Naturalization/humanization     

Jan Golinski 《Metascience》2017,26(1):13-16

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Integrierte Entwicklung von Automotive-Software mit AutoFocus     

Andreas Bauer  Jan Romberg  Bernhard Sch?tz 《Informatik - Forschung und Entwicklung》2005,49(3):194-205

Zur Beherrschung der komplexen vernetzten und verteilten Funktionen von Automotive-Software ist eine Beschreibung des zu erstellenden Systems auf verschiedenen Abstraktionsebenen und schrittweise überg?nge zwischen diesen Ebenen notwendig. Neben der Definition geeigneter Ebenen werden zur Unterstützung echtzeitkritischer Systemanteile ein einheitliches Berechnungsmodell, ebenenspezifische Beschreibungstechniken, sowie methodische Regeln für diese Abstraktionsebenen eingeführt und in den Werkzeugprototypen AutoFocus integriert.  相似文献   

Global Policy and National Research: The International Shaping of Climate Research in Four European Union Countries     

Nolin J 《Minerva》1999,37(2):125-140

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Secondary education,training and employment: The qualitative mismatch in developing countries     

Jan Versluis 《Prospects》1973,3(3):349-356

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The evaluation of peer-review quality     

Susan van Rooyen 《Learned Publishing》2001,14(2):85-91

This paper discusses the role of peer review in the decision-making processes of scientific journals. It outlines the objectives of peer review and some of the problems. It then goes on to describe research into the quality of peer review, in particular the BMJ's programme of research to date, the results obtained, and consequent changes in practice. It also looks briefly at future possibilities for research into the peer-review process.  相似文献   

Adaptation in the timing of catching under changing environmental constraints     

Savelsbergh GJ  van der Kamp J 《Research quarterly for exercise and sport》2000,71(2):195-200

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Non-fiction and the Netherlands: A problematic relationship     

Mizzi van der Pluijm 《Publishing Research Quarterly》1998,14(2):26-28

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Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers     

Inge Bakkenes  Jan D. Vermunt  Theo Wubbels 《Learning and Instruction》2010,20(6):533-548

This longitudinal study was aimed at increasing our understanding of how teachers learn. It was conducted within a national innovation programme in secondary education. During one year 94 teachers reported six learning experiences using digital logs. The learning experiences were content-analysed in terms of learning activities and learning outcomes. The former comprised six main categories, namely experimenting, considering own practice, getting ideas from others, experiencing friction, struggling not to revert to old ways, and avoiding learning—the first two categories being reported most frequently. Reported learning outcomes referred to changes in knowledge and beliefs, emotions, practices, and intentions for practice, with changes in knowledge and beliefs being reported most frequently and changes in teaching practices being reported rarely. Learning activities were associated significantly with all measures of learning outcomes. Type of learning environment was significantly associated with learning activities and learning outcomes. Results are discussed with respect to ways of fostering teacher learning.  相似文献   

With great power comes great responsibility     

Bernard Gert  Nicholas Evans  Heather Douglas  John Forge 《Metascience》2010,19(1):29-43

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Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning     

Danny Kostons  Tamara van Gog  Fred Paas 《Learning and Instruction》2012,22(2):121-132

For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task selection, which may explain the poor learning outcomes often found with self-regulated learning. In experiment 1, the hypothesis was investigated and confirmed that observing a human model engaging in self-assessment, task selection, or both could be effective for secondary education students’ (N = 80) acquisition of self-assessment and task-selection skills. Experiment 2 investigated and confirmed the hypothesis that secondary education students’ (N = 90) acquisition of self-assessment and task-selection skills, either through examples or through practice, would enhance the effectiveness of self-regulated learning. It can be concluded that self-assessment and task-selection skills indeed play an important role in self-regulated learning and that training these skills can significantly increase the amount of knowledge students can gain from self-regulated learning in which they choose their own learning tasks.  相似文献