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1.
Frequency norms and structural analysis of algebra story problems into families,categories, and templates 总被引：7，自引：0，他引：7
Richard E. Mayer 《Instructional Science》1981,10(2):135-175
The goal of this study was to develop a framework for classifying algebra story problems and to determine observed frequencies for each problem type. A total of 1097 algebra story problems were selected from ten standard algebra textbooks. These are divided into eight families based on the nature of the source formula involved; for example, nearly 300 problems were classified in the time rate family because they were based on the source formula, distance = rate x time or output = rate x time. Each family was divided into problem categories based on the general form of the story line; for example, the time rate family consisted of motion, current, and work categories. Each category was divided into templates based on the specific propositional structure of the problem; for example, there were a dozen templates for motion problems such as overtake, closure, round trip, etc. This article describes the procedure for generating families, categories, and templates and provides frequency counts for each observed template. Implications for fostering productive research and instruction are discussed.This research was supported by grant NIE-G-78-0162 from the National Institute of Education. Requests for reprints should be sent to: Richard E. Mayer, Department of Psychology, University of California, Santa Barbara, CA 93106. 相似文献
2.
Exploring the Concept of ‘Habitus’ with Preservice Teachers Through the Use of Popular School Films 总被引：1，自引：0，他引：1
James Trier 《Interchange》2002,33(3):237-260
The thesis of this paper is that it is a productive venture to introduce preservice students to social theories that are typically not a part of teacher preparation programs. Examples of these theories are those associated with terms such as habitus, the carnivalesque, power / knowledge, seduction, detournement, the spectacle,la perruque, (the wig), and the art of making do,as well as others. In this paper, I describe a project that involved exploring the theory of habitus to problematize the tendency of preservice students to not think in terms of relations between what goes on in the classroom and what goes on in society. I introduced habitus by having preservice students read selected print materials and by having them view, analyze, and respond in writing to popular school films. Students also analyzed their experiences in classrooms in terms of habitus, making a connection between theory and practice. 相似文献
3.
Ariko Kawabata 《Children‘s Literature in Education》2001,32(4):283-293
The focus of this article is the figure of the Indian gentleman, a friend of Sara's late father, and who later becomes her surrogate one, to clarify what this most Orientalised Englishman embodies. In other words, the story is read as the recovery of his English masculine identity. Examining the plot development from his perspective will make it possible to interpret the happy ending as the resolution of racial, cultural, and gender ambiguity as represented by him. It is also an opportunity to historicise the story in the India-England relationship during the age of New Imperialism. Having done this, it will be possible to re-examine the role of the heroine Sara in that context, as well. 相似文献
4.
Kerry S. Walters 《Innovative Higher Education》1990,15(1):17-28
Conventional instruction in critical thinking technique tends to conflate logical thinking with rational or good thinking. But in doing so, it ignores the creative and intuitive functions of rationality, thereby encouraging a mechanically rote approach to textual analysis, problem solving and problem construction. This overemphasis upon straightforwardly logical calculus of justification functions, and its concomitant deemphasis of intuitive pattern of discovery ones, constitute the Spock Fallacy. Its epistemological weakness and pedagogical hazards are explored.The author of two books and numerous articles, one of his specialties is philosophy of education and critical thinking. 相似文献
5.
Sumit Bhaduri 《Journal of Science Education and Technology》2003,12(3):303-308
The article reviews the strikingly divergent viewpoints of intellectuals—scientists and non-scientists—about Science and Technology. It shows that while scientists implicitly accept the difference between Science and Technology, to non-scientists that difference is irrelevant. The most important differences between Science and Technology that lie in their relative scales, outputs and accuracy of predictions are highlighted. The complexity of and difficulty in trying to quantify the contribution of science and technology to economic growth are discussed. Views of science and technology that include their societal perceptions are recommended. 相似文献
6.
7.
Research conducted primarily during the 1970s and 1980s supported the assertion that carefully constructed text illustrations generally enhance learners' performance on a variety of text-dependent cognitive outcomes. Research conducted throughout the 1990s still strongly supports that assertion. The more recent research has extended pictures-in-text conclusions to alternative media and technological formats and has begun to explore more systematically the whys, whens, and for whoms of picture facilitation, in addition to the whethers and how muchs. Consideration is given here to both more and less conventional types of textbook illustration, with several tenets for teachers provided in relation to each type. 相似文献
8.
Gavriel Salomon 《Instructional Science》1980,9(4):327-339
Visual media of communication are not just convenient and indifferent technologies for the transmission of knowledge but also, and perhaps mainly, different languages for gathering, packaging and conveying knowledge. The real differences among the media are not so much in the kinds of knowledge they can convey, but rather in the languages, that is — the symbol systems — they uniquely employ. The experienced horrors of Clockwork Orange, or the possible better understanding of group processes after viewing Twelve Angry Men are greatly due to the visual mode and the unique languages of such films, not just the content (which can be read in a book).Media's different and often unique symbol systems have been studied in recent years. It has been found, for example, that different symbol systems call upon different kinds of mental skills and convey different meanings. But above all, media's unique symbol systems cultivate unique mental skills by either activating or overtly supplanting them. By doing so, these symbol systems offer new ways for internal, cognitive, representation. Thus, they can be seen as potentially serving as cultivators of mental abilities.This paper was presented at the IW APP Festival 1980, Amsterdam, The Netherlands, January 1980. 相似文献
9.
Formalist conceptions of aesthetic goals began to give way from the 17th century on to rationalist accounts of experience. Beauty as described as essential by Renaissance thinkers was reconceived as just one possibility, with the sublime in Burke's account as another. In the early 20th century Clive Bell again asserted a formalist position with his argument for significant form. The weakness of the formality position, and the need for a richer, more contextual account of aesthetic goals and experience is argued with reference to the idea of thick and thin concepts as applied by Bernard Williams to ethics, Wittgenstein's attention to the way in which language is used in a specific context, and Scruton's emphasis on an informed conception of the object of aesthetic attention. Beauty, in Alberti's procedural account if not in his version of the Platonic ideal, can be seen to continue to have critical value. The idea of character, however, offers a broader range of possibilities for experience and of goals for design. 相似文献
10.
Computers, once available exclusively to wealthy industries, are now rapidly becoming as familiar in preschool and kindergarten classrooms as block and crayons. Articles making claims such as Learning by Computers at Age 4 and Computers Preparing Preschoolers for Kindergarten now permeate the news media. Increasing numbers of child care centers, attempting to maximize public interest in computers, now readily advertise Computer Tutor in their literature. Computer Tutor is often even listed above other important qualifications such as certified teachers and professional affiliations of centers.Theresa Rubens has had extensive experience working with children in both family day homes and child care centers. Jennifer Poole is the Nursery Director at the First United Methodist Church in Carrollton, TX. James L. Hoot is Assistant Professor of Early Childhood Education at North Texas State University in Denton, Texas. 相似文献
11.
Elbers grapples with two persistent issues in psychology: (a) the role of the adult and the child in development, and (b) depictions of competence as context specific or generalized. Elbers' entrenchment in a transmission model of meaning undermines his portrayal of the child as an active participant in development. Furthermore, his characterization of competence as something in the head of the individual hinders his attempts to contextualize competence. We outline a framework informed by Vygotsky, Bakhtin, and others, which depicts both the formation and the functioning of mental processes (or competence) as fundamentally interactive. Mental functions arise in social interactions in which all participants accommodate each other, thus obviating the question of who is active or passive in the interaction. Furthermore, the social interactive origins of mental functioning impose a social context on all competencies. Such a framework facilitates movement away from the dilemmas which Elbers cogently raises. 相似文献
12.
Adam Westoby 《Higher Education》1972,1(4):463-468
In this note, Blaug's article in Volume 1, No. 1, is criticised on the grounds that the economic interpretation of the correlation between education and earnings is based on a mistaken view about the nature of capital; and hence human capital theories are logically incoherent. 相似文献
13.
Large scale computer-assisted instruction systems generally impose severe constraints upon the demands that individual users may make. Nevertheless, it is possible to overcome these problems and a program is described which teaches students how to fly a specific maneuver through real-time simulation of the flight of a student-controlled airplane. This is achieved in spite of the fact that the student is flying his plane through the use of a manually controlled analog input device. Both computational and educational implications are discussed.Contractual support for this work was provided in part by the Life Sciences Program Air Force Office of Scientific Research, Contract number F44620-70-C-0105. Dr. Charles Hutchinson was the scientific monitor of the contract. 相似文献
14.
A two-dimensional analysis of student ratings of instruction 总被引：2，自引：1，他引：2
Peter W. Frey 《Research in higher education》1978,9(1):69-91
Student ratings of instruction were analyzed in terms of two global factors. One factor, which includes items on advanced planning, presentation clarity, and increased student knowledge, was named pedagogical skill. The other factor taps information about class discussion, grading, and the availability of help and was named rapport. Ratings on the skill factor did not covary with class size or the leniency of the instructor's grading but did correlate with a reasonable external criterion of student learning. Ratings of rapport correlated inversely with class size and directly with average class grade and showed only a weak relationship to the external criterion of student learning. The skill factor showed more interclass stability than the rapport factor. Previous research studies which have examined the reliability and validity of instructional ratings and their relationship to student grades and class size have reported inconsistent findings. These inconsistencies appear to result from an inappropriate unidimensional analysis of ratings which should be examined in terms of two of more separate attitude dimensions. 相似文献
15.
Hans F. M. Crombag 《Higher Education》1978,7(4):389-403
In this paper quality of graduates is distinguished from quality of education, which is renamed efficiency of education. The first concept is defined in a quantitative manner, the second by way of a set of 66 statements concerning the efficiency of education derived from judgements about the effectiveness of particular teaching methods in the achievement of different types of teaching objectives.Paper presented at the conference on Efficiency of Teaching Methods in Higher Education, organized by the University Teaching Methods Unit of the University of London, 6–7 April, 1976. 相似文献
16.
W. A. Suchting 《Science & Education》1995,4(2):161-171
Insofar as the basic concepts (in particular, meaning, interpretation, text) and theses of Martin Eger's hermeneutics of the sciences are intelligible they are not distinctive, and insofar as they are distinctive they are unintelligible and/or lack backup arguments. Ambiguity characterises much of the argument. James Cushing's elaboration of hermeneutics, using the history of quantum mechanics as an illustration of its supposed strengths, does nothing to rescue the position against the criticisms here levelled at Martin Eger's formulations of it. 相似文献
17.
William G. Fleming 《Instructional Science》1987,16(2):109-122
The ethnomethodological programme of studies of work is drawn on to provide a general framework within which we might develop ways to undertake thein situ analysis of the competencies which constitute student learning activities. The objective of such research is to describe the locally managed and temporally organised nature of student learning work. Emphasis is placed on the development of methods of investigation which will enable us to describe the whatness of the work from within the setting of that work's accomplishment. The twin conceptions of the visibility and sequential order of student activities are discussed in detail. The implications of this approach for the notion of student learning are also examined. 相似文献
18.
Rune Premfors 《Higher Education》1980,9(3):325-344
The common view in the literature on higher education in Western Europe is that the issue area has increasingly become enmeshed with national politics in recent decades. This article examines the extent to which this is true of France, Sweden and the United Kingdom. Six indicators of issueness, corresponding to important political actors/arenas, are used to identify temporal and cross-national patterns. It is argued that although it is evidently true that a politicization has occurred it may easily be overstated. Higher education remains a relatively minor concern in the national politics of the three countries. Only in exceptional circumstances, such as in France in 1968, is this pattern of subsystem politics replaced by a pattern of macropolitics. The analysis furthermore suggests the considerable variation in patterns of issueness which may exist between different national contexts.This article was written while the author was visiting with the Higher Education Research Group, Institution for Social and Policy Studies, Yale University. He is indebted to the members of the Group for their helpful comments on an earlier version. 相似文献
19.
Examination averages and the balance of papers 总被引：1，自引：0，他引：1
In essay-type examinations for degrees in British universities, marking customs tend to compress the candidates into a narrow band around the mean. This works especially adversely against those who, in examinations with several papers, achieve excellence in one or more. Often such candidates are awarded only the minimum distinction mark, the effect of which is nullified by aggregation. This is of some consequence in the British system, since the designation of a candidate's examination performance as First Class, Second Class, Upper Division, etc. is formally made by locating his examination average mark within specified intervals on a percentage scale. Awareness of the possible injustice which this method may cause has given rise to the practice of estimating the balance of papers, or considering the classes attained by the individual papers in the examination (irrespective of the actual mark), and giving the candidate the benefit of the doubt should he, for example, have a certain number of papers in a class higher than that indicated by his examination average. A classification reached in this way may of course be at variance with that indicated by the candidate's average of marks, and thus introduce an arbitrary element. An alternative method is therefore proposed in this paper. The usual custom is to assume that the marks indicating the various classes should be the same for the degree as a whole and for the individual papers. It would seem preferable first to determine the balance of papers which would be accepted as a claim to a First Class degree (since it is unlikely that a candidate writing several papers will be able to attain a first class mark in all) and deduce therefrom the classification intervals for the individual papers. A method of doing so is elaborated. 相似文献
20.
This paper discusses the analysis of subject matter structure for purposes of designing instruction. The underlying assumption is that subject matter structures provide an important basis for deciding how to sequence and synthesize the modules of a subject matter area. Four types of fundamental structures are briefly described and illustrated: the learning hierarchy, the procedural hierarchy, the taxonomy, and the model. Then a theoretical framework is presented for classifying types of subject mater content — both modules and structures. Finally, some implications of these content classifications are discussed. The classification of modules is hypothesized to be valuable for prescribing strategies for the presentation of single modules, and the classification of structures is hypothesized to be valuable for prescribing strategies for selecting, sequencing, synthesizing, and summarizing related modules. The need to take into account more than one kind of structure in the process of instructional design is emphasized. 相似文献