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1.
BackgroundText illustrated by pictures (i.e., multimedia material) is often used to improve learning outcomes. To support learning, it is essential to understand and specify the ongoing cognitive processes when processing illustrated texts.AimsWe focus on three cognitive processes identified when processing non-illustrated texts: activation, integration, and validation. In three experiments, we investigated whether the three processes occur during the processing of illustrated texts and whether the processes differ between illustrated and non-illustrated texts.SamplesExperiment 1 had 170 participants, Experiment 2 had 221 participants, and Experiment 3 had 132 participants.MethodAll experiments used an adapted version of the contradiction paradigm. In Experiments 1 and 2, participants read texts that contained information that was consistent vs. inconsistent with a later sentence (target sentence). It was additionally varied whether a picture illustrated the consistent vs. inconsistent information. In Experiment 3, only the pictures were consistent or inconsistent with the target sentence. We measured reading times for the target sentence and the following sentence (spillover sentence).ResultsIn all three experiments, reading times were significantly longer in the inconsistent than in the consistent conditions. This prolongation of reading times was not affected by the picture in Experiments 1 and 2.ConclusionOur results indicate that activation, integration, and validation processes are similar when processing non-illustrated and illustrated texts (Experiments 1 and 2) and also occur when information is presented across text and picture (Experiment 3). We discuss the implications for the theoretical foundations of multimedia learning.  相似文献   

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3.
Abstract

Given the widespread use of student evaluation of teaching in North American colleges and universities, it is reasonable to ask whether student evaluation has accomplished one of its major intended outcomes, namely improvement of instructional quality. A review of research evidence from three independent sources (faculty surveys, field experiments and longitudinal comparisons) suggests that student evaluation does in fact contribute significantly to improvement of certain aspects of university teaching, particularly if evaluation is supplemented by expert consultation. Furthermore, there is no clear evidence that student evaluation has led to undesirable instructional side‐effects, such as grade inflation and entrenchment of traditional teaching methods.  相似文献   

4.
Background: This study uses problem-based learning (PBL) to ensure that students comprehend the significance of green chemistry better by experiencing the stages of identifying the problem, developing hypotheses, and providing solutions within the problem-solving process.

Purpose: The aim of this study is to research the effect of PBL implemented in cation analysis experiments in an analytical chemistry laboratory course on students’ level of understanding of the subject of ‘Green Chemistry and Sustainability’.

The study group: The study group consists of second-grade students who participated in an Analytical Chemistry Laboratory within the General Chemistry III course in the Department of Science Education of the Faculty of Education of a state university in Turkey (N = 63).

Design and methods: Quasi-experimental design was used in this research. Students were randomly divided into two groups, an experimental group (N = 31) and a control group (N = 32). Laboratory experiments in which qualitative and quantitative cation group analyses were conducted were carried out in the experimental group with PBL that involved five different scenarios inspired by daily life. In the control group, experiments were performed as closed-ended experiments. The ‘Green Chemistry and Sustainability Test’ (GCST) and semi-structured interviews were used as data collection tools. The independent sample t-test was used in determining whether there was a significant difference between groups by GCST, reviewing pre-test–post-test scores for the control and experimental groups, and semi-structured interviews were analyzed by content analysis.

Results: The results showed that there was a significant difference in favor of the experimental group in GCST post-test scores (t = 10.554, p < 0.05). Considering students’ opinions, there were positive statements, such as that they had taken an active role and had their interest aroused interest since problems in the experiments were related to daily life.

Conclusion: PBL enhanced students’ level of understanding of green chemistry and sustainability subjects and helped them obtain a different perspective in terms of environmental awareness.  相似文献   


5.

In secondary education, 'energy' is often introduced by distinguishing different 'forms of energy' for different phenomena. Of these forms of energy, only kinetic and potential energy are accepted in current science. The question has been raised whether 'forms of energy' should be eliminated from secondary school science curricula. As a contribution to this discussion we have analysed 'forms of energy' language for inconsistencies and limitations of validity in Part I. In this second part, results are presented of two teaching experiments at university level, each involving five students. In these experiments attempts are made to build on students 'forms of energy' language as well as to challenge its limitations. Details of student and teacher reasoning are presented. The conclusion is drawn that 'forms of energy' language must be reformulated before it can be evaluated with reference to experience. A reformulation in terms of 'value' (cf. Scheler 1997) proved to be productive.  相似文献   

6.
Abstract

The building up of a non‐university sector of higher education in Finland was realised in a form of educational experiment. Polytechnic (ammattikorkeakoulu) reform contained at the outset several elements of a genuine social experiment. Quite soon the experimental set up was transformed into a reform in which experimental elements were minimal. The article explores the factors which hindered the realisation of experimental method and raises general questions about the possibilities and limits of social experiments.  相似文献   

7.
ABSTRACT

Background and Context: Computer Science attrition rates (in the western world) are very concerning, with a large number of students failing to progress each year. It is well acknowledged that a significant factor of this attrition, is the students’ difficulty to master the introductory programming module, often referred to as CS1.

Objective: The objective of this article is to describe the evolution of a prediction model named PreSS (Predict Student Success) over a 13-year period (2005–2018).

Method: This article ties together, the PreSS prediction model; pilot studies; a longitudinal, multi-institutional re-validation and replication study; improvements to the model since its inception; and interventions to reduce attrition rates.

Findings: The outcome of this body of work is an end-to-end real-time web-based tool (PreSS#), which can predict student success early in an introductory programming module (CS1), with an accuracy of 71%. This tool is enhanced with interventions that were developed in conjunction with PreSS#, which improved student performance in CS1.

Implications: This work contributes significantly to the computer science education (CSEd) community and the ITiCSE 2015 working group’s call (in particular the second grand challenge), by re-validating and developing further the original PreSS model, 13 years after it was developed, on a modern, disparate, multi-institutional data set.  相似文献   

8.
BackgroundExtensive research has examined the relationship between exposure to family violence and its long-term mental health effects. Social support has been found to moderate this relationship, but there is a dearth of research on its mediating role.ObjectivesThe article presents the results of a study on the relationship between witnessing interparental violence and experiencing parental violence during childhood and adolescence on the one hand, and post-traumatic stress symptoms (PTSS) during young adulthood on the other. In addition, the article presents results on the role of social support as a mediator in this relationship.Method, participants, and settingA cross-sectional survey was conducted among 516 Israeli university and college students (90.7% female, and 9.3% male; M age = 24.9, SD = 2.7) using a retrospective, self-administered questionnaire.ResultsThe results revealed that exposure to each pattern of family violence (i.e., witnessing interparental violence and experiencing parental violence) predicted higher levels of PTSS. Furthermore, social support was found to partially mediate the relationship between exposure to family violence during childhood and adolescence and current PTSS as well as its four symptoms, i.e., depression, sleep disturbance, dissociation, and anxiety.ConclusionsThe results of the current study highlight the important role of social support in the association between adversities experienced early in life and young adulthood outcomes. The findings are interpreted on the basis of Conservation of Resources Theory (Hobfoll et al., 1990), which served as the conceptual framework for the study. The limitations of the study and implications for future research are discussed.  相似文献   

9.
Two experiments examined the influence of dialect on the spelling of vowel sounds. British and Australian children (6 to 8 years) and university students wrote words whose unstressed vowel sound is spelled i or e and pronounced /I/ or /?/. Participants often (mis)spelled these vowel sounds as they pronounced them. When vowels were pronounced similarly in both dialects (e.g., comic, with /I/; fossil, with /?/), British and Australian writers wrote the correct spelling similarly often. For vowels pronounced as /I/ in British English but /?/ in Australian English and spelled with i (e.g., muffin), British writers correctly wrote i significantly more than Australian writers. For vowels with this same pronunciation pattern but spelled instead with e(e.g., rocket), Australian writers correctly wrote e significantly more often than British writers. Dialect-related phonological differences influenced the spelling of both beginning and skilled spellers across both familiar and unfamiliar words.  相似文献   

10.
ABSTRACT

Physical and virtual experimentation are thought to have different affordances for supporting students’ learning. Research investigating the use of physical and virtual experiments to support students’ learning has identified a variety of, sometimes conflicting, outcomes. Unanswered questions remain about how physical and virtual experiments may impact students’ learning and for which contexts and content areas they may be most effective. Using a quasi-experimental design, we examined eighth grade students’ (N?=?100) learning of physics concepts related to pulleys depending on the sequence of physical and virtual labs they engaged in. Five classes of students were assigned to either the: physical first condition (PF) (n?=?55), where students performed a physical pulley experiment and then performed the same experiment virtually, or virtual first condition (VF) (n?=?45), with the opposite sequence. Repeated measures ANOVA’s were conducted to examine how physical and virtual labs impacted students’ learning of specific physics concepts. While we did not find clear-cut support that one sequence was better, we did find evidence that participating in virtual experiments may be more beneficial for learning certain physics concepts, such as work and mechanical advantage. Our findings support the idea that if time or physical materials are limited, using virtual experiments may help students understand work and mechanical advantage.  相似文献   

11.
BackgroundEvidence-based, patient-specific estimates of abusive head trauma probability can inform physicians’ decisions to evaluate, confirm, exclude, and/or report suspected child abuse.ObjectiveTo derive a clinical prediction rule for pediatric abusive head trauma that incorporates the (positive or negative) predictive contributions of patients’ completed skeletal surveys and retinal exams.Participants and Setting500 acutely head-injured children under three years of age hospitalized for intensive care at one of 18 sites between 2010 and 2013.MethodsSecondary analysis of an existing, cross-sectional, prospective dataset, including (1) multivariable logistic regression to impute the results of abuse evaluations never ordered or completed, (2) regularized logistic regression to derive a novel clinical prediction rule that incorporates the results of completed abuse evaluations, and (3) application of the new prediction rule to calculate patient-specific estimates of abusive head trauma probability for observed combinations of its predictor variables.ResultsApplying a mean probability threshold of >0.5 to classify patients as abused, the 7-variable clinical prediction rule derived in this study demonstrated sensitivity 0.73 (95% CI: 0.66-0.79) and specificity 0.87 (95% CI: 0.82-0.90). The area under the receiver operating characteristics curve was 0.88 (95% CI: 0.85-0.92). Patient-specific estimates of abusive head trauma probability for 72 observed combinations of its seven predictor variables ranged from 0.04 (95% CI: 0.02-0.08) to 0.98 (95% CI: 0.96-0.99).ConclusionsSeven variables facilitate patient-specific estimation of abusive head trauma probability after abuse evaluation in intensive care settings.  相似文献   

12.
Background: This article describes the design and the evaluation of a student lab program on the topic of nanoscience and technology (NST), mainly focusing on Nanoscience and its applications. The program was designed for students in grades 8–10 and was part of a larger outreach program of the Collaborative Research Center ‘Function by Switching’ at Kiel University. The Model of Educational Reconstruction (MER) served as a framework for the research-based design of the student lab.

Purpose: We aimed to develop an authentic science activity in the area of NST in order to support scientific inquiry learning and to provide a deeper understanding of scientific topics.

Sample: A total of 154 secondary school students from grades 8–10 of seven different secondary schools participated in this study.

Design and methods: A pre-post questionnaire with six subscales on students’ perceptions of the Nature of Science (NOS), Scientific Inquiry (NOSI) and the involved scientists (NOST) in the area of nanoscience and nanotechnology was applied.

Results: Results show that the applied explicit and reflective approach embedded in the nanoscience content significantly improved the participating students’ perceptions of NOS, NOSI and NOST facets. After the lab visit, students’ answers corresponded to a more adequate perception of today’s science and scientists. Some gender differences in learning gains were also detected.

Conclusion: The study served its main purpose which was to investigate a well-balanced strategy to develop authentic out-of-school-learning environments with a focus on NOS/NOSI/NOST. Testing students’ perceptions of the nature of nanoscience provided insights into students’ worlds and served as feedback for the lab program. The outcomes of this study might help to better understand and further develop authentic (nano)science programs in out-of-school settings and science outreach programs.  相似文献   

13.
BackgroundIt is well-documented that there is a high prevalence rate of childhood trauma experiences among the prison population, and studies have found a link between childhood trauma and later acts of violence.ObjectiveThe aim of the current study was to investigate whether childhood trauma (i.e., physical, sexual, emotional abuse and physical neglect) among offenders who have served a life sentence in Northern Ireland was associated with general and violent reoffending patterns. The study also explored the relationship between childhood trauma resulting from the sectarian conflict “The Troubles” in the region and its impact on reoffending.MethodThe casefiles of 100 offenders were coded for trauma experiences and official reoffending data was extracted. Logistic regression analysis was performed to explore the relationship between trauma and reoffending.ResultsThe most common form of childhood trauma were emotional abuse and/or emotional neglect (n = 43), conflict-related trauma (n = 43) and physical abuse (n = 40). Only age (OR .91) and conflict-related trauma (OR 5.57) emerged as significant predictors (p < .05) of general reoffending at any time post release. Similarly, only age (OR .92) and conflict-related trauma (OR 4.57) emerged as significant predictors (p < .05) of violent reoffending. Although it did not reach significance (p = .09), childhood physical abuse was related to an increase in the odds of violently reoffending, of a large magnitude (OR 4.09).ConclusionsConflict-related trauma significantly predicted general and violent reoffending among offenders with previous violent convictions.  相似文献   

14.
BackgroundHow feedback is given may influence its utility.AimWe examined the effect of activated prior knowledge on learning from feedback by manipulating whether knowledge of a foundational concept was activated before solving fraction division problems.Sample and methodsUndergraduates (N = 171) were randomly assigned in a 3 (feedback timing: delayed, immediate, or no feedback) x 2 (knowledge activation: relevant or not) between-subjects design.ResultsIf irrelevant knowledge was activated, immediate feedback enhanced learning as compared to no feedback during the learning task, whereas if relevant knowledge was activated, then there was no impact of immediate feedback. On the posttest, any feedback (immediate or delayed) resulted in greater performance, but feedback timing did not matter. Thus, activating prior knowledge moderates the effect of feedback on learning.ConclusionWhen researchers or practitioners are investigating or giving feedback, they must also consider individual differences of the learner such as the prior knowledge they bring to the task.  相似文献   

15.
BackgroundAdverse childhood experiences (ACEs) can have lifelong adverse impacts on health and behavior. While this relationship has been extensively documented in high-income countries, evidence from lower-income contexts is largely missing. In order to stimulate greater research on the prevalence and consequences of ACEs in low-income countries, the World Health Organization (WHO) developed the ACE-International Questionnaire (ACE-IQ).ObjectiveIn this paper, we explore the factor structure, validity and reliability of the original ACE-IQ, and evaluate whether potential adaptations improve its predictive validity.Participants and settingFour hundred and ten adolescents (age 10–16 years old) from Malawi.MethodsThe adolescents answered an adapted version of ACE-IQ and Beck Depression Inventory (BDI).ResultsTaken together, our results suggest that (a) the ACE-IQ is structured in three dimensions: household disruption, abuse, and neglect; (b) there is support for the validity of the scale evidenced by the correlation between subdimensions (average across 13 correlations, phi = .20, p < 0,01; across subdomains (phi = .10, p < 0,01); partial agreement among children with the same caregiver (ICC = .43, p < .001) and correlation between ACE and depression (predictive validity; r = .35, p < .001); (c) information on the timing of the adversities (“last year” in addition to “ever”) modestly improved the predictive value of the ACE-IQ in models of depression (from R2 = .12 to .15, p < .001); and (d) additional HIV-related questions showed low endorsement and a modest correlation with BDI (r = .25, p < 0,01).ConclusionOur findings suggest that the ACE-IQ is appropriate for use among adolescents from a low-income context.  相似文献   

16.

Homework (HW) is an integral part of the learning process. Currently, there is renewed interest and controversy about its effectiveness. The present study explores the voices of the science teachers on this matter. Adopting the view that reporting both teachers’ views and actual classroom practices is necessary for obtaining a more complete view of the phenomena, the present study addressed teachers’ views relating to the cognitive, affective, and pedagogical aspects of HW, their in-class practices and behaviors related to HW, and if the views and practices differ. The research was conducted in 3 stages: (a) teachers’ (n = 25) behaviors were examined based on classroom observations of 3 – 5 consecutive lessons, (b) these teachers were interviewed about their beliefs about and attitudes toward HW, and (c) the data from both the observations and interviews were processed into categories and subcategories. The findings revealed a wide range of teachers’ beliefs, attitudes, and behaviors and that teachers hold both positive and negative views simultaneously. In addition, the views for some categories expressed in the interviews concurred with the teacher’s actual classroom behavior; for other categories, disagreements were identified. This research broadens the contemporary horizons regarding HW and may contribute to those who wish to work with teachers making HW more effective.

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17.
ObjectiveTo develop a psychometric instrument to evaluate psychological processes associated with institutional abuse and coping strategies used to deal with such abuse.MethodsAs part of a comprehensive assessment protocol, an inventory containing theoretically derived multi-item rational scales which assessed institutional abuse-related psychological processes and coping strategies were administered to 247 Irish adult survivors of institutional child abuse. Exploratory and confirmatory factor analyses were used to derive 6-factor scales, the reliability and validity of which were assessed.ResultsFactor scales to assess the following constructs were developed (1) traumatization, (2) re-enactment, (3) spiritual disengagement, (4) positive coping, (5) coping by complying, and (6) avoidant coping. There were varying degrees of support for the validity of the scales with most support for the traumatization and re-enactment scales.ConclusionsThe Institutional Child Abuse Processes and Coping Inventory (ICAPCI), particularly its traumatization and re-enactment scales, may be used in future research on adult survivors of institutional child abuse because they are currently the only scales that have been developed with this population to provide reliable and valid assessments of these constructs.Practice implicationsThe ICAPCI may be used, cautiously, to assess adult survivors of institutional child abuse.  相似文献   

18.
ObjectiveThe current study tested several hypotheses about disclosure of childhood sexual, physical, and emotional abuse derived from Betrayal Trauma Theory [Freyd, J. J. (1996). Betrayal trauma: The logic of forgetting childhood abuse. Cambridge, MA: Harvard University Press]. We predicted that the duration of time from abuse to its disclosure would vary as a function of victim–perpetrator closeness.MethodsData collected from 202 undergraduate participants using a survey methodology were submitted to logistic regression analyses. The relative variance explained by other variables was also examined.ResultsCompared to survivors of emotional abuse (EA) who were in not very close (NVC) victim–perpetrator relationships, EA survivors in very close (VC) victim–perpetrator relationships were significantly more likely to wait 1 or more years to disclose, or never to disclose, than to wait a period of time less than 1 year (OR = 2.65). Further, survivors of physical abuse (PA) in VC victim–perpetrator relationships were significantly more likely to wait 1 or more years to disclose their abuse, if it was disclosed at all, than PA survivors of NVC victim–perpetrator relationships (OR = 3.99). Results for sexual abuse were not significant.ConclusionsFor EA and PA, VC victim–perpetrator relationships predicted longer durations of time from abuse to its disclosure than NVC victim–perpetrator relationships.Practice implicationsAlthough delayed disclosure may support necessary (albeit abusive) attachments with caregivers, it may also prolong the abuse and prevent receipt of support. Increased awareness that VC victim–perpetrator relationships may predict longer durations of time from abuse to its disclosure, and that these delays may serve a functional purpose, can help guide supportive and empathic responses to traumatic disclosures.  相似文献   

19.
Abstract

This article extends recent attempts to think (post)qualitative research together with decolonial, postcolonial and other critiques – as a frictional, fraught encounter. I review how the concept of voice has been used in past and present research with children and young people: from research speaking about children and young people, dialogical speaking with the ‘agentic’ young person, poststructural refusals of ‘raw voices’ speaking for themselves, and (post)qualitative onto-epistemological experiments with utterances spoken in research assemblages. Reading one of my research practices – the mis/use of cloth puppets with high school students – through recent critiques of (post)qualitative work, two particular concerns materialize: accounting for relations between past and present research, and accounting for what comes to matter during and after research encounters.  相似文献   

20.
Abstract

This paper provides a report of a continuing staff development programme within a faculty of initial teacher education in a college of higher education, funded by the DTI sponsored Enterprise Awareness in Teacher Education (EATE) initiative. It describes the context for the programme, explores its objectives, considers the programme format and reflects upon its outcomes from the viewpoint of its participants and the effects within the institution.  相似文献   

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