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Gustavo Medina Tavares Vera Lucia Bobrowski 《International Journal of Science Education》2018,40(4):442-458
The integrative role that Evolutionary theory plays within Biology is recognised by most scientific authors, as well as in governmental education policies, including Brazilian policies. However, teaching and learning evolution seems problematic in many countries, and Brazil is among those. Many factors may affect teachers’ and students’ perceptions towards evolution, and studies can help to reveal those factors. We used a conceptual questionnaire, the Measure of Acceptance of the Theory of Evolution (MATE) instrument, and a Knowledge test to assess (1) the level of acceptance and understanding of 23 undergraduate Biology students nearing the end of their course, (2) other factors that could affect these levels, including course structure, and (3) the most difficult topics regarding evolutionary biology. The results of this study showed that the students, on average, had a ‘Very High Acceptance’ (89.91) and a ‘Very Low Knowledge’ (59.42%) of Evolutionary theory, and also indicated a moderate positive correlation between the two (r?=?0.66, p?=?.001). The most difficult topics were related to the definition of evolution and dating techniques. We believe that the present study provides evidence for policymakers to reformulate current school and university curricula in order to improve the teachers’ acceptance and understanding of evolution and other biological concepts, consequently, helping students reduce their misconceptions related to evolutionary biology. 相似文献
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Eileen Wood Domenica De Pasquale Julie Lynn Mueller Karin Archer Lucia Zivcakova Kathleen Walkey 《The Reference Librarian》2013,54(3):182-204
The relative contributions of expertise in search skills and domain knowledge were examined when using the Internet to find information. Four conditions were compared: expert searchers/high domain knowledge; expert searchers/low domain knowledge; novice searchers/high domain knowledge; and novice searchers/low domain knowledge. Search outcomes and verbal protocols were analyzed. The combination of search expertise and high domain knowledge yielded the most efficient searches. Higher search expertise yielded access to sites rated more accurate and credible. High domain knowledge yielded sites rated more thorough. Verbal protocols depicted searching as a complex decision process. Findings have implications for instructional support. 相似文献
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Lucia Buttaro 《美中教育评论》2010,(1):62-75
This paper examines theoretical frameworks with which to study newly-immigrated mothers from China and calls for the need to make Chinese mothers become knowers and agents of knowledge. Although there are black and Chicana feminist epistemologies, currently there is no comparable discourse in the study of Chinese feminist epistemology, particularly on newly-immigrated Chinese mothers in the USA. By examining Chinese mothers' experiences immigrating to the United States and educating their children in the transnational context, the paper agrees that both endarkened feminist epistemology and transnational feminism cannot fully interpret and address newly-immigrated Chinese mothers' experiences. Drawing the research data directly from Chinese mothers, the paper describes different challenges Chinese mothers faced in immigrating and their children's education due to various factors, such as language, historical and cultural roots, to highlight Chinese mothers' various experiences in immigration and their children's education in the transnational context. 相似文献
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This study examined epistemic metacognition as a reflective activity about knowledge and knowing in the context of online
information searching on the Web, and whether it was related to prior knowledge on the topic, study approach, and domain-specific
beliefs about science. In addition, we investigated whether Internet-based learning was influenced by epistemic metacognition
and the individual differences examined. Seventy 8th grade students were interviewed retrospectively after searching for online
information about the scientifically controversial topic of dinosaur extinction. Both qualitative and quantitative analyses
were performed. Findings showed that participants expressed reflections about the simplicity/complexity, certainty/uncertainty,
source, and justification of knowledge at different levels of sophistication, according to three patterns of epistemic metacognition.
Prior knowledge was not related to epistemic metacognition in the search context, while study approach and epistemic beliefs
about science were associated significantly, although modestly, with aspects of online knowledge evaluation. Moreover, findings
revealed that Internet-based learning was influenced by overall science-related epistemic beliefs. Learning from Internet
sources was also affected by study approach and epistemic reflections about the justification of online knowledge, as well
as by the interaction between beliefs about the justification of scientific knowledge and beliefs about the justification
of the knowledge accessed concerning the topic. 相似文献
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“I believe that he/she is telling the truth”, “I know about the solar system”: what epistemic criteria do students use to
distinguish between knowledge and beliefs? If knowing and believing are conceptually distinguishable, do students of different
grade levels use the same criteria to differentiate the two constructs? How do students understand the relationship between
the two constructs? This study involved 219 students (116 girls and 103 boys); 114 were in 8th grade and 105 in 13th grade.
Students had to (a) choose which of 5 graphic representations outlined better the relationship between the two constructs
and to justify their choice; (b) rate a list of factual/validated, non-factual/non-validated and ambiguous statements as either
knowledge or belief, and indicate for each statement their degree of truthfulness, acceptance and on which sources their views
were based. Qualitative and quantitative analysis were performed. The data showed how students distinguish knowledge from
belief conceptually and justify their understanding of the relationship between the two constructs. Although most students
assigned a higher epistemic status to knowledge, school grade significantly differentiated the epistemic criteria used to
distinguish the two constructs. The study indicates the educational importance of considering the notions of knowledge and
belief that students bring into the learning situation. 相似文献