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Active learning educ的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到附近那裡買和營業時間的推薦產品
Active learning educ的問題，我們搜遍了碩博士論文和台灣出版的書籍，推薦寫的 Intelligent Communication, Control and Devices: Proceedings of ICICCD 2020 可以從中找到所需的評價。
國立彰化師範大學 教育研究所 王智弘、翁福元所指導 林青松的 學業自我概念之大魚小池效應與學業成就關係探究：以TIMSS 2019為例的跨國多層次分析 （2021），提出Active learning educ關鍵因素是什麼，來自於學業自我概念、大魚小池效應、國際數學與科學教育成就趨勢調查2019、學業成就。
而第二篇論文臺北醫學大學 藥學系碩士班 張雅惠所指導 張鈞婷的 健康倡議及藥學倡議之教學：概念分析及學習成效評估 （2021），提出因為有 健康倡議、藥學倡議、概念分析、主題分析、量性分析的重點而找出了 Active learning educ的解答。
Intelligent Communication, Control and Devices: Proceedings of ICICCD 2020
為了解決Active learning educ 的問題，作者 這樣論述：
Dr. Sushabhan Choudhury received his B.E. and M.Tech. from NIT Silchar and Tezpur University, respectively, and Ph.D. degree from UPES, Dehradun. He has rich teaching and industry experience. His research interest includes wireless sensor networks, embedded system, robotics, automation and control,
IoT (Node-MCU, ESP8266), nanotechnology, artificial intelligence and machine learning. He has published more than 50 research articles in international/national journals and conferences. He has filed 13 patents and authored several books. He is selected as an outstanding scientist of the twenty-firs
t century by Cambridge Biographical Centre. He is presently working as Professor and Head of the Department of Electrical and Electronics Engineering, School of Engineering UPES. Dr. R. Gowri received her M.Sc. and M.Tech. from Madurai Kamraj University and Delhi University in 1995 and 1998, respect
ively, and doctoral in 2005. She has been associated with academics and industries as Design Engineer for the past 22 years since 1998. She has the passion to work in the field of designing microwave passive and active components, communication and antenna designs. She has published around 40 public
ations in international/national journals and conferences and 4 books. She is a member of IEEE (MTT, APS) and a member of IETE. She has successfully completed five research projects funded by ISRO and DRDO. Prior to joining UPES, she got experience in both academic and administration in various capa
cities as Dean/Director and HOD in Graphic Era University, Dehradun. She has been continuously guiding scholars at various levels. Dr. Babu Sena Paul received his B.Tech. and M.Tech. degree in Radio Physics and Electronics from the University of Calcutta, West Bengal, India, in 1999 and 2003, respec
tively. He was with Philips India Ltd from 1999 to 2000. From 2000 to 2002, he served as Lecturer of Electronics and Communication Engineering Department at SMIT, Sikkim, India. He received his Ph.D. degree from the Department of Electronics and Communication Engineering, Indian Institute of Technol
ogy Guwahati India. He has attended and published over sixty research papers in international and national conferences, symposiums and peer-reviewed journals. He has successfully supervised several postgraduate students and postdoctoral research fellows. He joined the University of Johannesburg in 2
010. He has served as Head of the Department at the Department of Electrical and Electronic Engineering Technology, University of Johannesburg, from April 2015 to March 2018. He is currently serving as Associate Professor and Director to the Institute for Intelligent Systems, University of Johannesb
urg. He was awarded the IETE Research Fellowship. He is a life member of IETE and a member of IEEE.Dinh-Thuan Do (a member, IEEE) received the B.S., M.Eng. and Ph.D. degrees from Vietnam National University (VNU-HCMC), in 2003, 2007, and 2013, respectively, all in communications engineering. He was
Visiting Ph.D. Student with the Communications Engineering Institute, National Tsing Hua University, Taiwan, from 2009 to 2010. Prior to joining Ton Duc Thang University, he was Senior Engineer with Vina Phone Mobile Network, from 2003 to 2009. His publications include over 60 SCIE/SCI-indexed journ
al articles, over 45 SCOPUS-indexed journal articles and over 50 international conference papers. He is the sole author of one textbook and one book chapter. His research interests include signal processing in wireless communications networks, NOMA, full-duplex transmission and energy harvesting. Dr
. Thuan was a recipient of Golden Globe Award from Vietnam Ministry of Science and Technology in 2015 (Top 10 most excellent scientist nationwide). He is currently serving as Editor of Computer Communications (Elsevier), Associate Editor of EURASIP Journal on Wireless Communications and Networking (
Springer) and Editor of KSII Transactions on Internet and Information Systems.
學業自我概念之大魚小池效應與學業成就關係探究：以TIMSS 2019為例的跨國多層次分析
為了解決Active learning educ 的問題，作者林青松 這樣論述：
本研究使用2019國際數學和科學研究趨勢（TIMSS 2019）的數據，以檢驗納入統計的44個國家或地區中，八年級學生的學業自我概念之大魚小池效應與學業成就關係。大魚小池效應(Big Fish-Little-Pond-Effect)，係指當所處群體的平均能力較高，學生會因為與同儕的社會比較而產生較低的學業自我概念；反之然當所處群體的平均能力較低，學生則產生較高的學業自我概念。主要研究目的歸納如下：(一)探討學生數學自我概念對於數學學業成就的影響。(二)探討個體與班級層面之數學學業成就對於學生的數學學業自我概念的影響。(三)探討個體層面之數學學業成就、知覺相對位階(perceived rela
tive standing對學生的學業自我概念中之BFLPE的影響。據此，本研究提出三個研究假設模型，第一個統計模型是數學自我概念的驗證性因素分析（Confirmatory Factor Analysis, CFA）模型。第二個統計模型是Lüdtke et al.(2008)提出的多層次潛在共變項模型(multilevel latent covariate model)的擴展。在第三個統計模型中，與先前的研究一致(Wang＆ Bergin,2017，Huguet et al.,2009，Wang, 2015)，加入知覺相對位階以作為組內層次數學自我概念的附加預測因子。研究結果顯示：(一)班級間
平均數學學業自我概念有顯著不同。(二)學生個人與班級之數學學業成就對學生的數學學業自我概念有顯著預測力。(三)學生個人之數學學業成就、知覺相對位階對學生的數學學業自我概念有顯著的預測力。本研究僅基於研究的相關發現與研究過程所遇挑戰提出後續研究的建議，依內容分為對教育實務方面與對後續欲進行類似取向的研究提出相關議題之建議，期能將研究結果提供教育行政主管機關、學校行政人員、教師及未來研究者作為參考。
健康倡議及藥學倡議之教學：概念分析及學習成效評估
為了解決Active learning educ 的問題，作者張鈞婷 這樣論述：
健康倡議被認為是醫療專業人員的社會責任，然而健康倡議的定義在不同醫事職類的研究中有所不同，目前對於如何教導學生健康倡議亦沒有共識。因此，本研究旨在了解文獻中健康倡議的特徵、了解學生對於健康倡議和藥學倡議的認知、了解藥學生學習健康倡議的學習歷程並評估在社區藥局課程前後，學生對於健康倡議的態度和自我效能的變化。本研究由概念分析、質性研究和量性研究三個部分組成。首先，收集教導醫藥衛生學生健康倡議之研究，並使用Rodgers 進化式循環分析法探討健康倡議在文獻中的屬性、因素、結果、替代詞及相關概念，以了解健康倡議在各醫療領域之概念。再者，使用主題分析法分析導入健康倡議之社區藥學課程中藥學生的反思作業
內容，以了解學生對於健康倡議概念的認知、學生學習歷程以及比較學生認知與文獻中健康倡議特徵之差異。最後，在隔年的社區藥學課程以問卷評測學生對於健康倡議之態度及自我效能前後測之差異。研究結果顯示，在概念分析中，健康倡議包含九個屬性，分別為（1）立法：參與立法活動並為政策改變採取行動、（2）溝通：人際溝通或通過媒體進行溝通、（3）合作：與其他醫療專業人員合作、（4）領導：領導一群人、（5）支持：支持個人、社區或公眾、（6）專業：利用知識及專業知識、（7）代表：代表人群的聲音、（8）意識：提高社會正義的意識及（9）獲取：確保資源和資訊的獲取。在質性研究中，學生表示他們學習倡議以發揮專業並改變現狀。此外
，他們認為在課程結束後他們的倡議能力、知識和態度都有所提升。在學生的反思作業中，發現其中部分學生對於辯論議題的反思程度變化大於其他學生，而此變化可能受到學生所分配到的辯論議題以及每位學生個人反思能力所影響。在量性研究中，問卷前後測的結果在三個構念—自我效能（Δ：6.460，p