Emergent rationality in technological policy: Nuclear energy in the Federal Republic of Germany     

Wolfgang Fach  Edgar Grande 《Minerva》1992,30(1):14-27

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An analysis of different representations for vectors and planes in ℝ3     

Ivonne Sandoval  Edgar Possani 《Educational Studies in Mathematics》2016,92(1):109-127

The purpose of this paper is to present an analysis of the difficulties faced by students when working with different representations of vectors, planes and their intersections in \(\mathbb {R}^{3}\). Duval’s theoretical framework on semiotic representations is used to design a set of evaluating activities, and later to analyze student work. The analysis covers three groups of undergraduate students taking introductory courses in linear algebra. Different types of treatments and conversions are required to solve the activities. One important result shows that, once students choose a register to solve a task, they seldom make transformations between different registers, even though this facilitates solving the task at hand. Identifying these difficulties for particular transformations may help teachers design specific activities to promote students cognitive flexibility between representation registers.  相似文献   

Refining Students’ Explanations of an Unfamiliar Physical Phenomenon-Microscopic Friction     

Corpuz  Edgar De Guzman  Rebello  N. Sanjay 《Research in Science Education》2019,49(5):1177-1211

Research in Science Education - The first phase of this multiphase study involves modeling of college students’ thinking of friction at the microscopic level. Diagnostic interviews were...  相似文献   

Derivatives obtained from monochlordinitrophenol and bases of the aromatic series     

Edgar F. Smith 《Journal of The Franklin Institute》1889,128(2):156-157

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The Philosophy of Sport     

Andrew Edgar 《国际体育史杂志》2015,32(15):1804-1807

Philosophy as a discipline is typically characterized through the use of rigorous argument and analysis, and the clarification of the meaning of concepts. Philosophical problems are thus resolved, not through the appeal to empirical evidence, but by identifying inconsistent and confusing patterns of thought and reflection. This paper will clarify the nature of a philosophical methodology by explicating the relationship between the philosophy of sport and the core traditional areas of philosophy, metaphysics, epistemology, axiology and logic.  相似文献   

Some Evidence of Henry Barnard's Influence in the South     

Edgar W. Knight 《The Educational forum》2013,77(3):301-312

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Book reviews     

Clare Burstall  Ian M. Gomme  Ruth Weir  Edgar Z. Friedenberg 《Interchange》1985,16(2):77-86

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The application of optical methods of identification to alkaloids and other organic compounds     

Edgar T Wherry 《Journal of The Franklin Institute》1918,185(4):561-562

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Reflections on the Academic Policy Analysis Process and the UK Identity Cards Scheme     

Edgar A. Whitley  Ian R. Hosein  Ian O. Angell  Simon Davies 《The Information Society》2007,23(1):51-58

There is an increasing rhetoric from politicians for universities to become more involved in policy analysis and policy research. In this article, we reflect on our experiences of the analysis we conducted into the legislation to introduce biometric identity cards in the United Kingdom. We highlight how our work had direct consequences for the ongoing policy deliberation around this controversial piece of legislation. In particular, we highlight our role in the debate surrounding the government's figures for identity fraud and the concerns about the likely cost of the scheme to the government and taxpayer. We end the article by discussing some of the practical realities of such a foray into real politik.  相似文献   

Impact on student teachers' conception of learning and teaching from studying a course in educational psychology     

Edgar Krull  Ingrid Koni  Kaja Oras 《Asia-Pacific Journal of Teacher Education》2013,41(2):218-231

This study investigates changes in the conceptions of learning and teaching among undergraduate student teachers. A qualitative content analysis of essays using metaphors to describe learning and teaching written by 256 students at the beginning and end of an educational psychology course was used as the main research procedure. It was found that there was an increase in the share of students that see learning and teaching from a cognitive-constructivist perspective and a decrease in the share that see learning and teaching from a behaviourist perspective by the end of the course. In addition, the study revealed that the coherence in the nature of the metaphors describing learning and teaching increased by the end of the course. However, there was practically no increase in the number of essays describing learning from a socio-constructivist perspective, a fact that points to a need to pay more attention to the manifestations of learning in different communities of students, that is, to a relevant knowledge that teachers need in their everyday work.  相似文献