Assessing the Quality of Expertise Differences in the Comprehension of Medical Visualizations     

Andreas Gegenfurtner  Anna Siewiorek  Erno Lehtinen  Roger Säljö 《Vocations and Learning》2013,6(1):37-54

Understanding how best to assess expertise, the situational variations of expertise, and distinctive qualities of expertise that arises from particular workplace experiences, presents an important challenge. Certainly, at this time, there is much interest in identifying standard occupational measures and competences, which are not well aligned with such variations and distinctiveness in performance. Therefore, this paper addresses the methodological issues posed by such a challenge through reviewing the expertise literature to identify ways forward. Based on the example of one target domain, medicine, and one criterion task, the comprehension of visualizations, the study identifies, elaborates, and evaluates assessments used to study qualitative changes in professional vision that occur as a result of extended periods of workplace learning experiences. It identifies the kinds of sample, materials, measures, and analysis methods used to assess the quality of expertise differences, as well as what elements of and differences in visual expertise are revealed in particular assessment processes. In doing this, the study seeks to illuminate how assessing the quality of expertise differences matured over the past 20 years, noting that strategies of scanning brain activity and tracking eye movements are now being used in ways that augment traditional approaches such as using verbal reports and observing representational practices. The findings demonstrate how the assessment of visual expertise has become more multidisciplinary over the past two decades. Implications for educational practice and future research directions on the development of professional vision are discussed.  相似文献   

Histological knowledge as a predictor of medical students' performance in diagnostic pathology     

Markus Nivala  Erno Lehtinen  Laura Helle  Pauliina Kronqvist  Jorma Paranko  Roger Säljö 《Anatomical sciences education》2013,6(6):361-367

Over the years, the role and extent of the basic sciences in medical curricula have been challenged by research on clinical expertise, clinical teachers, and medical students, as well as by the development and diversification of the medical curricula themselves. The aim of this study was to examine how prior knowledge of basic histology and histopathology among students predicts early learning of diagnostic pathology. Participants (N=118, representing 91% of the full student cohort) were medical students at the University of Turku, Finland. Data were collected during two preclinical courses that students attended in their first and second years of medical school. The measurements included tests on biomedical and clinical knowledge and a performance test in diagnostic pathology. Second‐year performance on the diagnostic pathology examinations was predicted by the students' prior knowledge of histology, but not by the students' prior knowledge of histopathology. Although earlier research has demonstrated similar results in studies with shorter longitudinal designs, the present study demonstrates that the effect remains even if there is a considerably long time delay (a year) between the measurements, thus confirming the long‐term value of basic science studies in the preclinical phase. Anat Sci Educ 6: 361–367. © 2013 American Association of Anatomists.  相似文献   

Using Linked Open Data to Enhance Subject Access in Online Primary Sources     

Thea Lindquist  Michael Dulock  Juha Törnroos  Eero Hyvönen  Eetu Mäkelä 《Cataloging & classification quarterly》2013,51(8):913-928

Using online primary sources is both rewarding and challenging for users. Improving subject access is essential as these sources become increasingly important in educational curricula. A user needs assessment with humanities users showed improving findability and context for historical subjects were major needs. Linked Data can help by linking related concepts in the sources using specialized vocabularies, enriching them with outside resources, and enabling semantic services that empower users. This article discusses a project to enhance subject access in an online World War I collection by deep linking historical data on the civilian experience in occupied Belgium and France.  相似文献   

Electronic Legal Research Tools: An Examination of the Resources Available,Training of New Attorneys,and Employer Expectations     

Christina Elizabeth Peura 《Legal Reference Services Quarterly》2013,32(4):269-291

Information literacy of recent law school graduates is examined from both the academic and professional sector. This article explores the literature on the different types of legal resources, the adequacy of legal research instruction provided to law students, employers’ expectations in regard to the legal research skills of recent graduates, and the information literacy of lawyers. This study consists of two surveys designed to determine the scope of the research instruction and resources available at law schools, and the electronic resources available to new associates at their employment, and to assess employers’ expectations of the research skills of their new associates. The surveys were sent to samples of Massachusetts’ law school libraries and law firms.  相似文献   

The Journey Starts Here: Finding Special Education Research in Subscription Databases     

Christina C. Wray 《The Reference Librarian》2013,54(3):231-243

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Collaborative Journal Purchasing Today: Results of a Survey     

Christina Torbert 《期刊图书馆员》2013,64(1-2):168-183

Libraries have joined consortia to increase their purchasing power, and in recent years they have been focusing on electronic journal packages. Purchasing a publisher's entire journal list, often called a Big Deal, seemed to be a good answer at first, but many librarians and libraries found that this solution was restrictive on their budgets and detrimental to their collections. In response, publishers became more flexible about allowing libraries to collaborate on the journal title lists. Survey results show that these collaborations are becoming more prevalent because the benefits outweigh the difficulties.  相似文献   

Editorial: Learning and Teaching Object Technology     

Jürgen Börstler  Helen Sharp 《Computer Science Education》2013,23(4):243-247

Non-determinism is one of the most important, yet abstract, recurring concepts of Computer Science. It plays an important role in Computer Science areas such as formal language theory, computability theory, distributed computing, and operating systems. We conducted a series of studies on the perception of non-determinism. In the current research, we studied and analyzed undergraduate Computer Science students' solutions to assignments in a course on automata and formal languages. Our findings shed some light on students' perceptions of non-determinism, their tendency to use non-determinism, and the characteristics of their non-deterministic solutions. This paper describes the current research and its results, and suggests several teaching applications.  相似文献   

Distance Education in Physics via the Internet     

Bodo Eckert  Sebastian Gröber  Hans-Jörg Jodl 《The American journal of distance education》2013,27(3):125-138

Abstract

This article describes three connected projects in physics: (1) a very successful course at the university level; (2) a collection of several thousand multimedia materials, its status and evaluation, and its dissemination; and (3) Web experiments—experiments that can be operated remotely from a distance via the Internet.  相似文献   

Examining Equivalence of Accommodations on a Statewide Elementary-Level Science Test     

Do-Hong Kim  Christina Schneider  Theresa Siskind 《教育实用测度》2013,26(2):144-163

This study examined the extent to which the underlying factor structure of the 2005 South Carolina Palmetto Achievement Challenge Tests (PACT) in science for grades 3, 4, and 5 was equivalent for students who were administered the test in a regular (standard) or accommodated form. Three accommodation groups were of interest: students who received any testing accommodations, students who received any testing accommodations excluding those for whom setting was the only accommodation provided, and students who received the oral administration accommodation. Each accommodation group was compared to a matched sample of the regular group. It was found that the science test for a given grade level is appropriately described by the factor model for regular and accommodation groups. Results indicated that the factor structure, factor loadings, and error variances of the science test were similar across the regular and accommodation groups.  相似文献   

Concepts in Change     

Anna-Mari Rusanen  Samuli Pöyhönen 《Science & Education》2013,22(6):1389-1403

In this article we focus on the concept of concept in conceptual change. We argue that (1) theories of higher learning must often employ two different notions of concept that should not be conflated: psychological and scientific concepts. The usages for these two notions are partly distinct and thus straightforward identification between them is unwarranted. Hence, the strong analogy between scientific theory change and individual learning should be approached with caution. In addition, we argue that (2) research in psychology and cognitive science provides a promising theoretical basis for developing explanatory mechanistic models of conceptual change. Moreover, we argue that (3) arguments against deeper integration between the fields of psychology and conceptual change are not convincing, and that recent theoretical developments in the cognitive sciences might prove indispensable in filling in the details in mechanisms of conceptual change.  相似文献