Information comparisons in example-based hypermedia environments: supporting learners with processing prompts and an interactive comparison tool     

Peter Gerjets  Katharina Scheiter  Julia Schuh 《Educational technology research and development : ETR & D》2008,56(1):73-92

Global comparisons of learning from hypertext/hypermedia and traditional presentation formats like text have yet failed to show major advantages concerning the effectiveness of hypermedia learning. Thus, it is proposed in the current paper to evaluate hypermedia environments more specifically with regard to their potential to implement and support well-defined learning approaches. According to this view, an effective hypermedia design needs to be based on thorough cognitive task analyses with regard to structures, processes, and resources that are required to benefit from a specific learning approach. This claim is illustrated by two experiments in which we explored the instructional potential of hypermedia environments for improving schema acquisition from worked-out examples. A cognitive task analysis was used to identify specific types of information comparisons that are crucial for successful schema induction and that might be effectively supported by suitably designed hypermedia environments. The experiments investigated two methods for enhancing comparison processes in hypermedia-assisted learning from worked-out examples, namely, elaboration prompts and an interactive comparison tool. Both methods improved performance for near-transfer problems. Ways of extending this task-analytical approach to facilitating far transfer are also discussed.

Peter GerjetsEmail:

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The Role of Working Memory in Multimedia Instruction: Is Working Memory Working During Learning from Text and Pictures?     

Anne Schüler  Katharina Scheiter  Erlijn van Genuchten 《Educational Psychology Review》2011,23(3):389-411

A lot of research has focused on the beneficial effects of using multimedia, that is, text and pictures, for learning. Theories of multimedia learning are based on Baddeley’s working memory model (Baddeley 1999). Despite this theoretical foundation, there is only little research that aims at empirically testing whether and more importantly how working memory contributes to learning from text and pictures; however, a more thorough understanding of how working memory limitations affect learning may help instructional designers to optimize multimedia instruction. Therefore, the goal of this review is to stimulate such empirical research by (1) providing an overview of the methodologies that can be applied to gain insights in working memory involvement during multimedia learning, (2) reviewing studies that have used these methodologies in multimedia research already, and (3) discussing methodological and theoretical challenges of such an approach as well as the usefulness of working memory to explain learning with multimedia.  相似文献   

Internal and external influences on vocabulary development in preschool children     

Susanne Ebert  Kathrin Lockl  Sabine Weinert  Yvonne Anders  Katharina Kluczniok  Hans-Günther Rossbach 《School Effectiveness & School Improvement》2013,24(2):138-154

Competency in society's lingua franca plays a major role in the emergence of social disparities within education. Therefore, the present longitudinal study investigates vocabulary development and its predictors in preschool years. We focus on whether internal (phonological working memory) and external variables (preschool and home learning environment) have different impacts depending on parental native language. The study considers 547 children from 97 German preschools. Children's vocabulary was assessed at the ages of 3, 4, and 5 years. Latent growth curve models show that non-native German language children are characterized by reduced vocabulary at first assessment and lower progress compared to monolingual peers. Phonological working memory has a strong impact on all children's initial vocabulary but also on vocabulary growth in those whose parents speak German as an additional language. The effects of preschool and home learning environment are comparatively smaller.  相似文献   

Estimating Non-Normal Latent Trait Distributions within Item Response Theory Using True and Estimated Item Parameters     

D. A. Sass  T. A. Schmitt  C. M. Walker 《教育实用测度》2013,26(1):65-88

Item response theory (IRT) procedures have been used extensively to study normal latent trait distributions and have been shown to perform well; however, less is known concerning the performance of IRT with non-normal latent trait distributions. This study investigated the degree of latent trait estimation error under normal and non-normal conditions using four latent trait estimation procedures and also evaluated whether the test composition, in terms of item difficulty level, reduces estimation error. Most importantly, both true and estimated item parameters were examined to disentangle the effects of latent trait estimation error from item parameter estimation error. Results revealed that non-normal latent trait distributions produced a considerably larger degree of latent trait estimation error than normal data. Estimated item parameters tended to have comparable precision to true item parameters, thus suggesting that increased latent trait estimation error results from latent trait estimation rather than item parameter estimation.  相似文献   

Support for School-to-school Networks: How Networking Teachers Perceive Support Activities of a Local Coordinating Agency     

Katharina Sartory  Anja-Kristin Jungermann  Hanna Järvinen 《British Journal of Educational Studies》2017,65(2):143-165

External support by a local coordinating agency facilitates the work of school-to-school networks. This study provides an innovative theoretical framework to analyse how support provided by local education offices for school-to-school networks is perceived by the participating teachers. Based on a quantitative survey and qualitative interview data from a networking project in eight German districts, we argue that in order to enable networks to work independently on innovative reforms, local coordinating agencies should focus on autonomy support, such as training on network management, and on support aimed at establishing significance, i.e. through vision and goal setting.  相似文献   

Self-perceived action competence for sustainability: the theoretical grounding and empirical validation of a novel research instrument     

Daniel Olsson  Niklas Gericke  Wanda Sass  Jelle Boeve-de Pauw 《Environmental Education Research》2020,26(5):742-760

Abstract

This study contributes to an operationalization of the concept of action competence for sustainability through the theoretical development and empirical validation of a new 12-item Likert-scale questionnaire: the Self-Perceived Action Competence for Sustainability Questionnaire, SPACS-Q. Other scales in environmental and sustainability education (ESE) typically measure concepts such as pro-environmental and sustainability attitudes and behaviors, and therefore do not fully cover the concept of action competence for sustainability. An action differs from a ‘mere’ behavior in that it is voluntary and targeted at bringing about change, which is the overarching goal of ESE. We define action competence as a latent capacity among individuals to act sustainably. We introduce a novel scale measuring this seminal concept. Totally, 614 Swedish adolescents aged 12-19 participated in this study. The scale includes three latent subconstructs: i) knowledge of action possibilities, ii) confidence in one’s own influence, and iii) the willingness to act. Confirmatory factor analyses, reliability measures and investigation of convergent validity reveal a questionnaire instrument with excellent psychometric quality. We put forward that the SPACS-Q is a novel and theory-driven, empirically reliable and valid, instrument, and encourage fellow researchers to use the SPACS-Q when investigating people’s action competence for sustainability in various contexts.  相似文献   

Long-term effects of the implementation of state-wide exit exams: a multilevel regression analysis of mediation effects of teaching practices on students’ motivational orientations     

Katharina Maag Merki  Britta Oerke 《Educational Assessment, Evaluation and Accountability》2017,29(1):23-54

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Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study     

Erin Marie Furtak  Katharina Kiemer  Ruhan Kizil Circi  Rebecca Swanson  Vanessa de León  Deb Morrison  Sara C. Heredia 《Instructional Science》2016,44(3):267-291

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Fostering scientific reasoning in education – meta-analytic evidence from intervention studies     

Katharina Engelmann  Birgit J. Neuhaus  Frank Fischer 《Educational Research and Evaluation》2016,22(5-6):333-349

Scientific reasoning skills are not just for researchers, they are also increasingly relevant for making informed decisions in our everyday lives. How can these skills be facilitated? The current state of research on supporting scientific reasoning includes intervention studies but lacks an integrated analysis of the approaches to foster scientific reasoning in primary through secondary education. This meta-analysis evaluates effect sizes taken from 30 interventions in experimental and quasi-experimental studies and shows a medium mean effect of interventions on scientific reasoning. Interventions successfully facilitate scientific discovery, scientific argumentation, or nature of science in all age groups. Moderator analyses show that interventions set in constructive and interactive learning activities yield positive effects but do not differ substantially. Although the meta-analysis is limited by the number of studies included, we can conclude that scientific reasoning can successfully be facilitated and we show which characteristics are beneficial in educational interventions.  相似文献   

Curricular quality and day‐to‐day learning activities in pre‐school     

Kathy Sylva  Brenda Taggart  Iram Siraj‐Blatchford  Vasiliki Totsika  Katharina Ereky‐Stevens  Rose Gilden 《International Journal of Early Years Education》2007,15(1):49-65

The purpose of this paper is to show how curricular quality is related to the day‐to‐day activities experienced by children and the pedagogical activities of staff, both coded through systematic target‐child observations. Data were drawn from the Effective Provision of Pre‐School Education (EPPE) and the Researching Effective Pedagogy in the Early Years (REPEY) studies. Curricular quality was measured by coding the ECERS‐E, an English curricular extension to the well‐known ECERS‐R. In centres scoring high on the ECERS‐E, staff engaged in pedagogical practices that included more ‘sustained shared thinking’ and more ‘direct teaching’ such as questioning or modelling. In high‐scoring centres, children were also observed participating in more activities associated with early reading, emergent writing and active listening. Children in centres assessed as ‘adequate’ spent more time in activities associated with the ‘Physical Development’ and ‘Creative’ curriculum. Thus the ECERS‐E gives higher scores to pedagogical practices and activities where staff take a more active role in children’s learning, including scaffolding young children’s play, especially in the communication and literacy domains of the curriculum.  相似文献