To Guess or Not to Guess: A Decision-Theoretic View of Formula Scoring     

David Budescu  Maya Bar-Hillel 《Journal of Educational Measurement》1993,30(4):277-291

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Primary pre-service teachers' pedagogical reasoning skills     

Mr. Ray Peterson  Associate Professor David Treagust 《Research in Science Education》1992,22(1):323-330

This paper discusses a preliminary investigation into primary pre-service teachers' pedagogical reasoning skills. Results from this investigation led to the development of a problem-based learning model which focused on improving primary pre-service teachers' pedagogical reasoning skills. The problem-based learning model uses pedagogical reasoning as the basis for creating problem situations for the pre-service teachers to investigate. The paper reports on pre-service teachers' views on the use of the approach to improve their pedagogical reasoning skills. Specializations: science teacher education, learning in science, chemistry education. Specializations: student learning, conceptual change, technology education, curriculum evaluation.  相似文献   

A conceptual level matching model for coordinating learner characteristics with educational approaches     

David E. Hunt 《Interchange》1970,1(3):68-82

The theoretical background and construct validity of Conceptual Level (CL) are summarized in order to provide the basis for deriving the CL matching model. The rationale for the CL matching model, which coordinates learner CL and degree of structure of educational approach, is described, and empirical support reviewed. A possible extension of the matching model based on coordinating learner “accessibility channels” with the form of presentation is summarized. Finally, a few problems in implementing matching models are noted.  相似文献   

Immersion,Reflection, Failure: Teaching Graduate Students to Teach Writing Online     

Stephen David Grover  Kelli Cargile Cook  Heidi Skurat Harris  Kevin Eric DePew 《Technical Communication Quarterly》2017,26(3):242-255

ABSTRACT

A common challenge facing those who prepare graduate students to teach writing online is the need to help those students connect online writing instruction (OWI) theory with their classroom practice. The authors present how graduate students are prepared to teach writing online at three universities and then synthesize those approaches to highlight three principles that can guide effective OWI preparation for graduate students in any program: immersion, reflection, and failure.  相似文献   

Conditioned flavor preferences as a function of deprivation level: Preferences or aversions?     

David H. Campbell  Elizabeth Deutsch Capaldi  David E. Myers 《Learning & behavior》1987,15(2):193-200

Rats tend to prefer flavors previously consumed under low deprivation to flavors previously consumed under high deprivation (Capaldi & Myers, 1982). We attempted to distinguish among possible associative explanations by determining whether this conditioning phenomenon was based upon conditioned preferences, conditioned aversions, or both. We compared preference for flavors presented exclusively under either high or low deprivation with preference for a neutral flavor. In Experiments 1A and 1B the neutral flavor was one that had been randomly paired with both high and low deprivation, whereas in Experiments 2 and 3 the neutral flavors had not been associated with either high or low deprivation. Our results strongly suggest that this conditioning phenomenon is based upon an actual increase in preference for the flavor consumed under low deprivation rather than on any form of aversion conditioning.  相似文献   

A model of student approaches to learning encompassing ways to influence and change approaches     

David Kember  Lyn Gow 《Instructional Science》1989,18(4):263-288

The tems surface and deep are widely used to describe student approaches to studying and learning. Different writers have attributed different shades of meaning to the terms, as the categories have resulted from the work of a number of groups or individual researchers. There are greater divergences of opinion on the question of how students can be influenced to adopt either a surface or a deep approach. This paper attempts to synthesise some of the divergent positions into a simple model of student approaches to learning which concentrates on the ways that students may be influenced to adopt either surface or deep approaches. The model recognises the existence of predispositions to either deep or surface approaches, and the use of strategies for particular tasks. A number of contextual variables seem to influence students with a deep predisposition to adopt surface strategies. The transition between surface and deep predispositions is seen as difficult to influence, but three types of intervention are discussed.  相似文献   

Footing the bill: should we all have to pay for one company's bright idea?     

Nowak R  Concar D 《New scientist (1971)》2002,174(2343):4-5

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From conception to performance: How undergraduate students conceptualise and construct essays   总被引：1，自引：0，他引：1  

Jennifer Campbell  David Smith  Ross Brooker 《Higher Education》1998,36(4):449-469

Interviews with forty six undergraduate students enrolled in either first or third year of a Bachelor of Education explored how they conceptualised and undertook an essay writing task. The conceptual structure of their essays was analysed using the SOLO Taxonomy. Comparisons between students who wrote essays of differing levels of complexity revealed that there were major differences between students at every stage of the essay writing process. Compared to students writing essays with simple conceptual structures, students writing more complex essays engaged in processes of reconstruction rather than knowledge telling, put more effort into finding references, used organisational systems for integrating their notes according to topics or themes, built arguments rather than presented information when structuring and drafting their essays, were concerned with improving ideas and arguments as well as mechanics when revising their essays, had a more sophisticated understanding of the concepts underlying the assessment criteria, and expected and received higher grades. The results suggest a developmental process in underlying conceptualisations of both the body of knowledge forming the content of the essay, and the essay writing processes themselves. As such, attempts to improve students' essay writing skills need to shift from a focus on discrete skills to an emphasis on the relationship between students' understanding of the content and their ability to write about it. As part of the writing process, students need help building understandings representing the body of knowledge they are writing about, and this help needs to be geared to their current level of operation.  相似文献   

Book reviews     

Renate Nestvogel  Harold J. Noah  Sixten Marklund  Richard Noonan  John Nisbet  Desmond J. Keegan  Jeremy Greenland  Robert G. Thomas  Douglas Thom  Mina J. Moore-Rinvolucri  Wolfgang Tietze  A. Harry Passow  Michael A. White  D. S. Anderson  Philip G. Altbach  R. Gardner  Bogdan Suchodolski  Malcolm Rosier  Ronald H. Wilson  David H. Partington 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):493-521

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Growing tall     

David Kent  Keith Hedger 《Educational Studies in Mathematics》1980,11(2):137-179

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