標(biāo)題: Titlebook: Education, Development and Intervention; Toward Participatory Stamatios Papadakis,Michail Kalogiannakis Book 2024 The Editor(s) (if applica [打印本頁] 作者: 銀河 時(shí)間: 2025-3-21 19:17
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書目名稱Education, Development and Intervention被引頻次
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書目名稱Education, Development and Intervention讀者反饋
書目名稱Education, Development and Intervention讀者反饋學(xué)科排名
作者: Dysplasia 時(shí)間: 2025-3-21 22:57
Book 2024rs and educators, as well as academic faculty can benefit from its contents as it presents valuable perspectives, both practical and theoretical, that enrich the current STEM, robotics, and mobile apps education agenda..作者: 鬼魂 時(shí)間: 2025-3-22 02:18 作者: 奴才 時(shí)間: 2025-3-22 05:58
Listening to Voices across Spaces requires swiftly identifying the essential information necessary for comprehending the story, even in the presence of various distractions. Furthermore, according to multimedia learning theory, we cannot expect the effortless integration of essential information. Many young children may require inc作者: Ruptured-Disk 時(shí)間: 2025-3-22 09:27
What Constitutes a Mental Health Policy?, attract women to this subject early. We also found that parents, friends, and teachers are instrumental in women‘s choices. Participants also mentioned the increased presence of technology in everyday life, awareness of the available jobs in the field and the financial security offered by them, as 作者: jaunty 時(shí)間: 2025-3-22 16:01
Mental Health Screening at School primary barriers such as access and challenges such as lack of adequate technical support and teacher training emerged as the main issues preventing effective technology integration. In parallel with this finding, there is a widespread perception that effective technology integration can be achieve作者: jaunty 時(shí)間: 2025-3-22 18:02 作者: 說不出 時(shí)間: 2025-3-22 21:40 作者: 承認(rèn) 時(shí)間: 2025-3-23 02:49 作者: bisphosphonate 時(shí)間: 2025-3-23 08:34 作者: intoxicate 時(shí)間: 2025-3-23 12:34
Scotland: CRPD and Mental Health Legislationducation in Cyprus. The chapter initially provides examples of fragmented practices through data from the educators prior to their participation in the DbR. The comparison between these data and the data from the “bowling story” exhibit the distance between a fragmented approach and meaningful, enga作者: 河潭 時(shí)間: 2025-3-23 13:57
An International Community of Practice Through ScratchJr: The Coding as Another Language Curriculumrk through their own work within the group, and as a result, evolved beyond a special interest group into an international community of practice. Additionally, it was found that members of the international community of practice shared many common motivations for joining the initiative and positive 作者: 拋物線 時(shí)間: 2025-3-23 20:59
Enhancing Picture Book Reading Experiences: Empowering Children Through Participatory Technology So requires swiftly identifying the essential information necessary for comprehending the story, even in the presence of various distractions. Furthermore, according to multimedia learning theory, we cannot expect the effortless integration of essential information. Many young children may require inc作者: 嫌惡 時(shí)間: 2025-3-24 01:46 作者: 不在灌木叢中 時(shí)間: 2025-3-24 03:47 作者: scrutiny 時(shí)間: 2025-3-24 06:56 作者: arabesque 時(shí)間: 2025-3-24 12:16 作者: Infiltrate 時(shí)間: 2025-3-24 16:49
Optimizing Learning Outcomes of Educational Applications Enhanced with Multimedia and Interactive Fd on the literature reviewed, we found that a small number of simple and relevant multimedia elements and interactive features with precise timing decrease the cognitive load and the need for task switching. Furthermore, interactive features should be designed based on existing pedagogical technique作者: 紀(jì)念 時(shí)間: 2025-3-24 23:02
Making a Case for Artificial Intelligence Literacy Skills for School-Age Children,-literacy curricula as it relates to reviewed research in development. Given the dynamic interplay between societal and personal forces that drive development, AI-literacy across the curriculum is a must to help prepare children for a future that will increasingly require adept technological knowled作者: 說明 時(shí)間: 2025-3-25 02:07
An Integrated (vs a Fragmented) Approach to Mathematical Knowledge in Early Childhood Education,ducation in Cyprus. The chapter initially provides examples of fragmented practices through data from the educators prior to their participation in the DbR. The comparison between these data and the data from the “bowling story” exhibit the distance between a fragmented approach and meaningful, enga作者: 文字 時(shí)間: 2025-3-25 04:07 作者: 災(zāi)難 時(shí)間: 2025-3-25 08:59
Book 2024 into educational techniques that promote critical thinking and enhance learning skills...It covers various mechanisms that influence this link, including meta-cognitive capacity, memory, cognitive style, conceptual approaches, digitization, teaching approaches, echoing, and questioning. This discus作者: Acquired 時(shí)間: 2025-3-25 14:51 作者: BUMP 時(shí)間: 2025-3-25 17:01
https://doi.org/10.1007/978-3-319-41556-7 for further exploration into fostering creative and critical thinking within subject-specific learning. As education evolves, embracing innovative teaching practices and prioritising world exploration may offer a transformative way forward.作者: inventory 時(shí)間: 2025-3-25 21:43 作者: exigent 時(shí)間: 2025-3-26 00:10 作者: 襲擊 時(shí)間: 2025-3-26 05:32 作者: Hot-Flash 時(shí)間: 2025-3-26 12:23 作者: Lineage 時(shí)間: 2025-3-26 14:07
https://doi.org/10.1007/978-3-031-37630-6bution is a retelling of TPRs’ capacity to disrupt norms, enhance access, and promote equity in education. It stresses ongoing research, tech improvement, and user input for effective TPR integration. Complex dynamics of TPR introduction are comprehensively explored, holding promise for inclusive learning and broader societal change.作者: 天賦 時(shí)間: 2025-3-26 19:59 作者: 破譯密碼 時(shí)間: 2025-3-26 21:58
,A Critical Retelling of the Implementing of Telepresence Robots to Enhance Learners’ Collaboration:bution is a retelling of TPRs’ capacity to disrupt norms, enhance access, and promote equity in education. It stresses ongoing research, tech improvement, and user input for effective TPR integration. Complex dynamics of TPR introduction are comprehensively explored, holding promise for inclusive learning and broader societal change.作者: 水汽 時(shí)間: 2025-3-27 01:07 作者: 啜泣 時(shí)間: 2025-3-27 07:27 作者: 后來 時(shí)間: 2025-3-27 12:29 作者: 現(xiàn)代 時(shí)間: 2025-3-27 17:20
Interventions, and Programs to Support Girls Studying Information Technology in Senior Secondary Scg in the field is still low. The purpose of the study is to determine if established, targeted interventions or events influence female students to undertake an IT degree. The study used a questionnaire instrument to collect both quantitative and qualitative data. 119 first-year female students enro作者: Spartan 時(shí)間: 2025-3-27 18:54 作者: debouch 時(shí)間: 2025-3-28 00:43 作者: capillaries 時(shí)間: 2025-3-28 03:30
,A Critical Retelling of the Implementing of Telepresence Robots to Enhance Learners’ Collaboration: case studies delve into TPR implications. The first retelling examines communication dynamics and gender-based variations. The second focuses on TPRs’ role in hybrid learning during COVID-19, addressing engagement and challenges like audio quality. The third retelling explores TPRs in library servi作者: 高興去去 時(shí)間: 2025-3-28 06:50
The Impact of Artificial Intelligence on Learners and Teachers: A Mathematics Education Perspectiveng and teaching contexts, often without guidance on their optimal use in educational or pedagogical settings. However, it can be difficult for those with limited understanding and knowledge in technology to identify which digital resources are pedagogically reliable, and teachers may find it challen作者: exclamation 時(shí)間: 2025-3-28 13:47
Creating Mobile Applications with Artificial Intelligence Adopting Computational Action, multifaceted learning experience. This approach not only helps them to learn algorithms and programming, user interface design, and Artificial Intelligence concepts but also to develop creativity. By embracing a computational action approach, students are empowered to envision their own application作者: 發(fā)怨言 時(shí)間: 2025-3-28 18:13
Optimizing Learning Outcomes of Educational Applications Enhanced with Multimedia and Interactive Fge potential as they utilize the principles of multimedia learning that convey information through different sensory modalities and relevant physical activities. Using educational applications is promising, however, they might be challenging to neurodiverse children, since individual differences in 作者: macular-edema 時(shí)間: 2025-3-28 21:58
Scientific Thinking and Subject-Specific Learning in Primary Schools,cific learning by focusing on the concept of “scientific thinking” using a topic-centred approach. The analysis of a classroom interaction from a qualitative empirical research project shows how students engage in subject-specific and creative thinking while negotiating their understanding of concep作者: 變化 時(shí)間: 2025-3-29 02:05
Making a Case for Artificial Intelligence Literacy Skills for School-Age Children,s, or computers. Children are using AI-infused devices before entering formal schooling, creating a demand for fast-tracking the development and implementation of inclusive K-12 AI-Literacy curricula. Establishing AI-literacy programming (e.g., developing facility with technical understanding, criti作者: photophobia 時(shí)間: 2025-3-29 05:31
An Integrated (vs a Fragmented) Approach to Mathematical Knowledge in Early Childhood Education,this chapter, we argue that integration can be an approach of blurring boundaries of any kind. Under this perspective, we elaborate on the idea that an integrated approach can be applied within a discipline (e.g. mathematics) when other boundaries are blurred. In an effort to investigate how such an作者: 離開真充足 時(shí)間: 2025-3-29 08:36
978-3-031-60715-8The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: nonplus 時(shí)間: 2025-3-29 13:43
Education, Development and Intervention978-3-031-60713-4Series ISSN 2662-9461 Series E-ISSN 2662-947X 作者: 逃避系列單詞 時(shí)間: 2025-3-29 15:40 作者: 痛打 時(shí)間: 2025-3-29 21:58
Nancy M. Lorenzi Ph.D.,Naakesh A. Dewan M.D.ocultural theory, which posits language as a context-specific cognitive tool, this study explored the influence of preschool teachers’ attitudes towards storybooks on Turkish-speaking children‘s vocabulary and receptive language skills. Our research encompassed 360 children (60–72?months) and 72 tea作者: 口音在加重 時(shí)間: 2025-3-30 01:20 作者: endarterectomy 時(shí)間: 2025-3-30 05:45 作者: Dysplasia 時(shí)間: 2025-3-30 10:39
What Constitutes a Mental Health Policy?,g in the field is still low. The purpose of the study is to determine if established, targeted interventions or events influence female students to undertake an IT degree. The study used a questionnaire instrument to collect both quantitative and qualitative data. 119 first-year female students enro作者: fastness 時(shí)間: 2025-3-30 15:22
Mental Health Screening at Schoolinto their educational processes to improve student competencies, the role of technology in gaining these, and the difficulties encountered in this process within the framework of teacher views. The participants of the study consisted of 18 teachers from different disciplines. In one-to-one intervie作者: 地名表 時(shí)間: 2025-3-30 19:55
Louis D. Brown,Scott Wituk,Greg Meissen scientific competences in STEM education. The article focuses on the integration of content taught in different subjects and the potential role of smart mobile devices in fostering collaboration between teachers and students. The methodology includes a combination of reference analysis and the auth作者: 含水層 時(shí)間: 2025-3-30 22:10
https://doi.org/10.1007/978-3-031-37630-6 case studies delve into TPR implications. The first retelling examines communication dynamics and gender-based variations. The second focuses on TPRs’ role in hybrid learning during COVID-19, addressing engagement and challenges like audio quality. The third retelling explores TPRs in library servi作者: VOC 時(shí)間: 2025-3-31 02:55 作者: ADJ 時(shí)間: 2025-3-31 06:42
