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61.
Strategies for Designing Engaging Online Kinesiology Courses Based on the Community of Inquiry Model
Technology integration has become an ever-present phenomenon in institutions of higher education. This has led to an increase in online learning experiences that make higher education accessible to those who previously experienced barriers, such as having full-time jobs. One issue that affects online education is the challenge of engaging the learner in meaningful learning experiences that they subsequently use once they are in their careers. This article uses the Community of Inquiry (CoI) theoretical model to explain how instructors can increase student engagement in online kinesiology courses. By focusing on the CoI constructs of teaching presence, cognitive presence, and social presence, instructors can design engaging online classes that can help to positively influence each student’s experience with online education. 相似文献
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In this essay, David Waddington and Noah Weeth Feinstein explore how Dewey's conception of science can help us rethink the way science is done in schools. The authors begin by contrasting a view of science that is implicitly accepted by many scientists and science educators — science as a search for truth — with Dewey's instrumentalist, technological, and nonrealist conception of science. After demonstrating that the search‐for‐truth conception is closely linked to some ongoing difficulties with science curricula that students find particularly alienating, they then analyze some of the educational opportunities that Dewey's vision opens up. Ultimately, Waddington and Weeth Feinstein argue that Dewey offers a humble and humanistic vision of science and science education practice that captures the power of science by connecting it clearly to everyday human activities and challenges. 相似文献
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Attributes of effective and efficient kindergarten reading intervention: an examination of instructional time and design specificity 总被引：1，自引：0，他引：1
Simmons DC Kame'enui EJ Harn B Coyne MD Stoolmiller M Santoro LE Smith SB Beck CT Kaufman NK 《Journal of learning disabilities》2007,40(4):331-347
A randomized experimental design with three levels of intervention was used to compare the effects of beginning reading interventions on early phonemic, decoding, and spelling outcomes of 96 kindergartners identified as at risk for reading difficulty. The three instructional interventions varied systematically along two dimensions--time and design of instruction specificity--and consisted of (a) 30 min with high design specificity (30/H), (b) 15 min with high design specificity plus 15 min of non-code-based instruction (15/H+15), and (c) a commercial comparison condition that reflected 30 min of moderate design specificity instruction (30/M). With the exception of the second 15 min of the 15/H+15 condition, all instruction focused on phonemic, alphabetic, and orthographic skills and strategies. Students were randomly assigned to one of the three interventions and received 108 thirty-minute sessions of small-group instruction as a supplement to their typical half-day kindergarten experience. Planned comparisons indicated findings of statistical and practical significance that varied according to measure and students' entry-level performance. The results are discussed in terms of the pedagogical precision needed to design and provide effective and efficient instruction for students who are most at risk. 相似文献
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Yuval Noah Harari 《中学历史教学参考》2021,(6):1-1
在7万年前,智人还不过是一种微不足道的动物,在非洲的角落自顾自地生活。但就在接下来的几千年间,智人就成了整个地球的主人、生态系统的梦魇。时至今日,智人似乎只要再跨一步就能进入神的境界,不仅有望获得永恒的青春,更拥有创造和毁灭一切的神力。但遗憾的是,智人在地球上的所作所为,实在没有太多令人自豪。 相似文献
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We present a microfluidic technique that generates asymmetric giant unilamellar vesicles (GUVs) in the size range of 2–14 μm. In our method, we (i) create water-in-oil emulsions as the precursors to build synthetic vesicles, (ii) deflect the emulsions across two oil streams containing different phospholipids at high throughput to establish an asymmetric architecture in the lipid bilayer membranes, and (iii) direct the water-in-oil emulsions across the oil–water interface of an oscillating oil jet in a co-flowing confined geometry to encapsulate the inner aqueous phase inside a lipid bilayer and complete the fabrication of GUVs. In the first step, we utilize a flow-focusing geometry with precisely controlled pneumatic pressures to form monodisperse water-in-oil emulsions. We observed different regimes in forming water-in-oil multiphase flows by changing the applied pressures and discovered a hysteretic behavior in jet breakup and droplet generation. In the second step of GUV fabrication, an oil stream containing phospholipids carries the emulsions into a separation region where we steer the emulsions across two parallel oil streams using active dielectrophoretic and pinched-flow fractionation separations. We explore the effect of applied DC voltage magnitude and carrier oil stream flow rate on the separation efficiency. We develop an image processing code that measures the degree of mixing between the two oil streams as the water-in-oil emulsions travel across them under dielectrophoretic steering to find the ideal operational conditions. Finally, we utilize an oscillating co-flowing jet to complete the formation of asymmetric giant unilamellar vesicles and transfer them to an aqueous phase. We investigate the effect of flow rates on properties of the co-flowing jet oscillating in the whipping mode (i.e., wavelength and amplitude) and define the phase diagram for the oil-in-water jet. Assays used to probe the lipid bilayer membrane of fabricated GUVs showed that membranes were unilamellar, minimal residual oil remained trapped between the two lipid leaflets, and 83% asymmetry was achieved across the lipid bilayers of GUVs. 相似文献
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Noah Arceneaux 《广播与电子媒介杂志》2018,62(3):531-546
QUBE was an interactive cable television system that attracted significant attention when it launched in 1977. The service has been deemed a commercial failure, though many of its ideas foreshadowed current television practices. There is however no detailed study of QUBE, and previous scholarship provides limited information. Using Moran’s concept of an “evolution-revolution,” this study analyzes the content offerings of QUBE to reveal how they were similar, and how they differed, from prior practice. This historical inquiry fills a gap in the historical record, while also exploring the complex nature of innovation in the world of electronic media. 相似文献
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Choshi Kasanda Noah Gaoseb Utji Kandjeo‐Marenga Hileni Kapenda Bob Campbell 《International Journal of Science Education》2013,35(15):1805-1823
This paper reports on the use of out‐of‐school everyday contexts in Namibian science classrooms. This use is portrayed against the backdrop of an explicit educational philosophy of learner‐centred teaching. Data were collected through audio‐taped teacher–learner interactions and non‐participant field notes in 29 junior and senior science classes taught by 12 teachers in six schools. An existing typology was applied to classify episodes of use of everyday contexts and identify teachers’ pedagogic strategies for their use. The results show that more everyday contexts are used in junior secondary than in senior secondary classes, that only a limited range of types of everyday contexts are used at both levels, and that their use often follows theoretical exposition or teacher questioning. These findings are related to three interpretations of learner‐centred teaching. Recommendations for a fuller implementation of learner‐centred teaching are made. 相似文献
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Children rely on both evidence and prior knowledge to make physical causal inferences; this study explores whether they make attributions about others' behavior in the same manner. A total of one hundred and fifty‐nine 4‐ and 6‐year‐olds saw 2 dolls interacting with 2 activities, and explained the dolls' actions. In the person condition, each doll acted consistently across activities, but differently from each other. In the situation condition, the two dolls acted differently for each activity, but both performed the same actions. Both age groups provided more “person” explanations (citing features of the doll) in the person condition than in the situation condition. In addition, 6‐year‐olds showed an overall bias toward “person” explanations. As in physical causal inference, social causal inference combines covariational evidence and prior knowledge. 相似文献