As ‘process’ as it can get: students' understanding of biological processes     

Judith Barak  Beer Sheva  MalkA. Gorodetsky  Ben Gurion 《International Journal of Science Education》2013,35(12):1281-1292

Students' understanding of biological phenomena are analysed via the ontological categories of processes and matter. The analysis is based on tenth graders' explanations regarding biological phenomena such as photosynthesis, energy resources, temperature regulation and interrelations between living/nonliving worlds. This direction of analysis is an attempt to flow with the more meaningful trend of biological research and thought, that emphasizes the importance and fruitfulness of the process approach. Some implications regarding biology learning and teaching are suggested.  相似文献   

IDENTIFYING　SCANVENGING　EFFECTS　OF　ANTIOXIDANTS　ON　ACTIVE　OXYGEN　BY　A　NEW　SYSTEM   总被引：1，自引：0，他引：1  

DETERMINATION OF CYANIDE BY A SPECTROPHOTOMETRIC REVERSED FLOW INJECTION METHODMa Yao  Zhang Jianzhong 《中国科学院研究生院学报》1994,(1)

ＩＤＥＮＴＩＦＹＩＮＧＳＣＡＮＶＥＮＧＩＮＧＥＦＦＥＣＴＳＯＦＡＮＴＩＯＸＩＤＡＮＴＳＯＮＡＣＴＩＶＥＯＸＹＧＥＮＢＹＡＮＥＷＳＹＳＴＥＭ￥ＭａＹａｏ；ＺｈａｎｇＪｉａｎｚｈｏｎｇ（ＤｅｐａｒｔｍｅｎｔｏｆＣｈｅｍｉｓｔｒｙ，ＧｒａｄｕａｔｅＳｃｈｏ...  相似文献   

Projects in Technology Education and Fostering Learning: The Potential and Its Realization   总被引：1，自引：1，他引：0  

Moshe Barak  Ahron Shachar 《Journal of Science Education and Technology》2008,17(3):285-296

The current study aimed at examining the efficacy of technological projects as learning tools by exploring the following questions: the extent to which projects in technology develop students as independent learners; the types of knowledge the students deal with in working on their projects; the role of problem-solving in technological projects; and how projects integrate into traditional schooling. The subjects were 53 high school (12th grade) students who prepared graduating projects in technology under the supervision of nine teachers. Data were collected by observing the students in the laboratory, administrating two questionnaires to both the students and the teachers, and analyzing 25 portfolios prepared by the students of their projects. The findings indicate that projects in technology provide a good opportunity to engage students in challenging tasks that enhance their learning skills. To maximize this potential, it is necessary to employ the project method from the early stages of learning technology. It is especially important that teachers having a strong engineering orientation also acquire pedagogical knowledge on issues such as fostering independent learning, creativity, peer learning and reflective practice in the technological classroom.  相似文献   

构建全方位服务体系将思想政治教育落到实处     

北京建筑工程学院学生工作办公室  STUDENTS''''AFFAIRS DIVISION  BEIJING UNIVERSITY OF CIVIL ENGINEERING  ARCHITECTURE 《北京教育(高教版)》2007,(9):22-24

思想政治教育是一种服务,是引领学生在主旋律下健康成长成才的服务,而学校为了学生健康成长所建构的各种服务体系都是思想政治教育的切入点,都是思想政治教育的落脚点。因  相似文献   

New sources for improving instruction: The implicit skills study     

Barak Rosenshine  John Edmonds 《Journal of Personnel Evaluation in Education》1990,4(1):59-73

  相似文献   

Who will teach an integrated program for science and technology in Israeli junior high schools?: A case study     

Moshe Barak  Shiri Pearlman‐Avnion 《科学教学研究杂志》1999,36(2):239-253

The teachers' role in the integration of science and technology studies within the recent educational reform in Israeli junior high schools was addressed within a case study. Eight science teachers and three technology teachers participated in in‐service training courses and received individual tutoring. Data were obtained through school visits, interviews with management, teachers, and tutors. Pupils' performance on a science‐technology project was assessed by an achievement test and a questionnaire. Science teachers preferred to extend their content knowledge and didactic skills in science. Technology teachers lacked basic scientific knowledge. A realistic aim is to expose the science teacher to the field of technology, and the technology teacher to the realm of science, to the extent that will enable him or her to cooperate with the teacher in the parallel domain, rather than train a teacher to teach both. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 239–253, 1999  相似文献   

Science Teacher Education in the Twenty-First Century: a Pedagogical Framework for Technology-Integrated Social Constructivism     

Miri Barak 《Research in Science Education》2017,47(2):283-303

Changes in our global world have shifted the skill demands from acquisition of structured knowledge to mastery of skills, often referred to as twenty-first century competencies. Given these changes, a sequential explanatory mixed methods study was undertaken to (a) examine predominant instructional methods and technologies used by teacher educators, (b) identify attributes for learning and teaching in the twenty-first century, and (c) develop a pedagogical framework for promoting meaningful usage of advanced technologies. Quantitative and qualitative data were collected via an online survey, personal interviews, and written reflections with science teacher educators and student teachers. Findings indicated that teacher educators do not provide sufficient models for the promotion of reform-based practice via web 2.0 environments, such as Wikis, blogs, social networks, or other cloud technologies. Findings also indicated four attributes for teaching and learning in the twenty-first century: (a) adapting to frequent changes and uncertain situations, (b) collaborating and communicating in decentralized environments, (c) generating data and managing information, and (d) releasing control by encouraging exploration. Guided by social constructivist paradigms and twenty-first century teaching attributes, this study suggests a pedagogical framework for fostering meaningful usage of advanced technologies in science teacher education courses.  相似文献   

中国图书馆学报2011年第37卷总目次     

中国图书馆学报 《中国图书馆学报》2012,38(1):121-125

  相似文献   

作者指南     

中国图书馆学报 《中国图书馆学报》2012,38(1):126

《中国图书馆学报》是图书馆学、情报学专业学术期刊,以交流图书馆学、情报学的研究发现、推动该领域的知识创新为己任,发表图书馆学、情报学及与其密切相关领域任何专题的高层次学术成果。为强化学报的学术性,推进学报的国际化,进一步规范本学科的研究,本刊自2012年起将栏目设置调整为:研究论文、综述评介、探索交流及专题研究等。  相似文献   

Unpacking Our Academic Suitcases: The Inner Workings of Our Feminist Research Group     

Vikki Krane  Sally R. Ross  Katie Sullivan Barak  Julie L. Rowse  Cathryn B. Lucas-Carr 《Quest (Human Kinetics)》2013,65(4):249-267

In this paper we focus on the lived experiences of multidisciplinary scholars as we navigated and coalesced into a productive, interdisciplinary collaboration. We pull from our foundations in feminist methodology and provide excerpts from personal journals and reflexive group interviews to provide a behind-the-scenes account of the inner workings of a feminist research group. While sharing a common research goal, each member negotiated her personal, conceptual, and epistemological stances as we produced an effective, interdisciplinary pastiche. Throughout this process, we worked to create a non-hierarchical atmosphere, continuously and ethically questioned our methods, and incorporated reflexivity in the research processes. In addition to sharing our past experiences, we note challenges we encountered and offer practical suggestions based on the lessons we learned through this collaboration.  相似文献