Internet‐based Science Learning: A review of journal publications     

Silvia Wen‐Yu Lee  Ying‐Tien Wu  Meng‐Jung Tsai  Tzu‐Chien Liu  Fu‐Kwun Hwang 《International Journal of Science Education》2013,35(14):1893-1925

Internet‐based science learning has been advocated by many science educators for more than a decade. This review examines relevant research on this topic. Sixty‐five papers are included in the review. The review consists of the following two major categories: (1) the role of demographics and learners' characteristics in Internet‐based science learning, such as demographic background, prior knowledge, and self‐efficacy; and (2) the learning outcomes derived from Internet‐based science learning, such as attitude, motivation, conceptual understanding, and conceptual change. Some important conclusions are drawn from the review. For example, Internet‐based science learning is equally favorable, or in some cases more so, to learning for female students compared to male students. The learner's control is essential for enhancing students' attitudes and motivation toward learning in Internet‐based science learning environments. Nevertheless, appropriate guidance from teachers, moderators, or the Internet‐based learning environment itself is still quite crucial in Internet‐based science learning. Recommendations for future research related to the effects of Internet‐based science learning on students' metacognitive reflections, epistemological development, and worldviews are suggested.  相似文献   

基于Universum学习的核聚类方法     

朱昌明  吴爱华  王健安 《上海海事大学学报》2016,37(3):81-84

为解决原始核聚类(Kernel Clustering, KC)中模式信息不足、聚类结果不佳的缺点，以KC为基础，利用Universum学习带来的优势，提出基于Universum学习的核聚类(Universum learning based Kernel Clustering, UKC)方法.首先利用Universum学习生成相应的Universum模式，再利用KC算法把数据集分割成多个簇，最后利用每个簇中所包含的Universum模式和训练模式来更新该簇，从而使得这些簇更加合理.实验表明，该算法可以更好地改善聚类效果和分类器的分类性能、泛化能力和计算效率.虽然该方法的步骤比KC多，但是其较好的聚类性能可以帮助人们处理分类问题.  相似文献   

Perceived benefits and barriers to the use of high-speed broadband in Ireland's second-level schools     

Bryan Coyne  Niamh Devitt  Seán Lyons 《Irish Educational Studies》2013,32(4):355-378

As part of Ireland's National Digital Strategy, high-speed broadband is being rolled out to all second-level schools to support greater use of information and communication technology (ICT) in education. This programme signals a move from slow and unreliable broadband connections for many schools to a guaranteed high-speed connection with technical support. Theoretically, this should allow for behaviours and pedagogies to adapt, incorporating ICT into education. Research shows that integrating ICT into teaching and learning is a gradual process for most teachers and is influenced by a complex mix of socio-technical factors. Our data set consists of survey data from teachers and principals from a sample of second-level schools. The survey collected factual and attitudinal variables including attitudes towards ICT integration, current availability of infrastructure and barriers to ICT use, before schools received high-speed broadband connectivity. We examine the factors influencing teachers’ attitudes to ICT and their perceived barriers in adopting new technologies in their day-to-day teaching. Analysis of this baseline period is essential in an iterative digital strategy, informing future strategies, targeting policy most effectively and achieving policy objectives. While attitudes towards the potential of high-speed broadband and use of ICT are consistently positive across sub groups of schools and teachers, perceived barriers to ICT usage differ.  相似文献   

高职学生英语学习态度调查及启示     

张万喜 《武汉职业技术学院学报》2013,12(2):78-81

研究高职学生的学习态度、动机，以及对学习效果的影响，从而提出了高职英语教学改革重要性。针对目前高职学生学习态度研究的不足，设计问卷进行调查，并用社会科学统计分析软件SPSSl3．0对问卷结果进行分析，研究发现绝大多数高职学生英语学习的态度积极。在此基础上分析了积极、消极的学习态度的基本情况，并通过访谈了解到消极态度产生的原因，提出转变学生消极的学习态度，从而促进高职英语教学的观点。  相似文献   

Special Education in Ireland     

PÁID MCGEE 《欧洲特需教育杂志》2013,28(1):48-64

ABSTRACT

Special education in Ireland can be understood only against the background of the general system of education which is briefly described at the beginning of this article. While some special provision dates back to the nineteenth century the great expansion of services has happened in the past 30 years. The form of provision reflects the characteristics of the general system. Ireland has no legislation governing special education and the future is not easy to read just now.  相似文献   

Low-achieving (learning disabled) pupils in year 2 of the primary school in Hungary     

Marta Zsoldos 《欧洲特需教育杂志》2013,28(2):243-250

We selected 60 low-achieving children from a sample of 263 pupils in Year 2 of the primary school in order to analyse the problems of learning disabilities. We explored two questions: whether teachers evaluate the pupils' school performances correctly; and what kind of relationship exists between the low-achieving pupils' cognitive abilities and their school performance. Methods used were questionnaires, pedagogical tests and traditional psychological tests. We obtained the following results: the teachers generally evaluate the pupils' school performance fairly well, but they are inclined to assume a close correlation between the achievements in different subjects, and the teachers' knowledge of the low-achieving children is more reliable regarding the group of pupils as a whole rather than each pupil individually; and the low-achieving pupils' cognitive learning abilities prove to be significantly weaker than their general intellectual abilities.  相似文献   

European Journal of Special Needs Education Vol. 18, No. 3, October 2003 erratum     

María Cristina Cardona Moltó 《欧洲特需教育杂志》2013,28(1):115-117

The current paper reports on the outcome of an ongoing action research project at a school for higher-functioning students with Autism Spectrum Disorder (ASD) in Sweden. The overall aim of the study was to develop and evaluate a questionnaire that captures social and individual aspects of classroom learning suitable for use with students with ASD. Interview data is presented on the perceived utility of the questionnaire for understanding and planning classroom instruction for the children with ASD through the eyes of the students’ teachers and their parents, as assessed during an Individual Education Plan meeting. Further, teacher ratings obtained by means of the instrument were found to differentiate a group of students with ASD (n = 10) from a group of typically developing children matched with regard to grade year, word reading ability and receptive vocabulary (n = 10). Implications and future directions are discussed, as are limitations of this pilot study.  相似文献   

The Impact of Experiential Learning on Student Teachers     

Jeanne M. McGlinn 《Clearing house (Menasha, Wis.)》2013,86(3):143-147

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The Influence of Word Processing on the Revisions of Fifth Graders     

《学校用计算机》2013,30(4):89-102

No abstract available for this article.  相似文献   

Philosophy: A Special Place in the Liberal Arts     

Roland Garrett 《College Teaching》2013,61(4):139-141

Abstract

A comprehensive model of the dynamics of one-on-one teaching is described. Adoption of specific teaching styles is influenced by the learning styles of students; the interest in faculty to build interpersonal relationships with learners; teacher need to control the task; the capability of students; and situational constraints. In clinical settings, thesis work, and other areas, faculty preferred the use of Personal Model, Facilitator, and Delegator teaching styles. Relative to classroom teaching, these styles were used more frequently and the Expert and Formal Authority Styles were less prominent. This is consistent with the goals of one-on-one teaching to develop the ability of learners to work independently.  相似文献