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Статті в журналах з теми "Curricular Complexity"
Schubert, William. "Perspectives on evaluation from curricular contexts." education policy analysis archives 26 (April 16, 2018): 47. http://dx.doi.org/10.14507/epaa.26.3812.
Повний текст джерелаHernandez, Carola, and Irma Alicia Flores. "Pedagogical mentoring and transformation of teaching practices in university." Kybernetes 48, no. 7 (August 5, 2019): 1534–46. http://dx.doi.org/10.1108/k-04-2018-0212.
Повний текст джерелаAnderson, Ronald D. "Perspectives on complexity: An essay on curricular reform." Journal of Research in Science Teaching 29, no. 8 (July 5, 2007): 861–76. http://dx.doi.org/10.1002/tea.3660290808.
Повний текст джерелаMUGIME, Santa Mónica Julião, Carlinda LEITE, and Feliciano M. MAHALAMBE. "Novos papéis e responsabilidade docente à luz das políticas educacionais e de formação de professores primários em Moçambique." INTERRITÓRIOS 5, no. 8 (June 22, 2019): 177. http://dx.doi.org/10.33052/inter.v5i8.241620.
Повний текст джерелаGoldman, Ellen F., and Matthew L. Mintz. "Using Concepts from Complexity Science to Accelerate Curricular Revision." Innovative Higher Education 42, no. 5-6 (March 15, 2017): 437–49. http://dx.doi.org/10.1007/s10755-017-9396-9.
Повний текст джерелаBrdnik Juhart, Petra, and Barbara Sicherl Kafol. "Music Teachers’ Perception of Music Teaching at the Stage of Early Adolescence." Center for Educational Policy Studies Journal 11, no. 3 (September 28, 2021): 97–118. http://dx.doi.org/10.26529/cepsj.1092.
Повний текст джерелаJosephsen, Jayne. "Critically Reflexive Theory: A Proposal for Nursing Education." Advances in Nursing 2014 (July 24, 2014): 1–7. http://dx.doi.org/10.1155/2014/594360.
Повний текст джерелаMcKenzie, Thomas L., James F. Sallis, Paul Rosengard, and Kymm Ballard. "The SPARK Programs: A Public Health Model of Physical Education Research and Dissemination." Journal of Teaching in Physical Education 35, no. 4 (October 2016): 381–89. http://dx.doi.org/10.1123/jtpe.2016-0100.
Повний текст джерелаVidela, Carmen Burgos, Juana Pizarro Toro, Maria Teresa Fajardo, and Javiera Martinez Diaz. "Didactic Operation." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 6 (December 6, 2019): 102–19. http://dx.doi.org/10.18844/prosoc.v6i6.4472.
Повний текст джерелаBordoni, Noemí, Angela Argentieri, and Aldo Squassi. "Comprehensive clinics. A comparative study among Dental Schools in Argentina." Acta Odontológica Latinoamericana 33, no. 3 (December 2020): 187–94. http://dx.doi.org/10.54589/aol.33/3/187.
Повний текст джерелаДисертації з теми "Curricular Complexity"
Gilabert, Guerrero Roger. "Task Complexity and L2 Narrative Oral Production." Doctoral thesis, Universitat de Barcelona, 2005. http://hdl.handle.net/10803/1662.
Повний текст джерелаKEYWORDS: Cognitive complexity, Tasks, Syllabus design, Oral production, Narrative, SLA
Aquest treball investiga l'impacte de la manipulació simultània del temps de planificació i el grau de desplaçament en el temps i l'espai sobre la producció narrativa oral en l'L2. En primer lloc, i basant-se en models psicolingüístics consolidats de producció oral, el treball examina les similituds i les diferències entre la producció oral en l'L1 i en l'L2, i analitza com els processos d'atenció i memòria condicionen el processament per a la comprensió, la producció i l'aprenentatge del llenguatge. En segon lloc, es defineix el concepte de tasca i es desenvolupa el concepte de complexitat cognitiva, el qual sorgeix de la necessitat de dissenyar tasques i organitzar-les en un programa de manera raonada. En tercer lloc, es fa una revisió de les opcions de disseny de programes d'ensenyament de llengua que emanen de diferents concepcions sobre l'ensenyament i l'aprenentatge. Es consideren les principals característiques d'una sèrie de programes sintètics i analítics, i es fa una revisió de les investigacions referides a diferents trets de les tasques. En quart lloc, es presenten el estudis que es refereixen específicament a les variables de planificació i +/- aquí-i-ara, i s'avancen les preguntes i les quatre hipòtesis d'aquest estudi. La primera hipòtesi afirma que proporcionar temps de planificació afectarà positivament la fluïdesa i la complexitat estructural de la producció dels parlants, sense tenir cap impacte significatiu sobre la seva complexitat lèxica ni la seva correcció. La segona hipòtesi planteja que augmentar la complexitat cognitiva de la tasca forçant la narració en l'allà-i-llavors tindrà conseqüències positives per a la complexitat i la correcció, però negatives per a la fluïdesa. La tercera hipòtesi preveu un impacte més gran del temps de planificació sobre la producció en les tasques cognitivament més complexes. La quarta hipòtesi suggereix que l'impacte de l'augment de la complexitat cognitiva sobre la producció serà més gran quan hi ha hagut temps de planificació. Metodològicament, s'utilitza un disseny de mesures repetides per a l'obtenció de les narratives orals de 48 subjectes d'un nivell d'anglès intermig-baix, i s'estableixen 4 nivells de complexitat cognitiva que combinen les dues variables. Cada estudiant narra cada història sota cadascuna de les condicions, les quals es presenten en seqüències diferents mitjançant un disseny de quadres llatins. Les mesures inclouen: per a la fluïdesa, el nombre de síl·labes per minut de la transcripció exacta i el nombre de síl.labes per minut de la transcripció depurada; per a la complexitat lèxica, el percentatge de mots lèxics, la ratio de mots lèxics respecte dels funcionals i l'índex de Guiraud de riquesa lèxica; per a la complexitat estructural, el nombre de nodes verbals per cada unitat T; i per a la correcció, el percentatge d'unitats T sense errors, l'ús a nivell nadiu dels articles, el percentatge d'autocorreccions i la ratio d'errors corregits respecte dels no corregits. La percepció subjectiva dels estudiants respecte de la complexitat cognitiva de les tasques es mesura amb un qüestionari de variables afectives, el qual demana als estudiants per la seva percepció de la dificultat, l'estrès, la confiança, l'interès i la motivació respecte de cada tasca. El qüestionari es valida mitjançant una anàlisi de protocol que investiga la interpretació de les variables afectives per part dels estudiants. Els resultats dels tests ANOVA de mesures repetides demostren que proporcionar temps de planificació té un impacte positiu sobre la fluïdesa i la complexitat lèxica de la producció dels parlants de l'L2. L'augment de la complexitat cognitiva respecte de la variable +/- aquí-i-ara té efectes positius sobre la correcció lingüística sense produir efectes significatius per a la complexitat estructural ni lèxica, i amb efectes negatius per a la fluïdesa. No es troben diferències significatives de l'efecte de la planificació entre tasques simple en l'aquí-i-ara, i les complexes en l'allà-i-llavors. Els efectes de l'augment de la complexitat cognitiva amb la variable +/- aquí-i-ara s'incrementen sota condicions de planificació sense arribar a nivells significatius. Resultats addicionals demostren que les tasques més complexes cognitivament es perceben com a més difícils, estressants, i generen nivells més baixos de confiança sense afectar la percepció del seu interès o la seva motivació. Els resultats s'expliquen a la llum de teories de producció del llenguatge en l'L1 i l'L2, així com en funció de teories que difereixen en la concepció de com l'atenció funciona durant la producció. S'argumenta que les dimensions de complexitat lingüística i correcció poden ser ateses simultàniament sempre i quan les tasques siguin simples pel que fa a la planificació i complexes pel que fa a complexitat cognitiva (és a dir, en l'allà-i-llavors). Finalment, es defensa que la complexitat cognitiva de les tasques és un constructe empíricament testable i útil per al disseny i la seqüenciació de les tasques en un programa d'ensenyament. La complexitat cognitiva de les tasques pot ser manipulada per tal d'obtenir efectes específics per a la producció i, potencialment, per a l'aprenentatge.
Risdon, Cathy. "Curricular processes as practice : the emergence of excellence in a medical school." Thesis, University of Hertfordshire, 2008. http://hdl.handle.net/2299/1837.
Повний текст джерелаGual, Oliva Marta. "El pensament sistèmic com una aportació des de la complexitat per avançar en l’ambientalització curricular. El cas d'una proposta educativa per a treballar els vectors ambientals a l'educació secundària." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/293909.
Повний текст джерелаThis investigation is set in the context of the processes of curriculum greening understood as processes of change in the representations about the causes, effects and solutions of the world phenomena and therefore it implies changes in the interpretative models of the students. System thinking is presented as a contribution to this process from the view of complexity. The research questions what are the teaching strategies that can guide the design of educational activities that incorporate system thinking abilities contributing to the process of curriculum greening. To achieve this purpose an analysis tool is designed and applied to identify and characterize the patterns in terms of system thinking expressed by students. The research, from a qualitative nature, is set in the interpretative paradigm, specifically corresponds to an instrumental evaluative case study that has the aim to understand and describe in detail the use of system thinking skills in explaining socio-environmental phenomena. The case study is defined as the interaction between a teaching sequence about environmental quality and two working groups of high school students from a town in Vallès Occidental. Data was collected by applying the teaching sequence and conducting an interview to the two groups. The research sample consists in the students' written work and the audio recording of the interviews. Using the technique of content analysis and the software Atlas.ti, the sample is analysed using the designed analysis tool, which consists of the five dimensions that characterize the System Thinking (Scalar Level, System Opening, Interaction Pattern, Flow Agent and Probability) forming a structured range of categories from low to high complexity gradient. The results allow defining the characteristics that a tool to identify and characterize the system thinking patterns expressed by students in relation to the application of a teaching unit on socio-environmental phenomena must have. This becomes in constituting it from the systemic principle establishing a scalar relationship between the dimensions and categories that constitute it. With reference to system thinking patterns expressed by the students it is demonstrated the existence of patterns linked to specific dimensions and the results highlight the significance of the dimensions relating to scalar levels and the limits and the relationship between a system and its environment. With reference to system thinking patterns expressed by the students and the teaching sequence the results demonstrate the existence of patterns linked to specific types of activities and it is highlighted the significance of the activities of exploration and application as favourable to the use of the more complex components of the systems thinking in students' explanations. The design and application of a teaching sequence on social and environmental phenomena from the perspective of systems thinking has led to the integration of some complex components into the students’ interpretative models contributing to the processes of curriculum greening. The research develops a proposal to guide the design of teaching strategies promoting system thinking in the context of curriculum greening: activities should be specifically designed for this purpose and must be based on real and close situations, they should allow the relationship between knowledge and action and the expression through different languages, so the combination of different types of activities becomes the most flattering to develop the use of system thinking skills. Furthermore it is highlighted the need for further research on teaching strategies for developing emergence and incorporating uncertainty when considering actions on the environment and its long term effects.
Souza, Marcos Lopes de. "Atividade curricular de integração entre ensino, pesquisa e extensão (ACIEPE) : anseios, conjunturas e contornos de inovações curriculares em movimento." Universidade Federal de São Carlos, 2007. https://repositorio.ufscar.br/handle/ufscar/2191.
Повний текст джерелаThis research describes and discusses about the conjuncture and the movements of the program so-called as Curricular Integration Activity between Teaching, Research and Outreach (ACIEPE) since its implantation in Sao Carlos Federal University from year 2002 up to 2006, analyzing in a focused way one of its proposals. During the investigation the information have been acquired by interviews with the Program s idealizers and executers, also by the Program s (ACIEPE) documents, questionnaires applied to the coordinators of the program proposals, the registries of one of the program s proposal meetings and by interviews realized with the participants of this experience. The ACIEPE Program had been created during a period in which UFSCar was trying to consolidate itself as a University based on the concepts of democratic participation, academic competence and Social commitment, a perspective that contested the neoliberal politics, which, has occupied a large area into University space. The implantation of the program occurred within a period in which UFSCar s graduation courses were passing through a curriculum reformulation process that began since the establishment of Brazilian Universities Institutional Valuation Program (PAIUB). Initially, the ACIEPE was incorporated to the courses s curriculum as an elective discipline, lately, within the curricular flexibilization, it happened to be a complementary curricular activity. Within the period comprehended between the years 2002-2006, 49 different proposals were done, some of them were re-offered, and now 107 classes can be counted in. New projects of ACIEPEs have been offered each semester (at least five), at the same time, new professors have adhered to different proposals of ACIEPEs demonstrating that the program have been recognized as an opportunity for curricular innovation. Because of the thematics that were chosen, the outreach guidelines, the external public and the methodological approaches, the ACIEPEs presented different faces, which made it different from traditional academic spaces. The proposals of ACIEPEs were consolidated as educative spaces; constituted especially by multidisciplinary teams, which involved learning and professors from distinct majors. In those spaces the formation offered to the graduation students could embrace things beyond the society of the knowledge, involving aspects like citizenship, social equality, environment sustainability, social cooperation, Human values and etc., increasing the student s knowledge experiences, which includes the interaction with different social groups. The practice of the inseparability between teaching, research and outreach at ACIEPEs occurred in a diffuse and incipient manner, overall, when it comes to the interlocution between university and External community. Focusing on one of the experiences of the ACIEPE program entitled as The comprehension about biological knowledge essence and its relationship with Science and biology on Basic Education it could have been evidenced that the ACIEPEs program s intentions were approximately reached, especially the ones related to the construction of a space that could give to the graduation students also professional education and citizenship, even, establishing a strong link between University and several social segments. At the same time, this ACIEPE, basing on its specific objectives and on the perspective of complexity, can be denominated, besides its own limitations, as a curricular innovation, based on the construction of dialogue spaces among the disciplines, whereas it made possible to the participants, especially, the biology teachers and the undergraduate level students of biological sciences course, to find a new significance for the nature of biological knowledge trough the articulation with Philosophy and sociology.
Esta pesquisa descreve e discute a conjuntura, os desenhos e os movimentos do Programa Atividade Curricular de Integração entre Ensino, Pesquisa e Extensão (ACIEPE) desde sua implantação, na Universidade Federal de São Carlos, no ano de 2002 até 2006, e analisa, de forma mais focalizada, uma de suas propostas. No percurso da investigação buscaram-se informações por meio de entrevistas com as pessoas idealizadoras e executoras do Programa; em documentos sobre o Programa ACIEPE; em questionários aplicados às(aos) coordenadoras(es) das propostas de ACIEPEs; em registros dos encontros de uma das propostas/experiências do Programa e em entrevistas realizadas com as pessoas participantes desta experiência. O Programa ACIEPE é engendrado num contexto em que a UFSCar procura se consolidar como uma universidade pautada na participação democrática, na competência acadêmica e no compromisso social; perspectiva essa que procura contestar as políticas neoliberais que vêm adentrando no espaço universitário. A implantação do Programa ocorre num momento em que os cursos de graduação da UFSCar estão em processo de reformulação curricular iniciado desde o Programa de Avaliação Institucional das Universidades Brasileiras (PAIUB). Inicialmente, a ACIEPE é incorporada aos currículos dos diferentes cursos enquanto disciplina eletiva, posteriormente, com a flexibilização curricular e, em virtude do próprio formato que ela vai tomando, passa a ser uma atividade curricular complementar. No período de 2002-2006 realizou-se 49 propostas diferentes de ACIEPEs e com a reoferta de algumas delas, se chega a 107 turmas. Novos projetos de ACIEPEs têm sido oferecidos a cada semestre (em média, cinco), ao mesmo tempo, novos(as) professores(as) vêm aderindo às diferentes propostas de ACIEPEs, demonstrando que a comunidade universitária tem reconhecido o Programa como espaço de inovação curricular. As ACIEPEs realizadas apresentaram uma diversidade de desenhos no que diz respeito às temáticas escolhidas; às linhas de extensão; ao público externo e às abordagens metodológicas, se diferenciando dos espaços acadêmicos tradicionais. As propostas de ACIEPEs se consolidaram como espaços educativos constituídos, em especial, por equipes multidisciplinares (envolvendo discentes e docentes de diversas áreas) visando a formação dos(as) graduandos(as) para além da sociedade do conhecimento, ao trabalhar com cidadania, eqüidade social, sustentabilidade ambiental, cooperação social, valores humanos etc. Ao mesmo tempo, ampliaram as vivências de aprendizagem dos(as) alunos(as), sobretudo no que se refere à interação com diferentes grupos sociais. A prática do princípio da indissociabilidade entre ensino, pesquisa e extensão nas ACIEPEs ocorreu de maneira difusa e ainda incipiente, sobretudo, no que se refere à interlocução entre a universidade e a comunidade externa. Focalizando uma das experiências do Programa ACIEPE intitulada A compreensão sobre a natureza do conhecimento biológico e sua relação com as aulas de Ciências e Biologia na Educação Básica , constatou-se que a mesma se aproximou das intenções projetadas pelo Programa ACIEPE, em especial, em relação à construção de um espaço de formação profissional e cidadã para os(as) graduandos(as) e o estabelecimento de um elo permanente entre a universidade e os diversos segmentos sociais. Ao mesmo tempo, pautando-se nos seus objetivos específicos e na perspectiva da Complexidade, esta ACIEPE se constituiu, apesar de algumas limitações, como uma inovação curricular pautada na construção de um espaço de diálogo disciplinar, na medida em que possibilitou aos(às) participantes, especialmente, às professoras de Biologia e aos licenciandos(as) do curso de Ciências Biológicas resignificarem a natureza do conhecimento biológico por intermédio da articulação com a Filosofia e a Sociologia.
Osberg, Deborah Carol. "Curriculum, complexity and representation : rethinking the epistemology of schooling through complexity theory." Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417476.
Повний текст джерелаMutch, Carol Anne, and n/a. "Context, Complexity and Contestation in Curriculum Construction: Developing Social Studies in the New Zealand Curriculum." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040514.104836.
Повний текст джерелаMunir-McHill, Shaheen. "Evaluating Passage-Level Contributors to Text Complexity." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13422.
Повний текст джерела2015-10-10
黎歐陽汝穎 and Auyeung Yu-wing Winnie Lai. "The Chinese language curriculum in the People's Republic of China from1978 to 1986: curriculum change, diversityand complexity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31234215.
Повний текст джерелаJennings, LaShay, and Laura Robertson. "Text Complexity and Forces and Motion in Middle School." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3458.
Повний текст джерелаBowers, George Bret. "Post-Literacy: Designing Writing Curricula around Emerging Literate Activities." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363602814.
Повний текст джерелаКниги з теми "Curricular Complexity"
Complexity thinking in physical education: Reframing curriculum, pedagogy, and research. New York: Routledge, 2013.
Знайти повний текст джерела1948-, Trueit Donna, ed. Pragmatism, postmodernism, and complexity theory: The "fascinating imaginative realm" of William E. Doll, Jr. New York, NY: Routledge, 2012.
Знайти повний текст джерелаRuth, Kroll Linda, ed. Teaching as principled practice: Managing complexity for social justice. Thousand Oaks, Calif: Sage Publications, 2005.
Знайти повний текст джерелаScott, Brian. Concept-Based Instruction: Building Curriculum with Depth and Complexity. Prufrock Press, 2020.
Знайти повний текст джерелаScott, Brian. Concept-Based Instruction: Building Curriculum with Depth and Complexity. Taylor & Francis Group, 2021.
Знайти повний текст джерелаScott, Brian. Concept-Based Instruction: Building Curriculum with Depth and Complexity. Taylor & Francis Group, 2021.
Знайти повний текст джерелаScott, Brian. Concept-Based Instruction: Building Curriculum with Depth and Complexity. Prufrock Press, 2020.
Знайти повний текст джерелаScott, Brian. Concept-Based Instruction: Building Curriculum with Depth and Complexity. Taylor & Francis Group, 2021.
Знайти повний текст джерела(Editor), William E. Doll, M. Jayne Fleener (Editor), Donna Trueit (Editor), John St Julien (Editor), and John St Julien (Editor), eds. Chaos, Complexity, Curriculum, And Culture: A Conversation (Complicated Conversation: a Book Series of Curriculum Studies). Peter Lang Publishing, 2005.
Знайти повний текст джерелаComplexity Thinking in Physical Education: Reframing Curriculum, Pedagogy and Research. Taylor & Francis Group, 2014.
Знайти повний текст джерелаЧастини книг з теми "Curricular Complexity"
Egéa, Denise. "“Wrestling” With Complexity." In Complexifying Curriculum Studies, 191–200. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315151212-26.
Повний текст джерелаFazio, Xavier. "Systems, Complexity, and Curriculum." In Science Curriculum for the Anthropocene, Volume 1, 51–76. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14287-1_3.
Повний текст джерелаPratt, Sarah Smitherman. "The Pedagogical Complexity of Story." In Complexifying Curriculum Studies, 128–34. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315151212-17.
Повний текст джерелаKaplan, Sandra N. "Depth and Complexity." In Differentiated Curriculum and Instruction for Advanced and Gifted Learners, 28–49. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003111443-2.
Повний текст джерелаTraynor, Michael. "Who wants a radical nursing curriculum?" In Complexity and Values in Nurse Education, 37–52. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003130321-3.
Повний текст джерелаFazio, Xavier. "Rethinking Science Curriculum-Making Using Complexity and Systems Thinking." In Science Curriculum for the Anthropocene, Volume 1, 77–105. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14287-1_4.
Повний текст джерелаHerro, Danielle, and Cassie Quigley. "Investigating the Complexity of Developing STEAM Curricula for K-8 Students." In Converting STEM into STEAM Programs, 39–53. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25101-7_4.
Повний текст джерелаEyitayo, Julius Ajayi. "Exploring the Nature, and Teachers’ Understanding, of the National Curriculum Statement (NCS, Grades R – 12): Navigating the Changing Landscape of Science Education Through the Curriculum Assessment and Policy Statement (CAPS) in Post-Apartheid South Africa." In Complexity and Simplicity in Science Education, 11–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79084-4_2.
Повний текст джерелаRemillard, Janine T., and Ok-Kyeong Kim. "Complexity of Curriculum Materials as Designed Artifacts: Implications and Future Directions." In Research in Mathematics Education, 259–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38588-0_9.
Повний текст джерелаHarris, Don, and Patrick A. Danaher. "Developing Dialogue between a School Subject Department Head and a University Education Researcher: Convergences and Divergences in Experiencing Educational Change and Complexity." In Curriculum, Schooling and Applied Research, 221–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48822-2_10.
Повний текст джерелаТези доповідей конференцій з теми "Curricular Complexity"
Ghalichi, Narmin Shahin, and Gillian Roehrig. "The Role of Coherent Research-Based Curricular Unit in Mediating Students’ Integrated Vision of Human Impact on the Environment." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5489.
Повний текст джерелаDeRocchis, Anthony M., Laura E. Boucheron, Mark Garcia, and Steven J. Stochaj. "Curricular Complexity of Student Schedules Compared to a Canonical Degree Roadmap." In 2021 IEEE Frontiers in Education Conference (FIE). IEEE, 2021. http://dx.doi.org/10.1109/fie49875.2021.9637443.
Повний текст джерелаFlórez, Diego A. "Curricular Structure for a Mechanical Engineering Undergrad Program Based on Human Capabilities and Professional Competences." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88240.
Повний текст джерелаMasko, Amy. "Interdisciplinarity, Artistry, and Curricular Complexity: A Design and Evaluation Model Using Educational Criticism and Connoisseurship." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691236.
Повний текст джерелаSherrett, Ben, and John Parmigiani. "The Development of a Framework for Investigating the Effectiveness of Capstone Course Curricular Changes." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48724.
Повний текст джерелаKurtz da Silva, Fabiana Diniz, Anderson Amaral de Oliveira, and Josei Fernandes Pereira. "Cyberculture in Teacher Education: A Southern Brazilian Experience in Integrating Digital Culture Across and Beyond Curriculum." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.005.
Повний текст джерелаVarinlioglu, Guzden, Süheyla Müge Halici, and Sema Alacam. "Computational Thinking and the Architectural Curriculum - Simple to Complex or Complex to Simple?" In eCAADe 2016: Complexity & Simplicity. eCAADe, 2016. http://dx.doi.org/10.52842/conf.ecaade.2016.1.253.
Повний текст джерелаGorobeț, Evelina. "Contextual-pandemic adaptation of pedagogical practice in the online environment. Modern guidelines in the professional training of teachers." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p203-209.
Повний текст джерелаMecca, S., and J. Thompson. "Complexity, challenge and creation in curriculum design." In INTERNET SOCIETY 2006. Southampton, UK: WIT Press, 2006. http://dx.doi.org/10.2495/is060011.
Повний текст джерелаFoster, Garrett, Micah Holland, Scott Ferguson, and William Deluca. "The Creation of Design Modules for Use in Engineering Design Education." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-71181.
Повний текст джерелаЗвіти організацій з теми "Curricular Complexity"
Microbiology in the 21st Century: Where Are We and Where Are We Going? American Society for Microbiology, 2004. http://dx.doi.org/10.1128/aamcol.5sept.2003.
Повний текст джерелаAfrican Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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