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41.
U. Muralidhar Jagdeesh C. Kalla 《The Journal of Agricultural Education and Extension》2013,19(2):119-129
Abstract A brief profile of scientific staff in the State Agricultural Universities (SAUs) in India is described. The data collected through a survey sketches the scientific staff background, age, gender, education, mobility, career details and time spent on various activities. Interesting differences were found in the activities of scientific staff of different grades. The findings show certain positive and negative features. The positive features are: scientific staff spend time on all four activities of SAUs, namely, research, teaching, extension and administration; increase in the number of scientific staff from urban background; increase in female scientific staff, and satisfactory career growth. Negative features are: lack of training opportunities; senior scientific staff in management grade spend more time in administration at the cost of teaching and research, and scientific staff selection becoming more localised. Amongst the scientific staff, readers are relatively more associated with academic activities, whereas professors are more associated with administration. 相似文献
42.
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
43.
In this study, the use of inquiry methods, learning cycles, a conceptual change model and analogy in creating alternative
science texts was discussed. An alternative text on the topic of acids and bases was created by integrating the methods and
models discussed in this paper. The alternative text and a sample of a traditional text taken from a textbook, which is still
used in Turkish high schools, were given to two groups, totaling 42 pre-service teachers—the alternative text was given to
an experimental group and the traditional text to a control group—in an experimental setting and their understandings of acids
and bases were compared. In addition, in the second step of the study, the pre-service teachers read both texts and indicated
their preferences in terms of interest, understandability and helpfullness. 相似文献
44.
用计算机技术实现HSK管理系统的科学化管理,是现代教学管理的需要。《HSK管理系统》应用程序的诞生是一个必然。本详细给出了该系统设计的主要功能与实现方法、技巧。虽然该系统是针对HSK设计的,但程序稍另改动可适合其它(如:CET)的科学化管理要求。 相似文献
45.
Interchange - This is the second of two papers on a novel physical science course for student teachers that develops and uses an imaginative approach to Primary Physical Science Education.... 相似文献
46.
The article examines the opportunities and limitations of the coping behavior of children and teenagers on the Internet and the assistance that they receive from significant adults (parental mediation) in the context of the new developmental social situation, which is mediated by modern information and communication technologies, and in particular the Internet. The study was conducted on the basis of the EUKidsOnline II methodology in 11 regions in seven Russian federal districts (1,025 “parent–child” pairs). The study discovered that the most common risks include sexual and negative content, fraud and theft of personal information, as well as meetings with online acquaintances. The features of experiences and mechanisms used to cope with online risks depend on the predominant activity that a particular teenager pursues online, so that if children are focused on their studies online, they are less exposed to this risk. However, they are more deeply disturbed by such situations and remain so for longer periods of time, and they more frequently employ passive strategies to cope with them. So-called “content consumers” are at the greatest risk of encountering sexual content on the network. These users actively pursue various activities online, including search engines. They experience fewer negative emotions, and they often actively try to cope with the problem while rarely using offline support. There are few opportunities for parental mediation; these include blocking content and reducing the probability that children, and in particular the teenagers that are focused on their studies, will encounter risks. The strategy of explanation and encouragement is effective for teens who pursue various activities on the Internet, and is associated with a more realistic assessment of risk and young people's active use of coping and social support strategies. For the modern teenager, the Internet is a complex psychological “tool,” which he appropriates by probing its capabilities and opportunities for self-regulation, including coping with difficult life situations. 相似文献
47.
48.
The main purpose of the present research was to check the possibility of measuring the feeling of “intuitive acceptance”, experienced by a subject when he offers an intuitive solution to a problem. It was postulated that two dimensions have to be considered and combined: The level of confidence and the degree of obviousness. Almost all the questions asked referred to the notion of infinity. The subjects were pupils belonging to grades 8 and 9. Three main categories of problematic situations have been identified:
- Problems which got high percentages of correct solutions and high levels of intuitive acceptance.
- Problems which got two types of contradictory solutions, each of them being accepted with moderate intuitiveness.
- Problems which got low frequencies of correct solutions and high frequencies of typical incorrect solutions, the second category presenting higher levels of intuitive acceptance than the first (counter-intuitive problematic situations).
49.
Educational technology research and development - 相似文献
50.
Science &; Education - What is a teacher to do when confronted with a student who says “I understand that theory (e.g., evolution), but I don't believe it”? The purpose of this... 相似文献