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21.
Daniel H. Robinson Joel R. Levin Gregory Schraw Erika A. Patall Earl B. Hunt 《Educational Psychology Review》2013,25(2):291-302
To counteract what we see as a growing research-reporting concern, we propose the following editorial-policy change regarding the content of primary research articles in educational research journals: Contributors should restrict their discussion and conclusions to their data and not offer recommendations for educational practice nor speculate about the educational policy implications of their research. We believe that this change will be beneficial for maintaining a separation between evidence and opinion concerning the legitimate warrants of empirical research. We suggest viable accompaniments and alternatives to authors offering practical recommendations and policy speculations in primary-research journal articles. Among these is to rely on all sources of evidence, including systematic research syntheses based on the aggregated contribution of multiple research studies from different sources, with recommendations for practice tailored to specific situations so that both their validity and utility will be increased. It is hoped that our proposed policy change will initiate a conversation among researchers, editors, reviewers, and educational-policy experts with respect to the scope and purpose of primary research journal articles. 相似文献
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Tate Erika D. Ibourk Amal McElhaney Kevin W. Feng Mingyu 《Journal of Science Education and Technology》2020,29(5):677-690
Journal of Science Education and Technology - We examined the sophistication of middle school students’ mechanistic explanations of genetics phenomena and how they interact with a... 相似文献
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Sonia White Erika Hepple Donna Tangen Marlana Comelli Amyzar Alwi Zaira Abu Hassan Shaari 《Asia-Pacific Journal of Teacher Education》2016,44(1):35-48
Internationally there is interest in developing the research skills of pre-service teachers as a means of ongoing professional renewal with a distinct need for systematic and longitudinal investigation of student learning. The current study takes a unique perspective by exploring the research learning journey of pre-service teachers participating in a transnational degree programme. Using a case-study design that includes both a self-reported and direct measure of research knowledge, the results indicate a progression in learning, as well as evidence that this research knowledge is continued or maintained when the pre-service teachers return to their home university. The findings of this study have implications for both pre-service teacher research training and transnational programmes. 相似文献
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Barbara Carretti Erika Borella Cesare Cornoldi Rossana De Beni 《Learning and individual differences》2009,19(2):246-251
It is well established that working memory is related to reading comprehension ability. However, its role in explaining specific reading comprehension difficulties is still under debate: the issue mainly concerns whether the contribution of working memory is dependent on task modality (verbal tasks being more predictive than visuo-spatial tasks) and/or on the attentional control implied in working memory tasks (tasks requiring storage/manipulation being more predictive than storage-only tasks, regardless of task modality). Meta-analysis is used here to examine the relevance of several working memory measures in distinguishing between the performance of poor and good comprehenders in relation to the modality of the working memory task, and the involvement of controlled attention required by such a task. Our results demonstrate that memory tasks that are demanding in terms of attentional control and that require verbal information processing are best at distinguishing between poor and good comprehenders, suggesting that both domain-specific factors as well as general factors of working memory contribute to reading comprehension performance. The implications for different models of working memory in relation to reading comprehension are discussed. 相似文献
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Past research demonstrates that children learn from a previously accurate speaker rather than from a previously inaccurate one. This study shows that children do not necessarily treat a previously inaccurate speaker as unreliable. Rather, they appropriately excuse past inaccuracy arising from the speaker's limited information access. Children ( N = 67) aged 3, 4, and 5 years aimed to identify a hidden toy in collaboration with a puppet as informant. When the puppet had previously been inaccurate despite having full information, children tended to ignore what they were told and guess for themselves: They treated the puppet as unreliable in the longer term. However, children more frequently believed a currently well-informed puppet whose past inaccuracies arose legitimately from inadequate information access. 相似文献
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Cynthia Perlman Cynthia Weston Erika Gisel 《Educational technology research and development : ETR & D》2010,58(2):191-210
This paper explores the design of a Web-based tutorial for Activity Analysis offered within an undergraduate course of occupational
therapy and how its design features influenced meaningful learning from the students’ perspective. This tutorial, using a
case-based format, offers a learner-directed approach to students and the application of Activity Analysis, a clinical practice
tool. The design is based on principles of meaningful learning for on-line instruction (Jonassen, Educational Technology, 35, 60–63, 1995) and instructional theories. Analysis of feedback from learners identifies the salient attributes of the tutorial
on meaningful learning. 相似文献