排序方式： 共有17条查询结果，搜索用时 932 毫秒
1.
Parent academic involvement as related to school behavior, achievement, and aspirations: demographic variations across adolescence 总被引：2，自引：0，他引：2
Hill NE Castellino DR Lansford JE Nowlin P Dodge KA Bates JE Pettit GS 《Child development》2004,75(5):1491-1509
A longitudinal model of parent academic involvement, behavioral problems, achievement, and aspirations was examined for 463 adolescents, followed from 7th (approximately 12 years old) through 11th (approximately 16 years old) grades. Parent academic involvement in 7th grade was negatively related to 8th-grade behavioral problems and positively related to 11th-grade aspirations. There were variations across parental education levels and ethnicity: Among the higher parental education group, parent academic involvement was related to fewer behavioral problems, which were related to achievement and then aspirations. For the lower parental education group, parent academic involvement was related to aspirations but not to behavior or achievement. Parent academic involvement was positively related to achievement for African Americans but not for European Americans. Parent academic involvement may be interpreted differently and serve different purposes across sociodemographic backgrounds. 相似文献
2.
Many introductory biochemistry students have problems understanding metabolism and acquiring the skills necessary to study
metabolic pathways. In this paper we suggest that this may be largely due to the use of a traditional teaching approach which
emphasises memorisation rather than understanding. We present an alternative approach to teaching carbohydrate metabolism
which is designed to promote understanding of pathways. The approach also enables regular monitoring of, and reflection on,
student progress and the identification of student reasoning and conceptual difficulties through the use of specially designed
problems. Preliminary results are presented giving examples of specific student difficulties and the extent to which they
were addressed by the alternative instructional approach. A qualitative evaluation of the approach is also presented.
Specializations: metal accumulating plants biochemical education.
Specializations: physics education, conceptual development, instructional design, improvement of tertiary science education. 相似文献
3.
MS. Christine Chin DRS. Ngoh-Khang Goh Lian-Sai Chia Kam-Wah Lucille Lee DR. Kay-Cheng Soh 《Research in Science Education》1994,24(1):41-50
The use of problem-solving in science instruction implies a change in the teacher's role from dispensing content information
to encouraging critical reflective thinking in the student. For problem-solving to become an integral part of the science
curriculum, teachers must make it the focus of their instruction. This study investigated the extent to which pre-service
primary teachers used the problem-solving approach in their science instruction. It also identified the factors affecting
their efforts to teach science using this approach. The issues considered are important in whether problem-solving becomes
part of the science curriculum, as teaching behaviour influences student learning outcomes.
Specializations: science eeducation
Specializations: educational measurement, research methodology. 相似文献
4.
DR REBBI MUSTAFA ALIAN Associate Professor in Library Science 《International Information and Library Review》1998,30(4):289-301
The main objective of this research paper is to introduce the concept of medical libraries, and to survey the present status of medical libraries in the State of Bahrain in terms of their history, collections, staff, and services. The study gives a general background about the State of Bahrain and its libraries. It also discusses the main problems facing medical libraries in Bahrain. Finally, the study gives some recommendations for developing medical libraries in Bahrain. Personal interviews and documents were used for collecting the information. 相似文献
5.
7.
8.
DR. Paul Gardner 《Research in Science Education》1992,22(1):140-148
The notion that technology is the application of science to the making of artefacts is a widely-held, persistent and influential
view. Considerable scholarly work has been done during the past quarter century to refute it on the grounds that it is historically
and ontologically inaccurate. It is a view which fails to recognise the contribution of non-scientific factors to technological
development,which neglects the reverse contribution of technology to science, and which offers a superficial account of the
process of application. This paper focusses on this last point, and argues that in those cases where science is applied to
technology, the application process is usually exceedingly complex. The process involves the selection of appropriate knowledge,
the adoption of differing criteria and the translation and re-shaping of knowledge to make it amenable to the technologist.
The issue has important implications for the school curriculum.
Specializations: science/technology education, technology teacher education, educational evaluation. 相似文献
9.
Abstract This article represents a meta-analysis of three research KEYWORDS projects undertaken recently at the National Foundation for Educational children in Research. The projects were discrete but resultant data showed that they care; had a common focus: ways in which schools do or might accommo-disaffection; date more effectively the needs of a range of pupils who are at risk of inclusion; being denied the opportunity to experience the ‘normality’ of the cur-special riculum offered by schools in England and Wales. The pupils whose educational experiences were studied had special educational needs, and/or were needs ‘disaffected’, and/or were in the public care. While their circumstances were, thus, ostensibly various, analysis showed that they were underpinned by a common set of needs which, unaddressed by the education system, resulted in the exclusion of the pupils. Strategies that effectively nurtured pupils’ inclusion were found to be applicable across the client group. 相似文献
10.
Constructivist views of learning have been applied to science education largely as a response to attempts to understand the
origins of students' misconceptions in science, and therefore the learning process. As part of this effort to understand learning
in science lessons, Appleton (1989) proposed a learning model drawn mainly from Piagetian (1978) ideas and generative learning
theory (Osborne & Wittrock, 1983). This paper explores the development and evolution of the learning model as other constructivist
view were applied, and as the model was tested against students' responses in science lessons. The revised model finally arrived
at is then examined. It was found to be a useful means of describing student's learning processes during a science lesson.
Specializations: primary teacher education, teaching strategies in science, cognitive change and learning theories.
Specializations: secondary science teacher education, chemical education. 相似文献