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1.
Ok-choon Park Stuart S. Gittelman 《Educational technology research and development : ETR & D》1992,40(4):27-38
The effects of two computer-based instructional strategies—visual display and feedback type—were investigated in the acquisition
of electronic troubleshooting skills. Animation was used to simulate the functional behaviors of electronic circuits and to
demonstrate the troubleshooting procedures. The first hypothesis tested was that animated visual displays would be more effective
than static visual displays if animation was selectively used to support the specific learning requirements of a given task.
Results supported this hypothesis by showing that college students in the animated visual display condition needed significantly
fewer trials than those in the static visual display condition. The second hypothesis was that the effectiveness of intentionally
mediated feedback (knowledge of results or explanatory information) would be minimal if natural feedback—the system's automatic
functional reaction to external inputs—was available and the subject had the basic knowledge needed to understand the system
functions. The results supported this hypothesis. Overall, this study implies that instructional strategies, including visual
displays and feedback, should be applied selectively based on the specific learning requirements of a given task.
he works at ARI as a research fellow of the Universities of the Washington Metropolitan area.
The opinions expressed herein are those of the authors and do not express or imply the views of the U. S. Army Research Institute
or the Department of Defense.
The authors would like to thank Eric C. Neiderman and Reginald Hopkins for their assistance with this study. 相似文献
2.
The purpose of this study was to explore how users interact and learn during a computer-based simulation given graphical and
textual forms of feedback. In two experiments, university students interacted with a simple simulation that modeled the relationship
between acceleration and velocity. Subjects interacted with the computer simulation using a discovery-based approach: no formal
instruction on the science concepts was presented. Subjects had control over the acceleration of a simple screen object—a
ball—in a game-like context. Three simulation conditions were studied, each differing on how feedback of the ball's speed,
direction, and position was represented: graphical feedback, textual feedback, and graphical plus textual feedback. Results
showed that subjects learned more tacit knowledge when provided with animated graphical feedback than with textual feedback,
although gains in explicit understanding of these science principles did not depend on the way the feedback was represented.
Patterns of interactivity and frustration are also discussed.
Reiber says, “I thank Mack Smith and Faris Spahi for their help with various parts of this research.” 相似文献
3.
Conclusion In conclusion, as early childhood teachers prepare to meet the “unknown” —mainstreaming—the early childhood community has
an excellent opportunity to benefit from both past experiences and the research literature on mainstreaming and teacher change.
This work suggests that teachers' feelings and attitudes about mainstreaming must be addressed in dynamic relation to their
needs for information and skills as these change over time. Teachers, directors, and teacher educators need help in understanding
that teachers' development and the development of the children they teach are inextricably linked. While these concepts have
been explored previously, it is imperative that practitioners at all levels recognize their relevance at this critical juncture
in the implementation of P.L. 99–457 and consider new and creative ways to translate them into practice.
I feel... not just that I couldn't cope with it... but emotionally I don't think I could... Emotionally I think I would have
a hard time, you know, going home and feeling good about myself when I know that there's this child [with disabilities in
my classroom]. 相似文献
4.
Kenneth E. Colwell 《TechTrends》2004,48(3):35-39
It goes without saying that the expression “garbage in, garbage out” still applies. Poorly designed instruction cannot be
saved by a flashy, high-tech presentation. Flashy garbage is still garbage. But a high-tech presentation can be a very useful
tool for instructors and trainers to employ if the instructional material is well designed, and learning objectives require
it. If a quality presentation has been developed, it is apparent that students find the use of the graphics tablet to enhance
presentations a useful instructional technique.
I found myself, as the instructor, to be more in touch with the presentation when I used electronic mark-up of presentation
materials. The lectures felt more integrated. I could interact with the presentation more easily and effectively. I’m reminded
of what I teach in my public speaking class about visual aids — use them as an aid to, but not a replacement for, well-prepared
material — but use them. They can help clarify content, maintain interest and increase retention. Enhanced presentations can
do that even more effectively. 相似文献
5.
Daniel W. Lang 《Higher Education》2009,57(3):355-371
This paper investigates the intersection of system articulation, transfer, and the choices that secondary school students
make when they apply to college and university. The investigation is based on the results of a study that was undertaken to
determine factors that influence choices that secondary school students make between enrolling in community college or university,
and in particular whether or not those choices are affected by the degree of “articulation” within a public system of post-secondary
education. There are several studies that have emerged recently in the United States and Canada that examine factors that
influence the choice of university and 4-year college. There are a few studies that examine the choice of community and 2-year
college. None, however, either in Canada or in the United States, has sought to examine “college choice” comparatively among
students who apply to baccalaureate (4-year colleges and universities) and sub-baccalaureate (community colleges) programs.
This study examines college choice on the basis of two series of longitudinal surveys conducted in the province of Ontario
since the late 1980s, and on a series of surveys and interviews of students, parents and guidance counselors in six secondary
schools, each with a different student population, since 2004. The third study—called the “college choice” project—tracked
secondary school students as they made decisions about attending college or university, and as they finally selected the institutions
that they would attend. The study concludes that greater conventional articulation will not significantly affect rates of
transfer, that for most students plans to transfer develop after they enter college and are not a major factor in their initial
“choice,” that the rate of transfer is highly dependent on the corresponding arrays of programs at colleges and universities,
and that articulation might better be thought of as a subset of other basic forms of inter-institutional cooperation.
An earlier version of this paper was presented to the ASHE Annual Conference, Louisville, Kentucky, November, 2007. 相似文献
6.
Frank Wesley 《Educational technology research and development : ETR & D》1962,10(2):102-105
Conclusions It is quite evident that the auditory aspects of the film used in the study superseded the visual ones. Since both sensory
modalities can reinforce each other in many films, those films can be used to educational advantage. Behavioral science films,
however—placing most importance not on the habit of looking, but on the power to observe with care—should be produced and
selected with caution. Such films should present only material that is visually and auditorily congruent. Lacking this congruency,
the films may teach what is said, not what is seen, a procedure that defeats the very purpose of the film. This kind of film
teaching may further authoritarianism and armchair “philosophy, ” and may weaken the habit of accurate observation, essential
both to scientific methodology and to successful everyday living. It is difficult to compare the results of this study directly
with the results of other studies, since—as Allen has pointed out (1)—there is a dearth of experimental research involving
“flat” pictures. Hartman, however, recently commenting on the interference and facilitation between pictorial and verbal channels,
pointed out that it is dangerous to assume a mutual strengthening (3). Results of the experiment reported here suggest again
that the viewer when presented “equivocal” material gives precedence to audition. By thus accepting and remembering only the
narrator’s point of view, he may narrow his own judgment and inquisitiveness. In such cases, silents please! 相似文献
7.
Lena Hansson Andreas Redfors Maria Rosberg 《Journal of Science Education and Technology》2011,20(4):388-402
In a European project—CoReflect—researchers in seven countries are developing, implementing and evaluating teaching sequences
using a web-based platform (STOCHASMOS). The interactive web-based inquiry materials support collaborative and reflective
work. The learning environments will be iteratively tested and refined, during different phases of the project. All learning
environments are focusing “socio-scientific issues”. In this article we report from the pilot implementation of the Swedish
learning environment which has an Astrobiology context. The socio-scientific driving questions are “Should we look for, and
try to contact, extraterrestrial life?”, and “Should we transform Mars into a planet where humans can live in the future?”
The students were in their last year of compulsory school (16 years old), and worked together in triads. We report from the
groups’ decisions and the support used for their claims. On a group level a majority of the student groups in their final
statements express reluctance towards both the search of extraterrestrial life and the terraforming of Mars. The support used
by the students are reported and discussed. We also look more closely into the argumentation of one of the student groups.
The results presented in this article, differ from earlier studies on students’ argumentation and decision making on socio-scientific
issues (Aikenhead in Science education for everyday life. Evidence-based practice. Teachers College Press, New York, (2006) for an overview), in that they suggest that students do use science related arguments—both from “core” and “frontier” science—in
their argumentation and decision making. 相似文献
8.
Selective attention in processing of visual information by pigeons, trained on alternating sessions with two colors (red and
green) and two forms (a diamond and an X shape) differentially associated with a left—right key choice task, was examined.
A color and a form were presented together on probe trials during sessions in which, on other trials, only one of the dimensions,
color or form, was shown. The dimension in effect on the surrounding trials had no influence on choice when the information
provided by the two dimensions on probe trials was in conflict—color correct for one choice and form for the other. When both
color and form redundantly cued the correct choice, there was no increase in accuracy in comparison with that associated with
one dimension. Following separate training on the color and form discriminations, pigeons appeared to base their choices on
color on some trials, on form on other trials, but not on both simultaneously. These findings are discussed in terms of an
exemplar model of information processing. 相似文献
9.
How Much Have They Retained? Making Unseen Concepts Seen in a Freshman Electromagnetism Course at MIT 总被引：4，自引：4，他引：0
Yehudit Judy Dori Erin Hult Lori Breslow John W. Belcher 《Journal of Science Education and Technology》2007,16(4):299-323
The introductory freshmen electromagnetism course at MIT has been taught since 2000 using a studio physics format entitled
TEAL—Technology Enabled Active Learning. TEAL has created a collaborative, hands-on environment where students carry out desktop
experiments, submit web-based assignments, and have access to a host of visualizations and simulations. These learning tools
help them visualize unseen electromagnetic concepts and develop stronger intuition about related phenomena. A previous study
has shown that students who took the course in the TEAL format (the experimental group) gained significantly better conceptual
understanding than those who took it in the traditional lecture-recitation format (the control group). The present longitudinal
study focuses on the extent to which these two research groups (experimental and control) retain conceptual understanding
about a year to 18 months after finishing the course. It also examines students attitudes about whether the teaching format
(TEAL or traditional) contributes to their learning in advanced courses. Our research has indicated that the long-term effect
of the TEAL course on students’ retention of concepts was significantly stronger than that of the traditional course. This
research is significant because it documents the long-term cognitive and affective impact of the TEAL studio physics format
on learning outcomes of MIT students.
相似文献
| Yehudit Judy DoriEmail: |
10.
Leanne Dalley-Trim Nola Alloway Karen Walker 《The Australian Educational Researcher》2008,35(2):55-69
This paper addresses the issue of Vocational Education and Training in Schools — an issue that has recently attracted significant
political attention particularly in light of current national skills shortage in Australia. Specifically, it investigates
secondary school students’ perceptions of VET in Schools [VETiS]. It also explores the factors influencing their decision-making
in relation to VETiS — that is, why one might choose, or choose not, to enrol in a VETiS course of study. In view of the findings
presented, the paper argues that VET, and more particularly VETiS, is experiencing an “image problem” — one underscored by
the need for curriculum design and delivery reform — and suggests that there is much work still to be done on the VET agenda. 相似文献
11.
12.
Changes in conceptualization and measurement of the verbalizer–visualizer dimension led us to re-examine the hypothesis that students learn best when instructional material matches their cognitive style. First-year psychology university students (n = 41) studied information on three personality theories presented in text only, text+picture, or text+schematic diagram format, demonstrated recall and comprehension of each theory, and completed an adapted cognitive styles questionnaire. Spatial and object visual scale scores were not correlated, but the latter showed a significant though relatively weak negative correlation with verbal scale scores. Recall could be predicted from students' verbal and object visual scores when presentation format matched these cognitive styles. All three styles significantly predicted students' comprehension, but only when they matched the presentation format. The results support the distinction between spatial and object visual styles, and provide evidence that learning outcomes improve when instructional material is matched to students' cognitive styles. 相似文献
13.
Maike Philipsen 《The Urban Review》1994,26(4):257-272
This article describes the cultural consequences of the local school closing in a predominantly black community (Centerville)
as a result of desegregation policies. Based on oral accounts of community members, the author unearths the diverse functions
the former all-black school used to have in the community. Furthermore, the possible reasons for the nostalgia with which
the community remembers its “own” school are analyzed. It is shown why the predominantly white schools to which today's students
are bused cannot possibly “pass the test” of comparison with the former community school. And finally, the article reminds
us of two promises ofBrown, only one of which has been fulfilled in the case of Centerville. While racial segregation of schooling was indeed abolished
in Centerville, the second promise ofBrown—providing equal educational opportunities for all children irrespective of race—remains elusive at best. And the very institution
that would be central to fulfilling the second promise ofBrown—a school for which the town feels a sense of ownership—was closed for the sake of desegregation.
Parts of this article have been the basis for an oral presentation at the South Atlantic Philosophy of Education Society meeting,
Richmond, VA, October 1993, and are published in the SAPES Proceedings, 1993, pp. 109–114. 相似文献
14.
Intervention programs to improve the educational outcomes of young children have become increasingly popular. Studies suggest
that family literacy programs involving parents can result in positive effects on children’s language and literacy development.
Issues continue to arise, however, regarding the recruitment and retention of families. One component of program design—participation
structure—focuses on who is intended to be the direct or indirect recipient of programming. The relationships between participation
structure and the recruitment/retention of families, however, has not been well understood. In this study, parents participated
in one of two family literacy program models with varying participation structures—one in which parents attended with their
children, the other in which parents attended alone. The purpose of this study was to identify parents’ motivations for participating
the program, their expectations of what the program would entail, and their reasons for remaining in the program. Focus groups
and written questionnaires were used to gather the data. The findings of the study and implications for practice are discussed. 相似文献
15.
Harold F. Rahmlow 《Educational technology research and development : ETR & D》1971,19(2):169-183
Summary The improvement of the educational process is an ongoing activity. The examples presented have shown the data upon which revisions
of PLAN modules were made and have shown student performance results on the revised materials.
Presented as part of a symposium, PLAN in Operation—A Summary of Four Years’ Experience in the Evolution of an Educational
System, for Divisions 5 and 15, American Psychological Association, Miami Beach, Florida, September 5, 1970.
The work discussed in this paper was conducted while Mr. Rahmlow was associated with the American Institutes for Research. 相似文献
16.
Mirjam Ebersbach Wim Van Dooren Lieven Verschaffel 《International Journal of Science and Mathematics Education》2011,9(1):25-46
The present study aimed at investigating children's and adolescents' understanding of constant and accelerated motions. The
main objectives were (1) to investigate whether different task formats would affect the performance and (2) to track developmental
changes in this domain. Five to 16 year olds (N = 157) predicted the distances of a moving vehicle on the basis of its movement durations on both a horizontal and an inclined
plane. The task formats involved: (1) nonverbal action tasks, (2) number-based missing-value word problems, and (3) verbal
judgments. The majority of participants of all age groups based their reactions in the first two task types on the assumption
of a linear relationship between time and distance—which is correct for motions with constant speed but incorrect for accelerated
motions. However, in the verbal judgments that tapped conceptual understanding, children from the age of 8 years onwards correctly
assumed that an object rolling down an inclined plane would accelerate. The role of the task format in evoking erroneous beliefs
and strategies is discussed. 相似文献
17.
This paper investigates regional Australian students’ aspirations and expectations for their future and, more specifically,
the manner in which these are formulated around a view to move outward — that is, away from regional, remote and rural communities
— and onward — that is, to make something of their lives. Drawing upon interview data, the paper highlights the ways in which
rural students from across Australia expressed high-level aspirations, most of which centred on future careers. It explores
features of student talk which demonstrates that many of them had thought about their futures in detailed ways and had accumulated
knowledge and “street savvy” that would assist them in steering their futures. The paper also examines the ways in which student
talk about the changing context of the world of work and the inescapability of further education emerge as a naturalised discourse
in justifying their future plans. Finally, the paper explores the implications of such research findings for career advisers
and teachers working in regional areas of Australia. 相似文献
18.
Attitudes toward learning (ATL) have been shown to influence students’ learning outcomes. However, there is a lack of knowledge
about the ways in which the interaction between ATL, the learning situation, and the level of students’ prior knowledge influence
affective reactions and conceptual change. In this study, a simulation of acid-base titrations was examined to assess the
impact of instruction format, level of prior knowledge and students’ ATL on university-level students, with respect to flow
experiences (Csikszentmihalyi, 1990) and perceived conceptual change. Results show that the use of guiding instructions was
correlated with a perceived conceptual change and high levels of “Challenge,” “Enjoyment,” and “Concentration,” but low sense
of control during the exercise. Students who used the open instructions scored highly on the “Control flow” component, but
their perceived learning score was lower than that for the students who used the guiding instructions. In neither case did
students’ ATL or their pre-test results contribute strongly to students’ flow experiences or their perceived learning in the
two different learning situations. 相似文献
19.
Daphne Greenberg Hye Kyeong Pae Robin D. Morris Mary Beth Calhoon Alice O. Nanda 《Annals of dyslexia》2009,59(2):133-149
There are not enough reading tests standardized on adults who have very low literacy skills, and therefore tests standardized
on children are frequently administered. This study addressed the complexities and problems of using a test normed on children
to measure the reading comprehension skills of 193 adults who read at approximately third through fifth grade reading grade
equivalency levels. Findings are reported from an analysis of the administration of Form A of the Gray Oral Reading Tests—Fourth
Edition (Wiederholt & Bryant, 2001a, b). Results indicated that educators and researchers should be very cautious when interpreting test results of adults who have
difficulty reading when children’s norm-referenced tests are administered. 相似文献
20.
Lou Furman 《Early Childhood Education Journal》2000,27(3):173-178
Early childhood practitioners appear to be in an unending battle to legitimize the use of the dramatic arts in the classroom.
Even early childhood educators who accept the value of dramatic play seldom utilize the potential of drama fully. The purpose
of this article is to reinforce the value of drama and theater for young children. Dramatic play, creative drama, theater,
and television—a form of drama — all have their place in the development of young children. 相似文献