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1.
Fischer Peter Michael Mandl Heinz 《European Journal of Psychology of Education - EJPE》1988,3(2):217-233
The present article gives an outline of the state of art in computer assisted intervention by learning-concomitant differential feedback. Based on the spectrum of possible meanings and interpretations given to the concepts ‘interaction’ and ‘interactive’ this concept is elaborated and illustrated by prototypical theoretical approaches. Based on our own empirical findings arguments are given showing that sophisticated audiovisual interactive new technologies can properly be used even on the small machines available in schools if the content materials and the flow of control given to the learner are carefully designed and based on principles of cognitive science.
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Karl Heinz Gruber 《Higher Education》1991,21(4):607-619
Despite significant expansion in participation over the last three decades, Austrian higher education has been slow to change either its elitist self-concept or structure. But, as is the case elsewhere, the Austrian academic community is beginning to be confronted with such concepts as efficiency, strategic planning, deregulation, and performance evaluation. Inadequate admission policies, extreme overcrowding, and high dropout rates are but three factors placing pressure on Austrian higher education to reform. The system is not only in need of increased budget allocations, but also requires new policies to guide it into the 21st Century. 相似文献
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A semi-structured interview was used to enquire into the knowledge of models and modelling held by a total sample of 39 Brazilian science teachers working in 'fundamental' (ages 6-14 years) and 'medium' (ages 15-17 years) schools, student teachers, and university teachers. This paper focuses on their perceptions of the role of models in science teaching. The teachers' ideas are organized in three groups: the status and value of models; the influences that inform the translation of these general ideas into classroom practice; and how they respond to the outcomes of students' modelling activities. The teachers interviewed generally showed an awareness of the value of models in the learning of science but not of their value in learning about science. They were also uncertain of the relationship that could exist in the classroom between various types of models. Modelling, as an activity by students, whilst praised in theory, would not seem to be widely practised. Where practised, the outcomes are by no means always treated with that integrity that learning about science would call for. 相似文献
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