Поиск по каталогу |
(строгое соответствие)
|
- Профессиональная
- Научно-популярная
- Художественная
- Публицистика
- Детская
- Искусство
- Хобби, семья, дом
- Спорт
- Путеводители
- Блокноты, тетради, открытки
Comparison and Modeling of Pupils' ICT Aspects in EU and Turkey. Mathematical and Problem Solving Literacy
В наличии
Местонахождение: Алматы | Состояние экземпляра: новый |
Бумажная
версия
версия
Автор: Yunis ?ahinkayas?
ISBN: 9783659518140
Год издания: 2014
Формат книги: 60×90/16 (145×215 мм)
Количество страниц: 368
Издательство: LAP LAMBERT Academic Publishing
Цена: 60284 тг
Положить в корзину
Позиции в рубрикаторе
Сферы деятельности:Код товара: 137457
Способы доставки в город Алматы * комплектация (срок до отгрузки) не более 2 рабочих дней |
Самовывоз из города Алматы (пункты самовывоза партнёра CDEK) |
Курьерская доставка CDEK из города Москва |
Доставка Почтой России из города Москва |
Аннотация: The purpose of this book is to compare Turkey and the EU regarding aspects (use, self-confidence and attitude) of pupils’ information and communication technologies (ICT), the relationships between ICT aspects and mathematical and problem solving literacy performances, and to understand education policy makers’ perceptions on ICT in Turkey. Country groups –an EU member group, a new EU member group and Turkey- were formed on the basis of the status of a country in the EU, and that of having ICT data in the Programme for International Student Assessment (PISA) 2003. This book has three foci. The first is to examine similarities and differences in pupils' ICT use, self-confidence in ICT and attitudes toward computers across Turkey and the EU. The second is to model the relationships among ICT factors and mathematical and problem solving literacy performances of Turkish and the EU students. Finally, it is to investigate education policy makers’ perceptions of the ICT policy making and implementation process in Turkey, and their evaluations of the first two foci.
Ключевые слова: technology, Instructional Technology, Instructional Design, computer, Information and Communication Technologies, Self-confidence in ICT, Attitudes toward computers, Mathematical literacy performance, ICT perceptions, Education policy makers