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排序方式: 共有213条查询结果,搜索用时 687 毫秒
91.
Ricardo Lopes Coelho 《Science & Education》2007,16(9-10):955-974
The law of inertia is a problem in teaching due to the impossibility of showing the proposition experimentally. As we cannot do an experiment to verify the law, we cannot know if it is correct. On the other hand, we know that the science based upon it is successful. A study in the history of mechanics has shown that there are different foundations for the law but also that the law plays the same role in the science since Newton. To avoid a statement of which we cannot be sure, the present paper proposes to understand the law through its function in the theory. In this case, we do not have to say how a free body moves, but rather that the rectilinear and uniform motion is the motion of reference in Newtonian mechanics. 相似文献
92.
Ricardo Trumper 《Interchange》1997,28(2-3):205-218
This paper study analyzes differences in motivation towards science subjects among kibbutz and urban high school students in Israel. Students' motivational traits in science were explored by a questionnaire whose items corresponded to four motivational patterns: achievement, curiosity, conscientiousness and sociability. The major findings of this study are that a) Kibbutz students were mostly sociability oriented in the learning of science, b) city students were mostly sociability and achievement oriented in the learning of science, c) city students were better achievers than kibbutz students in junior high school, while in senior high school the difference between them was nonsignificant, d) there was a significant increase in kibbutz students' achievement motivation in learning science when passing from junior to senior high school. 相似文献
93.
Ricardo Sabates Leon Feinstein Eleni Skaliotis 《British Journal of Educational Studies》2007,55(4):390-408
ABSTRACT: This paper describes the characteristics of people who return to learning to achieve at least a level 2 qualification, drawing on the 1958 National Child Development Cohort Study. Results show that adults who gained level 2 were more likely than those who did not to have been engaged in a range of learning activities at earlier ages, including learning during childhood, staying in education during adolescence and undertaking courses leading and not leading to qualifications during adulthood. The factor that has the highest impact on progression by age 33 and by age 42 is early school attainment. This means that for individuals who do well at school there is a greater chance of achievement of qualifications during adulthood, even when this qualification is not achieved by age 23. We further find that socioeconomic constraints in adulthood may be less of a barrier to progression than is often believed. Taking together, these findings suggest that the main focus should be on paying particular attention to attitudinal barriers to learning, rather than just being concerned with removing economic and social constraints. 相似文献
94.
Ricardo Nemirovsky 《Infancia y Aprendizaje》2017,40(4):689-700
This commentary follows Pozo’s critique of psychological theories rooted in the ‘cognitive revolution’ prompted by the emergence of computer technologies in the mid-twentieth century. The core of his criticism is the assumption of the mind/body dualism built in these theories. Pozo makes the case for an approach striving to integrate mind and body while postulating the notion of a basic incarnate mind, which grows beyond the restrictions of the body by mastering the symbolic formal systems of our culture. I argue that this vision smooths the mind/body dualism without overcoming it. I elaborate on four areas in which Pozo’s theory coincides with assumptions characteristic of the mind/body dualism: explicitness, formal notations, animal cognition and representations. 相似文献
95.
Validation of clay modeling as a learning tool for the periventricular structures of the human brain 下载免费PDF全文
Veronica Akle Ricardo A. Peña‐Silva Diego M. Valencia Carlos W. Rincón‐Perez 《Anatomical sciences education》2018,11(2):137-145
Visualizing anatomical structures and functional processes in three dimensions (3D) are important skills for medical students. However, contemplating 3D structures mentally and interpreting biomedical images can be challenging. This study examines the impact of a new pedagogical approach to teaching neuroanatomy, specifically how building a 3D‐model from oil‐based modeling clay affects learners’ understanding of periventricular structures of the brain among undergraduate medical students in Colombia. Students were provided with an instructional video before building the models of the structures, and thereafter took a computer‐based quiz. They then brought their clay models to class where they answered questions about the structures via interactive response cards. Their knowledge of periventricular structures was assessed with a paper‐based quiz. Afterward, a focus group was conducted and a survey was distributed to understand students’ perceptions of the activity, as well as the impact of the intervention on their understanding of anatomical structures in 3D. Quiz scores of students that constructed the models were significantly higher than those taught the material in a more traditional manner (P < 0.05). Moreover, the modeling activity reduced time spent studying the topic and increased understanding of spatial relationships between structures in the brain. The results demonstrated a significant difference between genders in their self‐perception of their ability to contemplate and rotate structures mentally (P < 0.05). The study demonstrated that the construction of 3D clay models in combination with autonomous learning activities was a valuable and efficient learning tool in the anatomy course, and that additional models could be designed to promote deeper learning of other neuroanatomy topics. Anat Sci Educ 11: 137–145. © 2017 American Association of Anatomists. 相似文献
96.
97.
Ricardo Lopes Coelho 《Science & Education》2017,26(3-4):439-443
98.
Olaf Uhden Ricardo Karam Maurício Pietrocola Gesche Pospiech 《Science & Education》2012,21(4):485-506
Many findings from research as well as reports from teachers describe students’ problem solving strategies as manipulation
of formulas by rote. The resulting dissatisfaction with quantitative physical textbook problems seems to influence the attitude
towards the role of mathematics in physics education in general. Mathematics is often seen as a tool for calculation which
hinders a conceptual understanding of physical principles. However, the role of mathematics cannot be reduced to this technical
aspect. Hence, instead of putting mathematics away we delve into the nature of physical science to reveal the strong conceptual
relationship between mathematics and physics. Moreover, we suggest that, for both prospective teaching and further research,
a focus on deeply exploring such interdependency can significantly improve the understanding of physics. To provide a suitable
basis, we develop a new model which can be used for analysing different levels of mathematical reasoning within physics. It
is also a guideline for shifting the attention from technical to structural mathematical skills while teaching physics. We
demonstrate its applicability for analysing physical-mathematical reasoning processes with an example. 相似文献
99.
Elisia L. Cohen Santosh Vijaykumar Ricardo Wray Ajlina Karamehic-Muratovic 《Communication Research Reports》2013,30(4):266-281
During natural disasters, mass media facilitate the timely provision of accurate information about health risks to the public. This study informs our understanding of such public health discourse, utilizing a content-analysis of 235 newspaper articles in four major metropolitan newspapers published in the five weeks after Hurricane Katrina hit the Gulf Coast in August 2005. These data reveal that a small and diminishing number of articles included public health information over time, detailed the hurricane impact on affected communities, and used reliable health sources. The implications for future research from a public health and media relations perspective are discussed. 相似文献
100.
Maria Emilia Ricardo Marques 《Educational Media International》2013,50(3):119-123
Abstract This article discusses the role played by socio‐educational documents, from schools or local media libraries, in the everyday life of the linguistic minority learner. 相似文献