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排序方式: 共有266条查询结果,搜索用时 31 毫秒
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This study explores working students' college experiences using the grounded theory approach. Focus groups were conducted to allow working students to elaborate on their college experiences, clarifying issues not easily addressed through surveys. Two theoretical propositions are offered to describe how working students are constantly searching for meaningful work as well as meaning in their work. It is important for institutions to consider work as an educationally purposeful activity outside classroom and to create job opportunities that benefit students academically, socially and financially. 相似文献
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European Journal of Psychology of Education - The purpose of this study was to test the relationships between critical thinking, prior topic knowledge and beliefs, and multiple-document... 相似文献
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Lucia Kohlhauf Ulrike Rutke Birgit Neuhaus 《Journal of Science Education and Technology》2011,20(5):667-678
Many epoch-making biological discoveries (e.g. Darwinian Theory) were based upon observations. Nevertheless, observation is
often regarded as ‘just looking’ rather than a basic scientific skill. As observation is one of the main research methods
in biological sciences, it must be considered as an independent research method and systematic practice of this method is
necessary. Because observation skills form the basis of further scientific methods (e.g. experiments or comparisons) and children
from the age of 4 years are able to independently generate questions and hypotheses, it seems possible to foster observation
competency at a preschool level. To be able to provide development-adequate individual fostering of this competency, it is
first necessary to assess each child’s competency. Therefore, drawing on the recent literature, we developed in this study
a competency model that was empirically evaluated within learners (N = 110) from different age groups, from kindergarten to university. In addition, we collected data on language skills, domain-specific
interest and previous knowledge to analyse coherence between these skills and observation competency. The study showed as
expected that previous knowledge had a high impact on observation competency, whereas the influence of domain-specific interest
was nonexistent. Language skills were shown to have a weak influence. By utilising the empirically validated model consisting
of three dimensions (‘Describing’, ‘Scientific reasoning’ and ‘Interpreting’) and three skill levels, it was possible to assess
each child’s competency level and to develop and evaluate guided play activities to individually foster a child’s observation
competency. 相似文献
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Individual Differences in Emotional Reactivity and Academic Achievement: A Psychophysiological Study
Sara Scrimin Gianmarco Alto Ughetta Moscardino Massimiliano Pastore Lucia Mason 《Mind, Brain, and Education》2016,10(1):34-46
Factors related to grade point average (GPA) are of great importance for students' success. Yet, little is known about the impact of individual differences in emotional reactivity on students' academic performance. We aimed to examine the emotional reactivity–GPA link and to assess whether self‐esteem and psychological distress moderate this relationship. Eighty undergraduate students reported on their GPA, self‐esteem, and psychological distress. Students' pupil radius was monitored during affective picture viewing to assess sympathetic activation in response to emotional stimuli. Cluster analysis on pupil reactivity to pictures identified low, average, and high emotionally reactive students. Regression analyses indicated that profiles of emotional reactivity were associated with GPA. This relationship was moderated by self‐esteem, but not psychological distress. Among students with higher emotional reactivity, those with lower self‐esteem reported poorer GPA. Findings document the importance of differences in students' emotional reactivity and self‐esteem in relation to academic success. 相似文献
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Elizabeth Shaunessy Patricia Alvarez McHatton Claire Hughes Alejandro Brice Mary Ann Ratliff 《Roeper Review》2013,35(3):174-182
Eight gifted and eight general‐education students engaged in discussions regarding their observations of, experiences in, and recommendations for education. Six categories emerged through qualitative analysis of their conversations. These categories include: problem solving, task commitment, self‐perceptions, education, communication, and discrimination. Content within each category provides a glimpse into the students’ perceptions of their schooling experiences. The roles of ethnic identity development, identification with majority culture, adolescence, and gifted‐ness are examined and recommendations for future research are provided. 相似文献
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Méndez A Pérez C Montañéz JC Martínez G Aguilar CN 《Journal of Zhejiang University. Science. B》2011,12(12):961-968
The combined effects of pH and temperature on red pigment production and fungal morphology were evaluated in a submerged culture
of Penicillium purpurogenum GH2, using Czapek-Dox media with d-xylose as a carbon source. An experimental design with a factorial fix was used: three pH values (5, 7, and 9) and two temperature
levels (24 and 34 °C) were evaluated. The highest production of red pigment (2.46 g/L) was reached with a pH value of 5 and
a temperature of 24 °C. Biomass and red pigment production were not directly associated. This study demonstrates that P. purpurogenum GH2 produces a pigment of potential interest to the food industry. It also shows the feasibility of producing and obtaining
natural water-soluble pigments for potential use in food industries. A strong combined effect (p<0.05) of pH and temperature was associated with maximal red pigment production (2.46 g/L). 相似文献
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