthcoming); “‘Let me briefly indicate why I do not find this standpoint natural.’ Einstein, General Relativity, and the Contingent A Priori,” in Synthesis and the Growth of Knowledge: Examining Michael Friedman’s Approach to the History of Philosophy and Science, Michael Dickson and Mary Domski, eds. (Open Court, forthcoming); “Einstein and the Philosophy of Science,” in the Cambridge Companion to Einstein, Michel Janssen and Christoph Lehner, eds. (Cambridge University Press, forthcoming); and “Albert Einstein as a Philosopher of Science,” Physics Today (2005). 相似文献
103.
Tanya Beran Claudio Violato Don Kline Jim Frideres 《Assessment & Evaluation in Higher Education》2009,34(5):519-527
Although measures of student ratings of instruction have been developed and examined empirically, students' attitudes about the utility of these ratings have yet to be meaningfully quantified. Using survey responses from 1229 students at a major Canadian university, we developed a psychometrically sound measure of the usefulness of student ratings. A principal components analysis with oblique rotation was conducted and three factors (Instructor characteristics, Course characteristics and Instructor's relative ranking) were obtained that explained 64% of the variance in six iterations. The usefulness of these three types of ratings information differs according to several student and course characteristics. The present results provide evidence for both reliability and validity of the instrument as an indicator of the utility of teaching evaluation for students. 相似文献
104.
James P. Concannon Marcelle A. Siegel Kristy Halverson Sharyn Freyermuth 《Journal of Science Education and Technology》2010,19(2):177-186
In this study, we examined 96 undergraduate non-science majors’ conceptions of stem cells, stem cell research, and cloning.
This study was performed at a large, Midwest, research extensive university. Participants in the study were asked to answer
23 questions relating to stem cells, stem cell research, and cloning in an on-line assessment before and after instruction.
Two goals of the instruction were to: (1) help students construct accurate scientific ideas, and (2) enhance their reasoning
about socioscientific issues. The course structure included interactive lectures, case discussions, hands-on activities, and
independent projects. Overall, students’ understandings of stem cells, stem cell research, and cloning increased from pre-test
to post-test. For example, on the post-test, students gained knowledge concerning the age of an organism related to the type
of stem cell it possesses. However, we found that some incorrect ideas that were evident on the pre-test persisted after instruction.
For example, before and after instruction several students maintained the idea that stem cells can currently be used to produce
organs. 相似文献
105.
Kristy L. Halverson Marcelle A. Siegel Sharyn K. Freyermuth 《Journal of Science Education and Technology》2010,19(6):612-620
Helping students develop criteria for judgment and apply examination skills is essential for promoting scientific literacy. With the increasing availability of the Internet, it is even more essential that students learn how to evaluate the science they gather from online resources. This is particularly true because publishing information on the web is not restricted to experts, and content quality can vary greatly across websites. The responsibility of evaluating websites falls upon the user. Little research has examined undergraduates’ evaluation of web sites in science classes. The purpose of this study was to investigate on which websites college students selected and how they evaluated the websites used when developing individual positions about stem-cell research. We used a qualitative approach in search of patterns in undergraduates’ website selection and evaluation criteria. We found that students used a variety of web resources from eleven types of websites to complete their independent research report. Students also used eleven evaluation criteria to evaluate these sources, some useful (e.g., credibility) and some not useful (e.g., readability). We found that university students struggled with critically evaluating online resources. Undergraduates need prompts to learn how to critically evaluate the science content provided within websites. This type of scaffold can facilitate useful evaluation and promote critical thinking required for becoming scientifically literate. 相似文献
106.
Linda Siegel 《教育心理学》2010,30(2):243-244
107.
Don Randall 《Children‘s Literature in Education》2010,41(1):28-39
Robert Louis Stevenson’s poem “Foreign Children,” Rudyard Kipling’s poem “We and They,” and Frances Temple’s youth novel The Beduins’ Gazelle are the texts submitted to detailed analysis in this article, which examines cross-cultural perspectives in relation to imperial
and post-imperial social contexts. Stevenson is shown to portray the basic structure of an imperial cross-cultural perspective,
which Kipling problematizes and calls into question. Analysis of Temple reveals her awareness of the problems and limitations
that inhere in an imperial perspective and shows that her work presents innovative, contemporary approaches to the representation
of cross-cultural perspectives. 相似文献
108.
109.
Roger M. Bartlett Les Burwitz Tudor Hale Keith Davids Ian M. Cockerill Don MacLaren 《Journal of sports sciences》2013,31(1):61-67
Myocybernetic control models of skeletal muscle: characteristics and applications, H. Hatze, University of South Africa Press, Pretoria, 1981. xi+221 pp, ISBN 0 86981 216 5 Psychology of motor learning, (2nd edition) J.B. Oxendine, Prentice‐Hall, Inc., New Jersey, 1984. 403 pp, £26.75 (hb), ISBN 0 13 736603 5 Exercise, health and medicine, Symposium Procedings, Sports Council, London, 1984. 66 pp, £4.00 (pb), ISBN 0 906577 42 X Human motor actions: Bernstein reassessed, H.T.A. Whiting (ed.), North Holland, Amsterdam, 1984. xxxv+559 pp, £40.00 (hb), ISBN 0 4444 868135 Sporting body sporting mind, John Syer and Christopher Connolly, Cambridge University Press, 1984. 160 pp, £3.95 (pb), ISBN 0 521 26935 0 Exercise physiology: human bioenergetics and its applications, George A. Brooks and Thomas D. Fahey, John Wiley & Sons, UK, 1984. xxiv + 810 pp, £30 (hb) ISBN 0 471 88827 3 相似文献
110.
David M. High Edward T. Howley B. Don Franks 《Research quarterly for exercise and sport》2013,84(4):357-361
Abstract It has been suggested in the lay literature that static stretching and/or warm-up will prevent the occurrence of Delayed-Onset Muscle Soreness (DOMS). The primary purpose of this study was to determine the effects of static stretching and!or warm-up on the level of pain associated with DOMS. Sixty-two healthy male and female volunteers were randomly assigned to four groups: (a) subjects who statically stretched the quadriceps muscle group before a step, (b) subjects who only performed a stepping warm-up, (c) subjects who both stretched and performed a stepping warm-up prior to a step test, and (d) subjects who only performed a step test. The step test (Asmussen, 1956) required subjects to do concentric work with their right leg and eccentric work with their left leg to voluntary exhaustion. Subjects rated their muscle soreness on a ratio scale from zero to six at 24-hour intervals for 5 days following the step test. A 4×2×2 ANOVA with repeated measures on legs and Duncan's New Multiple Range post-hoc test found no difference in peak muscle soreness among the groups doing the step test or for gender (p > .05). There was the expected significant difference in peak muscle soreness between eccentrically and concentrically worked legs, with the eccentrically worked leg experiencing greater muscle soreness. We concluded that static stretching and!or warm-up does not prevent DOMS resulting from exhaustive exercise. 相似文献