The Nature of Learning

Breadth of interest makes it quite likely that interdisciplinary program activities will tread on the toes of others. Territorial jealousies, and the fact that there is not yet well-defined, demonstrated theory or methodology for much of the work to be done combine to ensure a degree of controversy (8). Thus it is essential to ask what is the nature of learning appropriate to the degree, and how a proper level of achievement can be assured, and to find a satisfactory answer. 

Adopting schema theory as the basis of instruction almost certainly necessitates a complete restructuring of the curriculum. It also raises questions about the nature of learning. In this part and the next, I address these two issues. 

Boekaerts, M. (2010). The crucial role of motivation and emotion in classroom learning. In H. Dumont, D. Istance, F. Benavides (Eds.), The nature of learning. Using research to inspire practice (pp. 91-111). Paris OECD. 

Michalsky, R. Understanding the nature of learning issues and research directions in Machine Learning an artificial intelligence approach, Michalsky, R. Carbonnell, J. and Mitchell, T. (Eds.), chapter 1, Morgan Kaufman, Los Altos, USA. 1986. 

Hoffman, J.L., Krajcik, J.S. (1999). Assessing the nature of learning science content understandings as a result of utilizing on-line resources. Paper Presented at the meeting of the National Association for Research in Science Teaching, Boston, MA, U.S.A. 

Equation (2.14) has the advantage of simplicity its drawback is that we learn nothing about either the nature of viscosity or the nature of the sample from the result. In the next few sections we shall propose and develop a molecular model for the flow process. The goals of that development will be not only to describe the data, but also to do so in terms of parameters which have some significance at the molecular level. Before turning to this, it will be helpful if we consider a bit further the form of Eq. (2.14). 

We can say little more about how the nature of the reactants determines the reaction rate until we consider in detail how some reactions take place. For the time being, it will suffice to observe that this is an active field of study and much remains to be learned. 

Well, that s all there is to it We have explored the 4 methods of quantitative analysis that are in widespread use, CLS, ILS, PCR, and PLS. We have considered the strengths and weakness of each method. The most important lesson we have (hopefully) learned is that no single method is right for all situations. Depending upon the nature of the application and the data we have to work with, any one of the 4 techniques might outperform the others. Fortunately, with the availablity of various software packages together with inexpensive computers on which to run them, it is a relatively easy matter to try them all on our data so that we may choose the method which best meets each situation. 

Esterases have a catalytic function and mechanism similar to those of lipases, but some structural aspects and the nature of substrates differ [4]. One can expect that the lessons learned from the directed evolution of lipases also apply to esterases. However, few efforts have been made in the directed evolution of enantioselective esterases, although previous work by Arnold had shown that the activity of esterases as catalysts in the hydrolysis of achiral esters can be enhanced [49]. An example regarding enantioselectivity involves the hydrolytic kinetic resolution of racemic esters catalyzed by Pseudomonasfluorescens esterase (PFE) [50]. Using a mutator strain and by screening very small libraries, low improvement in enantioselectivity was... 

Learning about the nature of chemical technology and about its relation to chemistry for example, understanding how aluminium is produced from alumina. 

Boo, H. K. (1994). A-level chemistry students conceptions and understandings of the nature of chemical reactions and approaches to learning of chemistry content. Unpublished Ph.D. thesis. University of London, London. 

With respect to the nature of the tasks, we chose a developmental or a design task because we expected that such a behavioural environment (Gilbert, 2006) is closer to the lives of students. Besides, these tasks may offer opportimities for experimentation and hands-on activities in classrooms, when such tasks are meant as contexts for learning macro-micro thinking. 

Students can learn about the nature of science as a social constraction and activity,... 

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