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61.
Jill Adler Sarmin Hossain Mary Stevenson John Clarke Rosa Archer Barry Grantham 《Journal of Mathematics Teacher Education》2014,17(2):129-148
This article reports an investigation into how students of a mathematics course for prospective secondary mathematics teachers in England talk about the notion of ‘understanding mathematics in depth’, which was an explicit goal of the course. We interviewed eighteen students of the course. Through our social practice frame and in the light of a review of the literature on mathematical knowledge for teaching, we describe three themes that weave through the students’ talk: reasoning, connectedness and being mathematical. We argue that these themes illuminate privileged messages in the course, as well as the boundary and relationship between mathematical and pedagogic content knowledge in secondary mathematics teacher education practice. 相似文献
62.
Debra L. Linton Wiline M. Pangle Kevin H. Wyatt Karli N. Powell Rachel E. Sherwood 《CBE life sciences education》2014,13(3):469-477
We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning. 相似文献
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Jill Szuscikiewicz 《Health information and libraries journal》1996,13(4):213-216
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The ECDIN (Environmental Chemicals Data and Information Network) project started in 1973. During the pilot phase of operation the feasibility of the system was demonstrated using a data base of 4000 compounds and the SIMAS information retrieval system. It was quickly realised that for ECDIN data management was as important as information retrieval and in November 1977, after a study of available software, the ADABAS data base management system was installed at JRC Ispra for ECDIN and other JRC data banks. A design exercise for the ECDIN ADABAS data base has been completed and parts of the existing ECDIN data base have been converted to the new system. The problems encountered and the solutions adopted are discussed. The user interface to ECDIN is still under development. When fully operational ECDIN will be available through EURONET to both casual and specialist users and, in consequence, at least two levels of user interface will be required: (a) a user friendly conversational language designed for the casual user and capable of dealing with the more common types of question, (b) a sophisticated query language capable of answering the more difficult questions, producing “one-off” reports and probably requiring both a specialist knowledge of the data base and a programmer oriented background. The first tentative steps in this direction are described. 相似文献
67.
Julie M. Meeks Gardner Sally M. Grantham-McGregor Susan M. Chang John H. Himes Christine A. Powell 《Child development》1995,66(6):1785-1797
It is frequently assumed that undernutrition in young children leads to poor development through reduced activity. 3 groups of 26 1-year-old stunted children were studied: nutritional supplementation, supplementation with psychosocial stimulation, and controls. 26 nonstunted comparison children were also studied. Activity levels were measured by extensive observations in the homes, and development using 4 subscales of the Griffith's Mental Development Scales. Initially, stunted children were less active than nonstunted ones ( p < .01), but after 6 months they caught up regardless of treatment. The mental ages of the stunted children were lower than those of the nonstunted children initially, and improved with either treatment. Initially, activity levels made a significant contribution to the variance in the locomotor subscale only, but not 6 months later. Activity did not predict change in development over 6 or 12 months, nor did change in activity over 6 months predict change in development over 12 months. 相似文献
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Colin Powell 《海外英语》2004,(12):1
In one of my assignments as a young infantry(步兵)officer,I was sent tothe 48th Infantry near Frankfurt,Germany.In those days our prize weaponwas a huge 280-mm atomic cannon. One day Captain Tom Miller assigned my platoon to guard a 280.Ialerted my men,loaded my.45 caliber(口径)pistol and jumped into my jeep.I 相似文献
70.
In this paper, we discuss the deviant pattern of the development of thinking in autism and outline our thesis that the problem with autistic memory is in developing a personal episodic memory, and that this difficulty arises because of a deficit in the development of an experiencing self, which we have termed (after Brewer, 1986) an ‘ego‐self. We discuss constraints which we suggest result in learnable thinking skills remaining domain specific: difficulties with (i) language, (ii) coding, storage and retrieval of information and (iii) the role of emotions. We discuss what ‘improving the thinking’ of individuals with autism would entail and draw implications regarding fundamental requirements and caveats of teaching thinking for all individuals. 相似文献