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1.
Prior research suggests violent narratives can transport viewers, affecting attitudes and beliefs. This research project explores whether a factor related to a media text —vividness—affects the degree to which audience members become transported into a violent narrative. Furthermore, this study focuses on the various subcomponents of the transportation experience (e.g., attention, emotional involvement, and mental imagery processes) to see if vividness affects some components more than others. In an experiment, 179 participants were exposed to vivid or non-vivid versions of violent television programs. Findings reveal that viewers of vivid violence exhibited stronger emotional reactions and higher attention levels. Vividness did not impact mental imagery processes or excitation levels, however. Implications for transportation, vividness, and media violence research are discussed.  相似文献   

2.
ABSTRACT

Abundant health knowledge resources are available on social media to facilitate technology-enhanced knowledge learning among older adults. The objective of this study is to investigate the predictors and the underlying formation mechanism of older adults’ intention to learn health knowledge on social media. We propose a novel model to examine how older adults’ emotional state (i.e., health anxiety) and cognitive state (i.e., e-health literacy) during knowledge acquisition influence threat appraisal (i.e. perceived severity and perceived susceptibility) and coping appraisal (i.e. self-efficacy and perceived benefits), thereby shaping older adults’ intention to learn health knowledge. Survey data from 337 Chinese older adult users of social media was collected to test the research model. Results reveal that perceived susceptibility, self-efficacy and perceived benefits exert positive effects on older adults’ health knowledge learning intention, while the impact of perceived severity on health knowledge learning intention is not statistically significant; health anxiety is positively correlated with perceived severity and perceived susceptibility, and e-health literacy is a powerful predictor of self-efficacy and perceived benefits. This paper enriches the literature related to technology-enhanced knowledge learning and online health behavior among older adults. Effective strategies are proposed based on the findings for practitioners dedicated to promoting health knowledge via social media and older adults who apply health knowledge to address health-related needs.  相似文献   

3.
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4.
Leveraging the power of music to improve science education   总被引：1，自引：0，他引：1  
We assessed the impact of music videos with science-based lyrics on content knowledge and attitudes in a three-part experimental research study of over 1000 participants (mostly K-12 students). In Study A, 13 of 15 music videos were followed by statistically significant improvements on questions about material covered in the videos, while performance on ‘bonus questions’ not covered by the videos did not improve. Video-specific improvement was observed in both basic knowledge and genuine comprehension (levels 1 and 2 of Bloom’s taxonomy, respectively) and after both lyrics-only and visually rich versions of some videos. In Study B, musical versions of additional science videos were not superior to non-musical ones in their immediate impact on content knowledge, though musical versions were significantly more enjoyable. In Study C, a non-musical video on fossils elicited greater immediate test improvement than the musical version (‘Fossil Rock Anthem’); however, viewers of the music video enjoyed a modest advantage on a delayed post-test administered 28 days later. Music video viewers more frequently rated their video as ‘fun’, and seemed more likely to revisit and/or share the video. Our findings contribute to a broader dialogue on promising new pedagogical strategies in science education.  相似文献   

5.
This paper attempts to address the principal shortage issue from the concept of fit perceived by job applicants. It links vice-principals’ perception of suitability for principalship to their conception of how well they can match with the selection criteria set out by school hiring bodies. Based on evidence collected from aspiring principals in Hong Kong, the study found that the respondents believed their suitability for a principal position was generally measured against four criteria by school hiring bodies; namely generic managerial skills, communication and presentation skills, knowledge and experience, and religious value orientation. Respondents were confident about their capability in the first three attributes, but were less assured about the last one. The results further showed that respondents’ perceived deficiency in the religious related attribute affected their confidence in being considered a suitable candidate. Implications of the findings for policy makers and practitioners are discussed.  相似文献   

6.
The present study examines the role of local news media in influencing perceived public support for a controversial political issue, and merges a key proposition of the spiral of silence theory with literature on conflict avoidance to analyze antecedents of political outspokenness among a representative sample of registered voters in the Western Pacific Island of Guam. Respondents were asked about their perceptions of local news media and public support for, and willingness to express opinions about, the relocation of roughly 8,600 U.S. Marines and about 10,000 of their dependents and civilian support from Okinawa, Japan to Guam. Results show that perceived support from local news media predicted perceived public support. Perceived public support for one's opinions positively predicted, and conflict avoidance negatively predicted, willingness to express opinions. The positive association between perceived public support for one's opinions and willingness to express opinions was stronger among those who had higher conflict avoidance than those who had lower conflict avoidance.  相似文献   

7.
Previous research showed that primary school children held several misconceptions about genetics of concern for their future lives. Included were beliefs that genes and DNA are separate substances, with genes causing family resemblance and DNA identifying suspects at crime scenes. Responses to this work ‘blamed’ the mass media for these misunderstandings. This study aimed to determine whether that blame had any foundation by examining the media habits and conceptions about genes and DNA of Australian children. With little prior research considering the influence of entertainment mass media on children’s academically relevant knowledge, this was an exploratory study with a mixed modes design. Data were collected by detailed media questionnaires and face-to-face interviews with 62 children aged 10–12 years, and subjected to content and thematic analysis. Specific mass media examples children reported using were examined for genetics content. Results indicate 5 h/day of media use, mostly television including crime shows, and that children perceived television to be their main source of information about genetics. Most children (89 %) knew DNA, 60 % knew genes, and more was known about uses of DNA outside the body such as crime solving or resolving family relationships than about its biological nature and function. Half believed DNA is only in blood and body parts used for forensics. These concepts paralleled the themes emerging from the media examples. The results indicate that the mass media is a pervasive teacher of children, and that fundamental concepts could be introduced earlier in schools to establish scientific concepts before misconceptions arise.  相似文献   

8.
There has been much concern about the perceived increase in sexualised media and its potential impact on children’s well-being and development. This phenomenon was examined in a four-phase study focusing, specifically on music media. Phase 1 investigated the prevalence of sexualised music media broadcast on Australian free-to-air television in child-friendly time periods. Phase 2 examined children’s preferred music genres, artists and videos to assess their engagement with sexualised music media. Phase 3 examined children’s perceptions of gender roles and self-identities. Phase 4 explored children’s imitations of music media artists and performances. The study used a mixed-method approach incorporating content analysis, individual and group interviews, children’s activities and observations. Findings reveal that music media is a substantive influence shaping children’s everyday lives and proposes educating children about media influences from a young age.  相似文献   

9.
Abstract

The role of digital literacy in strengthening citizens’ resilience to misinformation and ‘fake news’ has been the subject of research projects and networking and academic and policy discourses in recent years, given prominence by an escalation of the perceived crisis following election and referendum results in the US and UK respectively. This special issue sets out to take forward critical dialogue in the field of media and digital literacy education by publishing rigorous research on the subject. The research disseminated in this collection speaks to the political and economic contexts for ‘fake news’, the complex issue of trust and the risks of educational solutionism; questions of definition and policy implementation; teaching about specific subgenres such as YouTube and clickbait; international comparisons of pedagogic approaches and challenges for teachers in this changing ecosystem.  相似文献   

10.
Parents are key stakeholders in education and their support is pivotal to policy implementation. Through a large-scale survey, the present study investigated the validity of a structural model describing the relationship between attitude, knowledge, and perceived social norm among parents of children with special needs. Results revealed that knowledge and perceived social norm were powerful predictors of parents’ attitudes towards inclusion and the two predictors were intercorrelated. Exploratory analyses on the effect of demographic variables on parents’ attitudes demonstrated that male parents exhibited more positive attitudes towards inclusion than female parents; and parents of children at a higher grade level indicated less positive attitudes. Cultural issues of parents’ concerns about inclusive practice are discussed.  相似文献   

11.
Do children's schemata for occupations they observe in real life differ from those they see on TV? 177 second- and fifth-graders were assigned to conditions in a 2 (real-life or on TV) × 2 (police officer or nurse) design. They answered open-ended questions about what police officers or nurses do (in real life or on TV) and rated the typicality of various job activities. Their schematic knowledge about TV and real occupations was clearly differentiated. TV versions entailed more glamour, higher income, more stereotypes, and more dramatic events without negative consequences. Real-life occupations entailed more effort, status, and excitement. Older children differentiated slightly more clearly than younger ones. Children who perceived television as factual and realistic had real-world schemata similar to TV images. Children who were heavy viewers and perceived television as realistic were most likely to aspire to jobs shown on TV. Conclusion: children form separate schemata for social information acquired from TV and from real-world experience, but those who perceive television as socially realistic are apt to incorporate TV messages in their schemata and their aspirations.  相似文献   

12.
儿童媒介素养教育源自20世纪30年代的英国,当时的目的是要对抗大众文化对青少年的侵扰,随着多年的研究与发展,如今在许多国家得以实践,其主旨逐渐从最初的抵抗与防疫转向解放与赋权。我国对儿童媒介素养教育关注的时间还不长,研究与实践基础都很薄弱。笔者通过对中小学教师的访谈,发现他们对于儿童媒介素养教育的认识非常模糊,存在许多出于直觉而产生的误解。本文试图阐释儿童媒介素养教育的基本问题如内涵、师资、立场等,以期引发大家对这一议题的探讨,促进媒介素养教育的普及与深化。  相似文献   

13.
Science educators are typically dismayed by the failure of students to use relevant scientific knowledge when reasoning about socioscientific issues. Except for the well-documented association between having more knowledge about a topic and a tendency to use that knowledge, the influences on students’ evaluation of information in socioscientific issues are not well understood. This study presents an initial investigation into the associations between upper elementary students’ attitudes towards science and their evaluation of information about a socioscientific issue. We surveyed the science attitudes of 49 sixth grade students and then asked them to evaluate information about a socioscientific issue (alternative energy use). Positive attitudes were associated with a more scientific approach to evaluating information in the task. When trying to make judgments, students with generally positive attitudes towards science were more likely to attend to scientific information than other sources. Scientific information, nonetheless, served a variety of socially oriented goals in students’ evaluations. These findings warrant further research on the relationship between science attitudes and reasoning about socioscientific issues and support the argument for connecting school science more clearly with everyday concerns.  相似文献   

14.
The seven constructs of the technological pedagogical content knowledge (TPACK) framework has been widely adopted as a theoretical basis for understanding the scope of teachers’ information and communication technology (ICT) expertise. Despite this, very little is understood about the inter-relationships between these constructs, especially how these relationships are related to teachers’ TPACK. As a result, the theory–practice nexus of this framework remains weak. In this study, a structural equation model based on Mishra and Koehler’s TPACK framework was developed to describe the TPACK perceptions of 455 practicing teachers in Singapore. The study shows that teachers, perceived TPACK to be formulated from the direct effects of technological knowledge and pedagogical knowledge. They also perceived these knowledge sources to contribute to the development of technological pedagogical knowledge and technological content knowledge, which also contributed to their TPACK. In these teachers’ conceptions of TPACK, however, the effects of content knowledge and pedagogical content knowledge were not evident. The implications of these relationships to the design of teacher professional development in ICT are discussed.  相似文献   

15.
A large-scale cross-sectional study (N = 4002) was set up to determine Flemish secondary school students’ willingness to eat genetically modified food (WTE) and to link students’ WTE to previously identified key variables from research on the acceptance of genetic modification (GM). These variables include subjective and objective knowledge about genetics and biotechnology, perceived risks and benefits of GM food crops, trust in information from different sources about GM, and food neophobia. Differences between WTE-related variables based on students’ grade level, educational track, and gender were analyzed. The students displayed a rather indecisive position toward GM food and scored weakly on a genetics and biotechnology knowledge test. WTE correlated most strongly with perceived benefits and subjective and objective knowledge. The results have clear implications for education, as they reiterate the need to strengthen students’ scientific knowledge base and to introduce a GM-related debate at a much earlier stage in their school career.  相似文献   

16.
The Shrek films are a popular worldwide and economic success. Drawing on an analysis of the film as well as responses from undergraduate students enrolled in a children's literature course, we analyze Shrek 2 as a teaching machine in which normative discourses of gender and sexuality circulate under the guise of ‘girl power’. We argue that while Shrek 2 purports to offer viewers a more progressive curriculum about girlhood in relationship to other media texts such as Disney, it ultimately reifies heterosexual white femininity as the norm.  相似文献   

17.
The issue whether creationist accounts of the origins of life should be taught in science education alongside or even instead Darwin’s theory of evolution is controversial in many countries. In 2002 there was a controversy around teaching creationism in science classes at a secondary school in England. The research presented in this paper uses this controversy around teaching creationism/evolution as case study to find out more about the public representation of science education. Here it focuses on the question who the experts were that appeared in the press coverage and examines the role of scientific experts in this controversy. Expertise is a key resource in many public controversies involving science and can also have an impact on decision-making processes and on the public opinion. Also the way expert sources are presented in media accounts of socio-scientific controversies can have an effect on how their credibility is perceived and the arguments being made.  相似文献   

18.
This study extends the examination of moral content in the media by exploring moral messages in television programming and viewer characteristics predictive of the ability to perceive such messages. Generalisability analyses confirmed the reliability of the Media’s Moral Messages (MMM) rating form for analysing programme content and the existence of 10 moral themes prevalent in television media. Standard regression analyses yielded evidence indicating viewers’ moral expertise, as measured by the Defining Issues Test (DIT), familiarity with the programme and level of education predicted their ability to perceive moral messages in a television drama popular in the USA at the time of data collection. Identification of patterns in moral content represented in television programming, as well as knowledge of how viewer characteristics relate to their ability to perceive such content, can provide parents and educators with a means for better comprehending messages regarding human interaction to which they or their children are exposed.  相似文献   

19.
Abstract

The teacher echo refers to teachers’ almost verbatim repetition of student responses and can be used to provide implicit feedback about students’ achievement or understanding. Echoing student answers is a controversial strategy of classroom discourse, as some critics see it as a bad habit and consequently deny its use in the classroom. The aim of this research project was to learn more about the perceptions of unprejudiced, prospective teachers on this controversial type of teacher feedback. Therefore, two short videos of a simulated lesson with and without teacher echo were created. A sample of 410 teacher trainees was asked to rate the perceived instructional quality and answer a knowledge test about the lesson contents. Results showed no significant differences in perceived cognitive activation and teacher dominance, but higher perceived constructive support and better knowledge acquisition when using the teacher echo. Thus, its application seems to be more beneficial than harmful.  相似文献   

20.
The theory-practice debate has been a perennial issue in initial teacher education (ITE). By reporting a mixed-methods study in an ITE programme characterized by a university-based ‘theory-first’ approach in Hong Kong, this study offers useful empirical evidence to analyse the theory-practice issue. 346 student teachers of a BEd Programme participated in the quantitative survey, 15 of whom were interviewed. The quantitative findings showed significant positive correlations between three types of perceived professional competence and two aspects of student teachers’ engagement with the theory-practice link. The qualitative findings offered an in-depth understanding of the ways in which student teachers connected theoretical knowledge learned in ITE coursework and practical experience in ITE fieldwork in developing their professional competence: (1) theoretical knowledge as a guide for professional decisions and a tool for reflection on practice; (2) practicalizing theoretical knowledge: adapting theoretical knowledge to practice situations. In the process of engagement, theoretical knowledge was transformed and adapted to practice situations when student teachers coped with the challenges of the teaching contexts in their ITE fieldwork. While affirming the value of student teachers’ engagement with the theory-practice link, the findings of the study shed light on ITE practices for preparing student teachers for such engagement.  相似文献   

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