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1.
The purpose of this study was to examine the combined effects of orienting activities and levels of practice on learning from interactive video. Participants were 72 college students. Each participant was randomly assigned to an orienting activity group and to one of three practice groups: No Practice, Limited Practice, or Elaborate Practice. The lesson, which focused on characteristics of various artists and art periods, included practice for one half of the facts and applications cued initially via the orienting activity. The posttest included both new and repeated items for both facts and applications taught during the lesson. Results indicated significant main effect differences related to item familiarity and practice. In addition, interactions were detected between type of learning and practice, and item familiarity and practice.  相似文献   

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3.
Newborn infants orient preferentially toward face‐like or “protoface” stimuli and recent studies suggest similar reflexive orienting responses in adults. Little is known, however, about the operation of this mechanism in childhood. An attentional‐cueing procedure was therefore developed to investigate protoface orienting in early childhood. Consistent with the extant literature, 5‐ to 6‐year‐old children (n = 25) exhibited orienting toward face‐like stimuli; they responded faster when target location was cued by the appearance of a protoface stimulus than when location was cued by matched control patterns. The potential of this procedure to investigate the development of typical and atypical social perception is discussed.  相似文献   

4.
This study investigated the relationship of two anxiety measures to performance on a visual concept acquisition task. Criterial information was embedded at two levels for the noncued treatment group and made salient by color cues for the cued treatment group. Two-way analyses of variance were used and indicated a significant interaction between cueing treatment andState-Trait Anxiety Inventory (stai) anxiety scores for the heavily embedded figures. Further research is suggested utilizing different populations and cueing techniques. The addition of cues is suggested for deeply embedded criterial information for use with high-anxiety students.  相似文献   

5.
Infant research is providing accumulating evidence that number-space mappings appear early in development. Here, a Posner cueing paradigm was used to investigate the neural mechanisms underpinning the attentional bias induced by nonsymbolic numerical cues in 9-month-old infants (N = 32). Event-related potentials and saccadic reaction time were measured to the onset of a peripheral target flashing right after the offset of a centered small or large numerical cue, with the location of the target being either congruent or incongruent with the number’s relative position on a left-to-right oriented representational continuum. Results indicated that the cueing effect induced by numbers on infants’ orienting of eye gaze brings about sensory facilitation in processing visual information at the cued location.  相似文献   

6.
ABSTRACT

This study investigates the discrete effects of inquiry-based instructional practices that described the PISA 2015 construct ‘inquiry-based instruction’ and how each practice, and the frequency of each practice, is related to science achievement across 69 countries. The data for this study were drawn from the PISA 2015 database and analysed using hierarchical linear modelling (HLM). HLMs were estimated to test the contribution of each item to students’ science achievement scores. Some inquiry practices demonstrated a significant, linear, positive relationship to science achievement (particularly items involving contextualising science learning). Two of the negatively associated items (explaining their ideas and doing experiments) were found to have a curvilinear relationship to science achievement. All nine items were dummy coded by the reported frequency of use and an optimum frequency was determined using the categorical model and by calculating the inflection point of the curvilinear associations in the previous model e.g. students that carry out experiments in the lab in some lessons have higher achievement scores than students who perform experiments in all lessons. These findings, accompanied by detailed analyses of the items and their relationships to science outcomes, give stakeholders clear guidance regarding the effective use of inquiry-based approaches in the classroom.  相似文献   

7.

This study analyses middle school students’ interests in biology to provide information on instructional strategies and curriculum development in Korea. An instrument that measures interests was developed based on the middle school biology curriculum. It consists of 64 three‐point Likert‐type items (scores range from 0 to 2). The two components, ‘topic’ and ‘activity’, are composed of 64 items. The topic component and the activity component contain 11 domains and six domains respectively. Data were collected from 267 middle school students in Seoul (male: 169, female: 107). The levels of interest in topic and activity were almost the same and not high. The highest interest domains were ‘genetics’ in topics and ‘observing through a microscope’ in activities. The interest levels in the domain ‘plant morphology’ and ‘plant‐related activity’ were the lowest in each component. The interest level of the eighth graders was the highest found among students. Interest levels of females were lower than those of males in ‘environment and ecosystem’, ‘animal reproduction’ and ‘animal morphology’, but higher in ‘plant morphology’ and ‘plant related activity’ (p < 0.05). Among the topics, the ‘human biology’ domain correlated positively with the domains ‘genetics’, ‘environment and ecosystem’ and ‘respiration of animal and plant’. The correlation between the domains of ‘plant reproduction and nutrition’ and ‘plant development’ was significant in ‘activity’ (r > 0.50, p < 0.001). Consistencies in interests were suggested with respect to instructional strategy and curriculum design.  相似文献   

8.
The purpose of this study was to investigate the impacts of visual cues and different types of self-explanation prompts on learning, cognitive load, and intrinsic motivation in an interactive multimedia environment that was designed to deliver a computer-based lesson about the human cardiovascular system. A total of 126 college students were randomly assigned in equal numbers (N?=?21) to one of the six conditions in a 2?×?3 factorial design with visual cueing (cueing vs. no cueing) and type of self-explanation prompts (prediction prompts vs. reflection prompts vs. no prompts) as the between-subjects factors. The results revealed that (a) participants presented with cued animations had significantly higher learning outcome scores than their peers who viewed uncued animations, and (b) cognitive load and intrinsic motivation had different impacts on learning outcomes due to the moderation effect of cueing. The results suggest that the cues may not only enhance learning, but also indirectly impact learning, cognitive load, and intrinsic motivation.  相似文献   

9.
Abstract

The purpose of this study was to test Gagne’s hypothesis that attention to prerequisites should be more effective than repeated practice of a final task when learning intellectual skills. Ninety eighth-grade general science students studied self-instructional materials on the construction and interpretation of graphs. After each of three lessons each subject took a diagnostic test covering the objectives of the instruction. Subjects in Group 1 received additional instruction on prerequisites as remediation. Subjects in Group 2 received additional practice items as remediation, and subjects in Group 3 received no remedial activity. Students receiving remedial instruction did significantly better than those receiving only main-line instruction. Students receiving additional instruction on prerequisites did significantly better than those receiving additional practice items as remediation.  相似文献   

10.
Abstract

This study hypothesized that participation in a training program in the evaluation of classroom instruction prior to student teaching would improve students' ability to evaluate their own classroom performance during student teaching.

Junior education students, 58 classified as trained or Experimental and 53 untrained or Control, were compared during student teaching on their ability to evaluate the lessons they taught. The five areas to be considered were introduction, organization, procedures and techniques, items relating to children, and items relating to the teacher.

Results indicated that in four of the five categories the differences between the groups were in a direction favorable to the trained students and that in two of those categories the difference was significant at the five percent level. It was concluded that the Experimental Training Program was effective in some areas.  相似文献   

11.
The purposes of this review were to determine: (1) if different writing activities were more effective than others in improving students’ reading comprehension, and (2) if obtained differences among writing activities was related to how reading comprehension was measured? Meta-analysis was used to examine these questions across studies involving students in grades 1–12. Nineteen studies were located that met inclusion criteria, resulting in 4 writing activities comparisons with 4 or more studies per comparison: summary writing versus answering questions (k = 5), summary writing versus note taking (k = 7), answering questions versus note taking (k = 4), and answering questions versus extended writing activities (k = 6). Effect sizes calculated for each writing activities comparison indicated there were no statistically significant differences for any of these comparisons when effects were averaged over all reading comprehension measures, excluding treatment-inherent measures. However, statistically significant differences were found for two of the comparisons on specific measures. Extended writing enhanced reading comprehension better than question answering on measures where comprehension was assessed via an extended writing activity, whereas summary writing enhanced reading comprehension better than question answering on a free recall measure. The results provide limited support for the theoretical viewpoint that writing activities are differentially effective in improving reading comprehension based on how closely the writing activities are aligned with a particular measure.  相似文献   

12.
Abstract

In one experiment, we explored how high school students use hyperlink relevance cues while they navigate to answer questions from hypertexts. Current evidence has shown that students may navigate by either performing a deep semantic analysis of the relationship between the question and the existing hyperlinks, or by matching words in the question to words in the hyperlink labels. We focused on how students combine both cues during navigation, and how comprehension skills relate to the use of such cues. Our study revealed that 14 year old students (N = 53) selected hyperlinks by relying to a similar degree on both word matching and semantic overlap. Furthermore, when there was a conflict between an irrelevant link cued via word matching and a relevant link only cued through semantic overlap, students’ comprehension skills facilitated their initial selection of an informative relevant link. To conclude, we discuss the implications of these results for current models of hypertext navigation.  相似文献   

13.
Background : The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4 and 8 students across participating countries.

Purpose : This study explored the relationship between positive affect towards science and mathematics and achievement in science and mathematics among Malaysian and Singaporean Grade 8 students.

Sample : In total, 4466 Malaysia students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study.

Design and method : Students’ achievement scores on eight items in the survey instrument that were reported in TIMSS 2007 were used as the dependent variable in the analysis. Students’ scores on four items in the TIMSS 2007 survey instrument pertaining to students’ affect towards science and mathematics together with students’ gender, language spoken at home and parental education were used as the independent variables.

Results : Positive affect towards science and mathematics indicated statistically significant predictive effects on achievement in the two subjects for both Malaysian and Singaporean Grade 8 students. There were statistically significant predictive effects on mathematics achievement for the students’ gender, language spoken at home and parental education for both Malaysian and Singaporean students, with R 2 = 0.18 and 0.21, respectively. However, only parental education showed statistically significant predictive effects on science achievement for both countries. For Singapore, language spoken at home also demonstrated statistically significant predictive effects on science achievement, whereas gender did not. For Malaysia, neither gender nor language spoken at home had statistically significant predictive effects on science achievement.

Conclusions : It is important for educators to consider implementing self-concept enhancement intervention programmes by incorporating ‘affect’ components of academic self-concept in order to develop students’ talents and promote academic excellence in science and mathematics.  相似文献   

14.
ABSTRACT

Gamification incorporates game-elements in non-gaming situations to enhance student engagement and desired behavior. This study examined participant's willingness to take part in gamified activities where reward systems were not directly tied to course grades. Participants enrolled in a technology integration course for preservice teachers, were grouped on subject-specific interests, and designed 30-minute presentations on technology integration. Over two semesters, an optional gaming activity was included in five course sections acting as the treatment group, and four sections acted as non-blind control groups. Data was collected from pre-, mid-, and post-surveys that investigated previous gaming experience, game motivations, group project perceptions, and perceived willingness to participate in the game. The treatment group indicated their perceptions of game play during mid- and post-surveys. Participants in all sections completed meeting history worksheets to describe weekly group and individual meetings. The results indicated significant differences between mid- and post-surveys regarding individual participation, group pursuits, individual work, frequency of group meetings, group preparation, and purchased items. The findings indicated a significant difference between treatment and control groups regarding hours spent in groups. Recommendations were provided for the practice of gamification in educational settings.  相似文献   

15.
ABSTRACT

Background: As inquiry-based instruction is not universally implemented in science classrooms, it is crucial to introduce instructional strategies through the use of contextualized learning activities to allow students with different background knowledge and abilities to learn the essential competencies of scientific inquiry and promote their emotional perception and engagement.

Purpose: This study explores how essential scientific competencies of inquiry can be integrated into classroom teaching practices and investigates both typical and gifted secondary students’ emotional perception and engagement in learning activities.

Sample: A case teacher along with 226 typical and 18 gifted students from a suburban secondary school at Taiwan participated in this study.

Design and methods: After attending twelve 3-hour professional development workshops that focused on scientific inquiry teaching, the case teacher voluntarily developed and elaborated her own teaching activities through the discussions and feedback that she received from workshop participants and science educators. Quantitative and qualitative data were collected through activity worksheet, questionnaire, video camera, and tape recorders. Frequency distribution, Mann-Whitney U test, and discourse analysis were used for data analyses.

Results: Case teacher’s teaching activities provide contextual investigations that allow students to practice making hypotheses, planning investigations, and presenting and evaluating findings. Students’ learning outcomes reveal that typical students can engage in inquiry-based learning with positive emotional perception as well as gifted students regardless of their ability level. Both gifted and typical students’ positive emotional perception of and active engagement in learning provide fresh insight into feasible instructions for teachers who are interested in inquiry-based teaching but have little available time to implement such instructions into their classrooms.

Conclusions: The results of our work begin to address the critical issues of inquiry-based teaching by providing an exemplary teaching unit encompassing essential scientific competencies  相似文献   

16.
Abstract

In this study, the effects of two teacher-directed prereading instructional procedures (directed reading activity [DRA] vs. story grammar/structured overview story mapping) on literal and inferential reading comprehension were compared. Sixty third-grade and 60 fifth-grade students were randomly assigned to treatment groups, and data were analyzed within grade levels by an analysis of variance. The prereading modified story mapping procedure resulted in 14% better inferential comprehension (p < .0005) and 7% better literal comprehension than did DRA at the third-grade level. Statistically significant differences between groups were not found at the fifth-grade level. Implications for practice and theory are suggested.  相似文献   

17.
Abstract

Tenth grade students classified according to field dependence were administered reading comprehension tasks under the conditions of competition and noncompetition. A significant interaction between field dependence and competitive motivation was found: field dependent subjects increased their performance significantly when competing, while field independent subjects exhibited only a slight and nonsignificant change. Implications of this study for educational practice are discussed, and guidelines are suggested for the more effective application of competition in the classroom.  相似文献   

18.
The purpose of this study was to investigate the effect of orienting activities and type of practice on achievement, continuing motivation, and student behaviors in a cooperative learning environment. Eighty graduate education majors were assigned to cooperative groups and required to learn instructional design principles from three instructional television lessons. Each lesson included specific orienting activities (advance organizers or objectives) and different types of practice (verbal information or intellectual skills). Results indicated that subjects who worked in groups that received intellectual skills practice performed better on the application portion of the posttest than those who received verbal information practice. Knowledge acquisition and student behaviors were affected by a combination of type of practice and orienting activity. Groups that received intellectual skills practice discussed more content, gave more help to their fellow group members, and exhibited less individual behavior than groups that received verbal information practice. Groups given objectives discussed significantly more content than groups given advance organizers. The authors wish to thank Steven Ross and the reviewers ofETR&D for their helpful comments on an earlier draft of this paper.  相似文献   

19.
This study examined the use of form and function analogy object boxes to teach second graders (n = 21) animal adaptations. The study used a pretest–posttest design to examine animal adaptation content learned through focused analogy activities as compared with reading and Internet searches for information about adaptations of animals followed by making an informative puppet play. Students participated in six week‐long lesson sets, each addressing adaptations of two animals, which alternated between the two conditions. In the analogy condition, students matched cards explaining form and function analogies of animal body parts or homes to analogous manufactured items. They mapped analogies, thought of alternate manufactured items, and created new analogies. Students scored similarly on material to be taught through both conditions on the pretest, but made significantly higher posttest mean scores (76.1% analogy versus 57.2% traditional condition) with large effect size (partial η2 = 0.58) on animal adaptation content learned through the analogy activities. This study shows the usefulness of form and function analogies in teaching product innovations to second‐grade students, indicating that early childhood students are able to successfully engage in sophisticated analogy activities. Efficacy of the analogy activities was related to objects that focused attention, motivated, and gave concrete representations of concepts; to cards and graphic organizers for organization, connections, and memory; and to complex thinking activities that challenged students and promoted peer interaction.  相似文献   

20.
ABSTRACT

This study was initiated to help determine if there was an associated probability between a student’s age relative to persistence and retention leading to the completion of a Technical Certificate at the community college level. The research model used in this study is based on a quantitative binary logistic regression model, whereby the dependent variable was completion versus non-completion of a Technical Certificate program. The study’s findings showed that there were statistically significant relationships between the various student’s age groups and completion of a Technical Certificate program. The baseline age group for this study was traditional age students as defined by those students who were between 16 and 21 years old. The age groups of 22 to 27, 28 to 34, 35 to 39, and students over the age of 39 were compared to the baseline group to determine if there was statistical significance between the graduation rates accordingly.  相似文献   

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