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961.
Douglas Falc?o Dominique Colinvaux Sonia Krapas Glória Querioz Fátima Alves Sibele Cazelli 《International Journal of Science Education》2013,35(8):951-978
A models and modelling approach was adopted to investigate the educational potential of a science museum exhibition. It focused on patterns of relationship between the teaching models proposed by designers and students models in regard to four exhibits concerning astronomical cycles. Student’s models were elicited by interviewing 21 pupils selected from among those who showed a change of their models between pre‐visit and post‐visit questionnaires. Four patterns of relationship were identified, ranging from low to high degrees of convergence between designers and students. Exhibits designed by fragmenting the phenomena (analytical approach) tend to promote less convergent patterns than exhibits that maintain the complexity of the phenomena (synthetic approach). We argue that the two approaches are complementary: without synthetic models visitors find it difficult to identify the phenomenon addressed by analytical models, while the latter may bring to visitors’ attention aspects that otherwise might be hidden by the complexity of synthetic models. 相似文献
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Kok Seng-Kiat Douglas Alex McClelland Bob Bryde David 《Tertiary Education and Management》2010,16(2):99-113
Tertiary Education and Management - The raison d’être of higher education institutions is to educate individuals, undertake research, and disseminate knowledge into the public domain.... 相似文献
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Sarah R. Powell Lynn S. Fuchs Douglas Fuchs Paul T. Cirino Jack M. Fletcher 《Learning disabilities research & practice》2009,24(1):1-11
The purpose of this study was to assess the efficacy of fact retrieval tutoring as a function of math difficulty (MD) subtype, that is, whether students have MD alone (MD‐only) or have concurrent difficulty with math and reading (MDRD). Third graders (n= 139) at two sites were randomly assigned, blocking by site and MD subtype, to four tutoring conditions: fact retrieval practice, conceptual fact retrieval instruction with practice, procedural computation/estimation instruction, and control (no tutoring). Tutoring occurred for 45 sessions over 15 weeks for 15–25 minutes per session. Results provided evidence of an interaction between tutoring condition and MD subtype status for assessment of fact retrieval. For MD‐only students, students in both fact retrieval conditions achieved comparably and outperformed MD‐only students in the control group as well as those in the procedural computation/estimation instruction group. By contrast, for MDRD students, there were no significant differences among intervention conditions. 相似文献