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相关概念视频

Purposive Learning01:22

Purposive Learning

119
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Vygotsky's Cognitive Development in Cultural Context01:22

Vygotsky's Cognitive Development in Cultural Context

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Lev Vygotsky, a pioneering Russian psychologist, developed a theory of cognitive development that centers on the influence of social and cultural factors. Unlike Jean Piaget, who emphasized the child's direct interaction with the physical world as key to development, Vygotsky argued that cognitive growth is an interpersonal process that unfolds within a cultural context. For Vygotsky, a child's learning cannot be separated from their social environment, which includes the values,...
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Method of Joints: Problem Solving II01:30

Method of Joints: Problem Solving II

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Consider a truss structure with frictionless joints fixed to a wall and roller support. If a force of 150 N is applied to joint A, the forces in each member of the truss can be determined using the method of joints.
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Language Development01:22

Language Development

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
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Elaborative Rehearsals01:07

Elaborative Rehearsals

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Elaborative rehearsal is a crucial cognitive strategy that strengthens information encoding in long-term memory by making meaningful connections between new data and pre-existing knowledge. This approach contrasts with maintenance rehearsal, which involves simple repetition without delving into the significance of the information. While maintenance rehearsal might temporarily keep information active in short-term memory, it is less effective for long-term retention.
The effectiveness of...
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Method of Joints: Problem Solving I01:30

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The method of joints is a commonly used technique to analyze the forces in structural trusses. The method is based on the principle of equilibrium, which assumes that the truss members are connected by frictionless pins. The forces at each joint can be determined by considering the equilibrium of the forces acting on that joint. Consider a truss structure with two forces of 20 N and 10 N acting at joints C and D, respectively. The method of joints can be used to determine the forces FCB, FDC,...
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基于POGIL的小组对话:英语学习者如何参与共同的知识构建过程,以达到共享的理解.

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  • 1Tennessee STEM Education Center, Middle Tennessee State University, Murfreesboro, Tennessee 37131, United States.

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此摘要是机器生成的。

在科学课程中,英语学习者 (ELs) 使用的协作讨论动作比非ELs在以过程为导向的指导性查询学习 (POGIL) 设置中使用的动作少. 这影响了他们共同的知识构建和在小组工作中共享的理解.

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科学领域:

  • 科学教育科学教育教育.
  • 化学教育 化学教育
  • 协作式学习是一种协作式学习.

背景情况:

  • 积极学习,如流程导向指导查询学习 (POGIL),通过小组互动和讨论来促进参与.
  • 美国课堂上英语学习者 (EL) 人口的增加带来了独特的挑战,包括语言障碍和科学教育中的文化调整.
  • 化学学习对于EL学生来说尤其具有挑战性,因为该学科的语言密集性.

研究的目的:

  • 在POGIL化学课堂中,研究英语学习者 (EL) 和非EL人之间的话语动作差异.
  • 探索这些话语差异如何影响协作参与和共同知识构建.
  • 检查美国K-12受过教育的EL和国际EL之间的话语模式的潜在变化.

主要方法:

  • 在化学课程中分析学生互动和POGIL活动中的话语动作.
  • 比较ELs与非ELs使用的演讲动作频率和类型.
  • 基于他们之前在美国的K-12学历对国际背景的ELs的分类.

主要成果:

  • 研究样本中的EL被观察到与非EL同龄人相比,他们参与的演讲动作较少.
  • 这种话语差异可能会限制ELs实现共享理解和充分参与知识构建的机会.
  • 在拥有美国K-12经验的EL和国际EL之间注意到了不同的话语模式.

结论:

  • 在POGIL化学课程中EL参与协作话语的减少可能会阻碍他们的学习和整合.
  • 教师应该考虑支持EL参与协作学习环境的策略.
  • 需要进一步的研究,以了解和解决不同EL人口在科学教育中的具体需求.