Results for 'Learning Activity Sheets'

975 found
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  1. Inquiry Learning Activity Demonstration Summary Sheet.Jean Hussey-Stone & Kim Brown - forthcoming - Inquiry: An Interdisciplinary Journal of Philosophy.
     
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  2.  5
    Global Discovery Activities: For the Elementary Grades.Elizabeth Crosby Stull - 2004 - Jossey-Bass.
    _Global Discovery Activities_ is a ready-to-use guide that helps students learn and appreciate cultures from around the world. Each section explores a different culture and includes recommendations for children’s books, folk tales, celebrations, games, songs, arts and crafts, and foods. This informative and fun-filled book contains more than 400 activities and 150 full-page reproducible activity sheets. _Global Discovery_ will help your students learn about the cultures of * Africa * Asia * Australia and New Zealand * Canada * (...)
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  3.  86
    Kinesthesia: An extended critical overview and a beginning phenomenology of learning.Maxine Sheets-Johnstone - 2019 - Continental Philosophy Review 52 (2):143-169.
    This paper takes five different perspectives on kinesthesia, beginning with its evolution across animate life and its biological distinction from, and relationship to proprioception. It proceeds to document the historical derivation of “the muscle sense,” showing in the process how analytic philosophers bypass the import of kinesthesia by way of “enaction,” for example, and by redefinitions of “tactical deception.” The article then gives prominence to a further occlusion of kinesthesia and its subduction by proprioception, these practices being those of well-known (...)
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  4.  61
    Kinetic tactile-kinesthetic bodies: Ontogenetical foundations of apprenticeship learning[REVIEW]Maxine Sheet-Johnstone - 2000 - Human Studies 23 (4):343-370.
    An ontogenetically-informed epistemology is necessary to understandings of apprenticeship learning. The methodology required in this enterprise is a constructive phenomenology, a phenomenology that takes into account the fact that as infants, we were apprentices of our own bodies: we all learned our bodies and learned to move ourselves. The major focus of this essay is on infant social relationships that develop on the ground of our original corporeal-kinetic apprenticeship. It shows how joint attention, imitation, and turn-taking - all richly (...)
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  5.  57
    Embodiment on trial: a phenomenological investigation.Maxine Sheets-Johnstone - 2015 - Continental Philosophy Review 48 (1):23-39.
    This paper considers dimensions of animate life that are readily “embodied” by phenomenologists and by other philosophy and science researchers as well. The paper demonstrates how the practice of “embodying” short-circuits veritable phenomenological accounts of experience through a neglect of attention to Husserl’s basic conception of, and consistent concern with, animate organism. The paper specifies how in doing so, the practice muddies a clear distinction between the body ‘I have’ and the body ‘I am’, and a clear account of their (...)
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  6.  46
    Husserlian Phenomenology and Darwinian Evolutionary Biology: Complementarities, Exemplifications, and Implications.Maxine Sheets-Johnstone - 2017 - Studia Phaenomenologica 17:19-40.
    Descriptive foundations and a concern with origins are integral to both Husserlian phenomenology and Darwinian evolutionary biology. These complementary aspects are rooted in the lifeworld as it is experienced. Detailed specifications of the complementary aspects testify to a mutual relevance of phenomenology to evolutionary biology and of evolutionary biology to phenomenology. Exemplifications of the mutual relevance are given in terms of both human and nonhuman agentive abilities. The experiential exemplifications show that agentive abilities are rooted in the kinetic sequence: I (...)
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  7. From movement to dance.Maxine Sheets-Johnstone - 2012 - Phenomenology and the Cognitive Sciences 11 (1):39-57.
    This article begins with a summary phenomenological analysis of movement in conjunction with the question of “quality” in movement. It then specifies the particular kind of memory involved in a dancer’s memorization of a dance. On the basis of the phenomenological analysis and specification of memory, it proceeds to a clarification of meaning in dance. Taking its clue from the preceding sections, the concluding section of the article sets forth reasons why present-day cognitive science is unable to provide insights into (...)
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  8.  93
    Emotion and movement. A beginning empirical-phenomenological analysis of their relationship.Maxine Sheets-Johnstone - 1999 - Journal of Consciousness Studies 6 (11-12):11-12.
    Three methodologically distinctive empirical studies of the emotions carry forward Darwin's work on the emotions, vindicate Sperry's finding that the brain is an organ of and for movement, and implicitly affirm that affectivity is tied to the tactile-kinesthetic body. A phenomenological analysis of movement deepens these empirical findings by showing how the dynamic character of movement gives rise to kinetic qualia. Analysis of the qualitative structure of movement shows in turn how motion and emotion are dynamically congruent. Three experiences of (...)
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  9.  9
    Phenomenological Methodology and Aesthetic Experience: Essential Clarifications and Their Implications.Maxine Sheets-Johnstone - 2019 - In Stuart Grant, Jodie McNeilly-Renaudie & Matthew Wagner (eds.), Performance Phenomenology: To the Thing Itself. Springer Verlag. pp. 39-62.
    This chapter examines phenomena of aesthetic experience and aesthetic creativity in terms of a qualitative dynamics of movement. It notes the lack of consideration of the foundational role of movement in human and other activity, and the need for thorough description of kinetic-tactile and kinaesthetic experience. It recommends the importance of phenomenological methods to achieve this task and outlines an application of such methods to phenomena of aesthetic creativity.
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  10. Inquiry Learning Activity: How to Build an Altitude Finder (Astrolabe) 6 th Grade Objectives.Emily Sheldon - forthcoming - Inquiry: An Interdisciplinary Journal of Philosophy.
     
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  11.  49
    Pornography and Art: The Case of "Jenny".Robin Sheets - 1988 - Critical Inquiry 14 (2):315-334.
    In contrast to [Susan] Sontag, who used the tools of literary criticism to evaluate sexually explicit fiction, I will use the conventions of pornography to interpret a dramatic monologue in which an expected sexual encounter fails to take place. In analyzing Rossetti’s “Jenny,” I will employ an interpretive model based on the work of [Steven] Marcus, [Susan] Griffin, and [Andrea] Dworkin. Despite different assumptions about sexuality—Marcus is a Freudian, Griffin believes in a mystical eros residing in the psyche and waiting (...)
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  12.  13
    Executing Learning Activities and Autonomy-Supportive Instructions Enhance Autonomous Motivation.Paul Hinnersmann, Katrin Hoier & Stephan Dutke - 2020 - Frontiers in Psychology 11.
    This study investigated situational changes in learners’ degree of autonomous regulation during other-initiated learning activities and examined the influence of the instructional style on such changes. To this end, relative autonomous motivation of 172 fifth to seventh grade students was measured before, during and after execution of a musical learning activity. It was experimentally manipulated whether students were instructed in an autonomy-supportive or a controlling style. As expected based on self-determination theory and the action-based model of cognitive (...)
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  13.  39
    (1 other version)Developing Hands-On Learning Activities for Philosophy Courses.Brett Gaul - 2015 - American Association of Philosophy Teachers Studies in Pedagogy 1:169-178.
    Although philosophy courses are not known for hands-on learning activities in which students use, manipulate, or touch objects with their hands, there are simple hands-on activities that teachers can use to liven up their classrooms and foster active learning. In this paper I describe four activities I developed to attempt to improve student learning: GoldiLocke and the Three Buckets, The Argument From Disagreement Box, The Trolley Problem Reenactment, and The Lego Man of Theseus. I argue that such (...)
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  14.  9
    Using the Sociocultural Concept of Learning Activity to Understand Parents’ Learning About Play in Community Playgroups and Social Media.Karen McLean - 2021 - British Journal of Educational Studies 69 (1):83-99.
    This paper considers utilising the sociocultural concept of learning activity to understand parents’ learning about young children’s play in the context of community playgroups and social media use. Parents’ knowledge about children’s play influences the provision of parental-provided play experiences for young children and can be enhanced through participation in a community playgroup. Increasingly, playgroup parents are using social media to communicate about children’s play at playgroup and this social situation for learning about play is yet (...)
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  15.  18
    Learning Activity as a Means of Developing Theoretical Thinking Capacities.Cleber Barbosa da Silva Clarindo, Stella Miller & Érika Christina Kohle - 2020 - Frontiers in Psychology 11.
    The main purpose of this article is to discuss the development of capacities linked to theoretical thinking during the formation process of Learning Activity in students of the early years of elementary school. It considers some elements which could form the basis for thinking about teaching activity as a means of conducting students toward that development. It starts from the hypothesis that the development of the capacities of analysis, reflection, and mental planning depends, essentially, on the systematic (...)
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  16.  27
    Being bird and sensory learning activities: Multimodal and arts-based pedagogies in the ‘Anthropocene’.Sally Windsor & Dawn Sanders - 2023 - Educational Philosophy and Theory 55 (11):1220-1236.
    There is little room left for doubt or even debate at the severity of the ecological, indeed planetary crises that we find ourselves in during this period coined the Anthropocene. As educators working in the face of these crises, we have asked ourselves the question ‘how do we carry on?’ We reflect on a set of sensory, multimodal, meditative and arts-based pedagogical activities that bridge the geographical, biological, sociological and environmental dimensions of learning using the concepts from Hannah Arendt (...)
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  17.  4
    19 Metaphor and learning activity.Bernd Fichtner - 1999 - In Yrjö Engeström, Reijo Miettinen & Raija-Leena Punamäki-Gitai (eds.), Perspectives on activity theory. New York: Cambridge University Press. pp. 314.
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  18. Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities.Michelene T. H. Chi - 2009 - Topics in Cognitive Science 1 (1):73-105.
    Active, constructive, and interactive are terms that are commonly used in the cognitive and learning sciences. They describe activities that can be undertaken by learners. However, the literature is actually not explicit about how these terms can be defined; whether they are distinct; and whether they refer to overt manifestations, learning processes, or learning outcomes. Thus, a framework is provided here that offers a way to differentiate active, constructive, and interactive in terms of observable overt activities and (...)
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  19.  15
    White Matter Neuroplasticity: Motor Learning Activates the Internal Capsule and Reduces Hemodynamic Response Variability.Tory O. Frizzell, Lukas A. Grajauskas, Careesa C. Liu, Sujoy Ghosh Hajra, Xiaowei Song & Ryan C. N. D’Arcy - 2020 - Frontiers in Human Neuroscience 14.
  20. October 24, 2011 EDU 322 Inquiry Learning Activity What is Your Lung Capacity?Thomas Crowder - forthcoming - Inquiry: An Interdisciplinary Journal of Philosophy.
     
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  21.  29
    A Model of Primitive Consciousness Based on System-Level Learning Activity in Autonomous Adaptation.Yasuo Kinouchi & Yoshihiro Kato - 2013 - International Journal of Machine Consciousness 5 (1):47-58.
    Although many models of consciousness have been proposed from various viewpoints, they have not been based on learning activities in a whole system with the capabilities of autonomous adaptation. We have been investigating a simplified system using artificial neural nodes to clarify the functions and configuration needed for learning in a system that autonomously adapts to the environment. We demonstrated that phenomenal consciousness is explained using a method of "virtualization" in the information system and that learning activities (...)
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  22.  18
    Implementation of play-based learning activity as a tool to develop students’ professional communicative competence within university course “english for specific purposes”.Koknova Tetiana - 2017 - Science and Education: Academic Journal of Ushynsky University 22 (2):133-138.
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  23. Interest-based child participation in everyday learning activities.C. J. Dunst & M. Raab - 2011 - In Norbert M. Seel (ed.), Encyclopedia of the Sciences of Learning. Springer Verlag.
     
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  24. THIS IS NICE OF YOU. Introduction by Ben Segal.Gary Lutz - 2011 - Continent 1 (1):43-51.
    Reproduced with the kind permission of the author. Currently available in the collection I Looked Alive . © 2010 The Brooklyn Rail/Black Square Editions | ISBN 978-1934029-07-7 Originally published 2003 Four Walls Eight Windows. continent. 1.1 (2011): 43-51. Introduction Ben Segal What interests me is instigated language, language dishabituated from its ordinary doings, language startled by itself. I don't know where that sort of interest locates me, or leaves me, but a lot of the books I see in the stores (...)
     
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  25.  61
    Critical Thinking Development in Service-Learning Activities.Christine M. Cress - 2003 - Inquiry: Critical Thinking Across the Disciplines 23 (1-2):87-93.
    This study investigated student development of critical thinking skills in senior-level service-Iearning courses. The methodology included a pre- and post-test design. Findings indicate that facilitating critical thinking as a function of developing critically engaged students is related to the pedagogical types of course content, discussions, and activities.
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  26. Greek Returns: The Poetry of Nikos Karouzos.Nick Skiadopoulos & Vincent W. J. Van Gerven Oei - 2011 - Continent 1 (3):201-207.
    continent. 1.3 (2011): 201-207. “Poetry is experience, linked to a vital approach, to a movement which is accomplished in the serious, purposeful course of life. In order to write a single line, one must have exhausted life.” —Maurice Blanchot (1982, 89) Nikos Karouzos had a communist teacher for a father and an orthodox priest for a grandfather. From his four years up to his high school graduation he was incessantly educated, reading the entire private library of his granddad, comprising mainly (...)
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  27.  75
    Student-Inspired Activities for the Teaching and Learning of Engineering Ethics.E. Alpay - 2013 - Science and Engineering Ethics 19 (4):1455-1468.
    Ethics teaching in engineering can be problematic because of student perceptions of its subjective, ambiguous and philosophical content. The use of discipline-specific case studies has helped to address such perceptions, as has practical decision making and problem solving approaches based on some ethical frameworks. However, a need exists for a wider range of creative methods in ethics education to help complement the variety of activities and learning experiences within the engineering curriculum. In this work, a novel approach is presented (...)
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  28.  31
    The Activity of “Writing for Learning” in a Nursing Program.Line Wittek - 2013 - Outlines. Critical Practice Studies 14 (1):73 - 94.
    This article explores the activity of writing in higher education as a mediational means for student meaning making. From a dialogic perspective, writing is not about learning and applying formulas and making fixed kinds of texts, but about ways of working and ways of acting that brings writers, readers, resources and contexts into trajectories. The argument is that processes of writing enhance student meaning making and that these processes are formed by complex interaction. Contextual interpretation and use of (...)
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  29.  97
    Actively Learning Object Names Across Ambiguous Situations.George Kachergis, Chen Yu & Richard M. Shiffrin - 2013 - Topics in Cognitive Science 5 (1):200-213.
    Previous research shows that people can use the co-occurrence of words and objects in ambiguous situations (i.e., containing multiple words and objects) to learn word meanings during a brief passive training period (Yu & Smith, 2007). However, learners in the world are not completely passive but can affect how their environment is structured by moving their heads, eyes, and even objects. These actions can indicate attention to a language teacher, who may then be more likely to name the attended objects. (...)
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  30.  27
    Mad Scientists, Narrative, and Social Power: A Collaborative Learning Activity[REVIEW]Sarah L. Berry & Anthony Cerulli - 2013 - Journal of Medical Humanities 34 (4):451-454.
    Nathaniel Hawthorne’s short stories “The Birthmark” (1843) and “Rappaccini’s Daughter” (1844) encourage critical thinking about science and scientific research as forms of social power. In this collaborative activity, students work in small groups to discuss the ways in which these stories address questions of human experimentation, gender, manipulation of bodies, and the role of narrative in mediating perceptions about bodies. Students collectively adduce textual evidence from the stories to construct claims and present a mini-argument to the class, thereby strengthening (...)
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  31.  22
    Activity during delay of reinforcement in human learning.R. A. Champion & D. A. McBride - 1962 - Journal of Experimental Psychology 63 (6):589.
  32.  40
    B Flach! B Flach!Myroslav Laiuk & Ali Kinsella - 2023 - Common Knowledge 29 (1):1-20.
    Don't tell terrible stories—everyone here has enough of their own. Everyone here has a whole bloody sack of terrible stories, and at the bottom of the sack is a hammer the narrator uses to pound you on the skull the instant you dare not believe your ears. Or to pound you when you do believe. Not long ago I saw a tomboyish girl on Khreshchatyk Street demand money of an elderly woman, threatening to bite her and infect her with syphilis. (...)
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  33.  11
    Learning and collective creativity: activity-theoretical and sociocultural studies.Annalisa Sannino & Viv Ellis (eds.) - 2014 - New York: Routledge, Taylor & Francis Group.
    This book brings together leading representatives of activity-theoretically-oriented and socioculturally-oriented research around the world, to discuss creativity as a collective endeavour strongly related to learning to face the societal challenges of our world. As history shows, major accomplishments in arts and technological innovations have allowed us to see the world differently and to identify new learning perspectives for the future which were seldom limited to individual action or isolated activities. This book, while primarily focused on educational insitutions, (...)
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  34.  11
    An activity‐based learning third‐level course on survey sampling.Gabrielle E. Kelly - 2010 - Educational Studies 36 (4):461-464.
    This paper describes a novel method for the delivery of an introductory module on survey sampling at a third?level institution. As part of the module, students undertake a practical survey that is of interest not only to themselves but also to university administrators and other module coordinators. Unlike many data collection activities used in class, these data have intrinsic value. This module is shown to produce students with a high level of expertise in survey sampling. It also fosters in students (...)
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  35.  60
    Active learning as destituent potential: Agambenian philosophy of education and moderate steps towards the coming politics.Michael P. A. Murphy - 2020 - Educational Philosophy and Theory 52 (1):66-78.
    Beginning in earnest in the late 1990s, educational researchers devoted increasing attention to the study of “active learning,” leading to a robust literature on the topic in the scholarship of teaching and learning. Meanwhile, during largely the same period, political theorists discovered the radical philosophy of Giorgio Agamben, which soon after began to ripple through more radical forms of philosophy of education. While both the SoTL works on active learning and writings of “Agambenian” philosophers of education have (...)
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  36. A Book Review on Rethinking language education and linguistic diversity in schools: Thematic report from a programme of expert workshops and peer learning activities (2016-17). [REVIEW]Thobias Sarbunan - 2022 - Humanites Common.
    A Book Review on Rethinking language education and linguistic diversity in schools: Thematic report from a programme of expert workshops and peer learning activities (2016-17) European Commission, Directorate-General for Education, Youth, Sport and Culture, Day, L., Meierkord, A., (Publications Office), 2018, 14 pages, ISBN 978-92-79- 79241-0. Review by Thobias Sarbunan.
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  37.  42
    Active Learning: An Advantageous Yet Challenging Approach to Accounting Ethics Instruction.Stephen E. Loeb - 2015 - Journal of Business Ethics 127 (1):221-230.
    In this paper I discuss the advantages and challenges of using active learning, when teaching an accounting ethics course offered in higher education . The willingness of an instructor to use active learning in an accounting ethics course may be influenced at least in part by that instructor’s assessment of the advantages and challenges of using active learning. Consequently, my paper may be of assistance to instructors with experience in teaching an accounting ethics course and to instructors (...)
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  38.  58
    Authentic activity and learning.Elizabeth Clayden, Charles Desforges, Colin Mills & William Rawson - 1994 - British Journal of Educational Studies 42 (2):163-173.
    This article describes the tension that exists between the views of learning as a means of knowledge transfer and the alternative idea that it is socially situated and not separable from the activities in which it is developed. It concludes that the 'authentic practices' of particular academic domains should be employed in schools to encourage learning rather the culture of schooling itself.
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  39.  61
    Competitive Learning: From Interactive Activation to Adaptive Resonance.Stephen Grossberg - 1987 - Cognitive Science 11 (1):23-63.
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  40. The active role of partial knowledge in cross-situational word learning.Daniel Yurovsky, Damian Fricker, Chen Yu & Linda B. Smith - 2010 - In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society.
     
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  41.  19
    Perceptual learning in humans: An active, top-down-guided process.Heleen A. Slagter - 2023 - Behavioral and Brain Sciences 46:e406.
    Deep neural network (DNN) models of human-like vision are typically built by feeding blank slate DNN visual images as training data. However, the literature on human perception and perceptual learning suggests that developing DNNs that truly model human vision requires a shift in approach in which perception is not treated as a largely bottom-up process, but as an active, top-down-guided process.
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  42. Inquiry Learning: Making History Active.David Arnold - 2010 - Ethos: Social Education Victoria 18 (2):20.
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  43. The active learning forum.Ari Bader-Natal, Jonathan Katzman & Matt Regan - 2017 - In Stephen Michael Kosslyn, Ben Nelson & Robert Kerrey (eds.), Building the intentional university: Minerva and the future of higher education. Cambridge, MA: The MIT Press.
     
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  44.  51
    Learning to modulate one's own brain activity: the effect of spontaneous mental strategies.Silvia E. Kober, Matthias Witte, Manuel Ninaus, Christa Neuper & Guilherme Wood - 2013 - Frontiers in Human Neuroscience 7.
  45.  27
    Interpolated activity and the learning of a simple skill.Kenneth A. Blick & Edward A. Bilodeau - 1963 - Journal of Experimental Psychology 65 (5):515.
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  46.  23
    Parents’ Growth Mindsets and Home-Learning Activities: A Cross-Cultural Comparison of Danish and US Parents.Laura M. Justice, Kelly M. Purtell, Dorthe Bleses & Sugene Cho - 2020 - Frontiers in Psychology 11.
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  47.  12
    Activate Your Students: An inquiry-based learning approach to sustainability (middle primary).Sharon Rushton - 2010 - Ethos: Social Education Victoria 18 (4):44.
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  48. Learning the electric field concept as oriented research activity.C. Furió, J. Guisasola, J. M. Almudí & M. Ceberio - 2003 - Science Education 87 (5):640-662.
     
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  49.  52
    Are treatment effects of neurofeedback training in children with ADHD related to the successful regulation of brain activity? A review on the learning of regulation of brain activity and a contribution to the discussion on specificity.Agnieszka Zuberer, Daniel Brandeis & Renate Drechsler - 2015 - Frontiers in Human Neuroscience 9:120849.
    While issues of efficacy and specificity are crucial for the future of neurofeedback training, there may be alternative designs and control analyses to circumvent the methodological and ethical problems associated with double-blind placebo studies. Surprisingly, most NF studies do not report the most immediate result of their NF training, i.e. whether or not children with ADHD gain control over their brain activity during the training sessions. For the investigation of specificity, however, it seems essential to analyze the learning (...)
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  50.  22
    Active Learning-Reflective Exercises for Face-to-Face and Remote Delivery of Governance and Business Ethics Classes.Larry A. Wood & Peggy L. Hedges - 2021 - Journal of Business Ethics Education 18:181-198.
    Despite revisions to curriculum in ethics education in business schools, there continues to be high profile examples of unethical decision making regularly spotlighted in the media. Rather than simply teaching about behaviors and how they might impact decision makers and stakeholders, we describe a suite of activities used to highlight various behaviors and biases that impact the decisions individuals might make. These activities are intertwined with course materials regarding ethics and corporate governance to remind and help students better understand how (...)
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