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This study (a) assessed the influence of three history of science (HOS) courses on college students' and preservice science teachers' conceptions of nature of science (NOS), (b) examined whether participants who entered the investigated courses with a conceptual framework consistent with contemporary NOS views achieved more elaborate NOS understandings, and (c) explored the aspects of the participant HOS courses that rendered them more “effective” in influencing students' views. Participants were 166 undergraduate and graduate students and 15 preservice secondary science teachers. An open‐ended questionnaire in conjunction with individual interviews, was used to assess participants' pre‐ and postinstruction NOS views. Almost all participants held inadequate views of several NOS aspects at the outset of the study. Very few and limited changes in participants' views were evident at the conclusion of the courses. Change was evident in the views of relatively more participants, especially preservice science teachers, who entered the HOS courses with frameworks that were somewhat consistent with current NOS views. Moreover, explicitly addressing certain NOS aspects rendered the HOS courses relatively more effective in enhancing participants' NOS views. The results of this study do not lend empirical support to the intuitively appealing assumption held by many science educators that coursework in HOS will necessarily enhance students' and preservice science teachers' NOS views. However, explicitly addressing specific NOS aspects might enhance the effectiveness of HOS courses in this regard. Moreover, the study suggests that exposing preservice science teachers to explicit NOS instruction in science methods courses prior to their enrollment in HOS courses might increase the likelihood that their NOS views will be changed or enriched as a result of their experiences with HOS. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1057–1095, 2000 相似文献
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Competency-based approaches using information and communication technologies have been the main solution of the organization’s expectations in all fields (public and private) to increase the products’ quality and employees’ capacity. Furthermore, the concept of competency can have several different definitions, which may make it difficult to model. As a result, without a good representation of the knowledge and competency and reusable definitions of competence, an e- Learning system will be unable to adapt to its users, to personalize learning activities. In this paper, we present a view of some important competency definitions and the main competency specifications, like the HR-XML specification (Human Resources XML), and the IMS Reusable Definition of Competency or Educational Objective (IMS RDCEO). Moreover, we suggest a competency model for training and education based on these specifications. 相似文献
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Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these pertain to science teaching. The Mentoring for Effective Primary Science Teaching instrument was administered to 147 senior preservice primary teachers in a university in Jordan. The results indicated that the greater majority of participants did not experience effective mentoring toward creating a supportive and reflexive environment that would bolster their confidence in teaching science; further their understanding of primary science curriculum, and associated aims and school policies; help with developing their pedagogical knowledge; and/or furnish them with specific and targeted feedback and guidance to help improve their science teaching. Substantially more participants indicated that their mentors modeled what they perceived to be effective science teaching. The study argues for the need for science-specific mentoring for preservice primary teachers, and suggests a possible pathway for achieving such a model starting with those in-service primary teachers—much like those identified by participants in the present study—who are already effective in their science teaching. 相似文献
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Factors Influencing Schoolchildren's Responses to a Questionnaire in Wildlife Conservation Education
Jean-Marie Ballouard Stephen J. Mullin Rastko Ajtic José Carlos Brito El Hassan ElMouden Mehmet Erdogan 《International Journal of Science Education》2013,35(3):469-483
Questionnaires are important tools for assessing attitudes regarding conservation issues. However, they are not easily comparable and their reliability has been insufficiently assessed. We examined factors influencing responses to open- and closed-ended questions about animal conservation to more than 600 schoolchildren (9 years old on average). We analysed the level of understanding, controllable (e.g. sample size) and less controllable factors (e.g. affectivity). Most children responded appropriately to the questions, but subtle changes in the phrasing influenced the answers. Affectivity towards endearing species and spontaneity also influenced the responses whereas small sample sizes (~50 children) provided relatively stable patterns. Overall, we suggest that standardization of questionnaires administered over large spatial and time scales is needed to accurately assess children's attitudes towards conservation issues. 相似文献
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To study the influence of negative or positive experience of the ingestion of ethanol in femaleDrosophila with thefast form of the Adh gene on the acceptance of a medium containing this substance as site for egg laying, flies raised on a medium without alcohol were kept (1) on a regular medium, (2) on a medium supplemented with ethanol, (3) on a medium supplemented with 4-methylpyrazole (4-MP, an inhibitor of the enzyme ADH), and (4) on a medium containing both ethanol and this inhibitor. Whereas theDrosophila exhibited no spontaneous egg-laying preference for ethanol, a preference was induced by the ingestion of this substance, which also led to an increase in the number of eggs laid. By contrast, ingestion of ethanol, associated with the inhibitor, reduced the number of eggs laid and led to an avoidance of ethanol-containing media. Flies treated with ethanol and 4-MP exhibited signs of sickness (reduction in locomotor activity and loss of balance). The egg-laying preference for the ethanol results from learning linked to the metabolic utilization of this alcohol. The adaptative significance of this learning is discussed. 相似文献
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This study explores the uses of Islamic television content in bridging the gap between Javanese and Malay identity among the Malay women of Javanese descent in Malaysia. Malaysian religious television programmes have constantly promoted the Islamic identifications of Malayness, enabling the Malay audience to reconstruct the culturally religious identity. While the reconstruction of Islamic identity through television viewing simply represents a lived experience for the majority of the Malay society, it has some cultural meanings for certain Malay sub-ethnic communities, such as the Javanese. This ethnographic study on a Malaysian Javanese community reveals that the interpretive engagement of this particular community in Islamic television viewing serves the purpose of negotiating Malay identity. The results of this study suggest that religious content can serve as an engaging platform to construct multi-ethnic identities beside popular and ethnic-related contents. 相似文献