Finding the Best Types of Guidance for Constructing Self-Explanations of Subgoals in Programming     

Lauren E. Margulieux  Richard Catrambone 《学习科学杂志》2019,28(1):108-151

Subgoal learning, a technique used to break down problem solving into manageable pieces, has been used to promote retention and transfer in procedural domains, such as programming. The primary method of learning subgoals has been passive, and passive learning methods are typically less effective than constructive methods. To promote constructive methods of learning subgoals, we prompted learners to self-explain the subgoals of a problem-solving procedure. Self-explanation asks learners to make sense of new information based on prior knowledge and logical reasoning. Novices’ self-explanation is typically more effective when they receive guidance, because it helps them to focus on relevant information. In the present experimental study, the types of guidance that students received while self-explaining determined whether the constructive learning method was more effective than the passive method. Participants assigned to the constructive learning method performed best when they either received hints about the subgoals or received correct explanations as feedback, but not when they received both. These findings suggest that constructive learning of subgoals can further improve the benefits of subgoal learning when students receive only guidance that complements their construction of knowledge. This nuance is important for educators who engage their students in constructive learning and self-explanation.  相似文献   

Stereotype threat and gender differences in chemistry     

Cijy Elizabeth Sunny  Gita Taasoobshirazi  Lauren Clark  Gwen Marchand 《Instructional Science》2017,45(2):157-175

Stereotype threat theory (STT) offers one explanation for achievement differences in math and science for both women and minority students. Specifically, STT posits that the perceived risk of confirming a negative stereotype about an individual’s identity group acts as a psychological burden that negatively impacts performance. This study examined the impact of stereotype threat (ST) on gender differences in chemistry achievement, self-efficacy, and test-anxiety using a four-group, quasi-experimental design. 153 introductory-level college chemistry students were randomly assigned to one of four ST conditions including an explicit ST condition, an implicit ST condition, a reverse ST condition, and a nullified condition. Results indicated that there were no gender differences by ST condition; however, overall, the men had higher self-efficacy and lower test-anxiety than the women. An analysis of open-ended questions asking students about their intent to major in chemistry, beliefs regarding barriers to their achievement on the chemistry test, and gender differences in opportunities and mental capacity to achieve in chemistry provided insight into the quantitative results. Implications of our findings for future research on ST are discussed.  相似文献   

Pandemic induced remote learning increases need for mobile game-based learning to engage learners     

Eutsler  Lauren 《Educational technology research and development : ETR & D》2021,69(1):185-188

Educational technology research and development - The current global health crisis has reduced our mobility, consequently increasing the need to connect with others digitally. This brief provides a...  相似文献   

I liked your course because you taught me well: The influence of grades,workload, expectations and goals on students' evaluations of teaching     

Richard Remedios  David A. Lieberman 《British Educational Research Journal》2008,34(1):91-115

There has been considerable debate as to whether course evaluations are valid measures of teaching quality, or whether students instead reward tutors who give them high grades and assign low levels of work. To assess the factors that influence course evaluations, we measured university students' achievement goals and expectations at the beginning of the semester and also obtained information on grades and workload. Although grades and course difficulty did have a small influence on end‐of‐semester course ratings, structural modelling revealed that ratings were largely determined by how much students enjoyed or felt stimulated by the course content, which in turn depended on the perceived quality of teaching. Students with a mastery goal were more likely to look forward to the course, and this also contributed to positive course evaluations, but the effect was small. Overall, the results suggested that by far the largest determinant of student evaluation of courses is the quality of the teaching.  相似文献   

Responsive Parenting Buffers the Impact of Maternal PTSD on Young Children     

Carolyn A. Greene  Kimberly J. McCarthy  Ryne Estabrook  Lauren S. Wakschlag  Margaret J. Briggs-Gowan 《Parenting, science and practice》2020,20(2):141-165

SYNOPSIS

Objective. This study investigates maternal responsive parenting behaviors as a theorized buffer to the detrimental impact of maternal PTSD symptoms on young children’s depression and anxiety symptoms, disruptive behavior, and stress-related symptoms. Design. A multi-ethnic sample of 242 trauma-exposed mothers and their preschool-aged children was assessed. Maternal responsive parenting behaviors were observed during standardized parent-child interactions. Maternal and child mental health symptoms were reported by mothers. Results. Maternal PTSD symptoms were associated with their responsive parenting behaviors and predicted children’s mental health symptoms. Responsive parenting was inversely associated with children’s depression and stress-related symptoms. Moderation analyses revealed an interactive effect of maternal symptoms and responsive parenting on preschool children’s disruptive behavior and stress-related symptoms. Conclusions. Responsive parenting behaviors can mitigate the ill effects of maternal PTSD symptoms. Nurturing relationships buffer the impact of maternal PTSD. Helping parents’ to sensitively respond to their young children’s distress can support positive outcomes in children.  相似文献   

等离子体在电容放电中的高低频振荡与不稳定因素     

周筑文  邓明森  孙光宇 《贵州教育学院学报》2007,18(4):1-5

已经在连接外围接地舱的主电容放电舱里观察到了氩气驰豫振荡.等离子体振荡是通过从主放电舱显示出来的随时间变化的光发射现象观测到,高频(75.37kHz)驰豫振荡在100mT 和8w的吸收功率,低频(2.72Hz)驰豫振荡在100mT和325W的吸收功率.随时间变化的光发射强度以及等离子体密度也通过Langmuir探针探测到.理论结果与实验有较好的吻合.  相似文献   

The effects of phonological transparency on reading derived words     

Joanne F. Carlisle  C. Addison Stone  Lauren A. Katz 《Annals of dyslexia》2001,51(1):249-274

The purpose of this study was to determine whether poor readers have more pronounced problems than average-reading peers reading derived words the base forms of which undergo a phonological shift when a suffix is added (i.e., shift relations as in “natural”), as compared to derived words whose forms are phonologically and orthographically transparent (i.e., stable relations, as in “cultural”). Two computer-based word recognition tasks (Naming and Lexical Decision) were administered to children with reading disability (RD), peers with average reading ability, and adults. Across tasks, there was an effect for transparency (i.e., better performance on stable than shift words) for both child groups and the adults. For the children, a significant interaction was found between group and word type. Specifically, on the naming task, there was an advantage for the stable words, and this was most noteworthy for the children with RD. On the lexical decision task, trade-offs of speed and accuracy were evident for the child reader groups. Performances on the nonwords showed the poor readers to be comparable to the average readers in distinguishing legal and illegal nonwords; further analyses suggested that poor readers carried out deeper processing of derived words than their average reading peers. Additional study is needed to explore the relation of orthographic and phonological processing on poor readers’ memory for and processing of derived words.  相似文献   

Attention‐Deficit/Hyperactivity Disorder (ADHD): A national survey of training and current assessment practices in the schools     

Michelle Kilpatrick Demaray  Katherine Schaefer  Lauren K. Delong 《Psychology in the schools》2003,40(6):583-597

The primary purpose of this research was to survey school psychologists to investigate their training and current assessment practices for attention‐deficit/hyperactivity disorder (ADHD) in the schools. The survey consisted of 38 questions regarding participant characteristics and three main areas relevant to ADHD: (a) training, (b) caseloads/referral patterns, and (c) assessment. The respondents reported receiving adequate training in the assessment of ADHD, with doctorate‐level psychologists self‐reporting being better trained than nondoctorate psychologists. Results confirmed a substantial caseload of ADHD referrals. In the assessment of ADHD, the results indicated school psychologists are using multiple informants, methods, and settings for the assessment of ADHD with rating scales, observations, and interviews the most common methods identified. Limitations of current practices will be discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 583–597, 2003.  相似文献   

Developmental patterns in security of attachment to mother and father in late childhood and early adolescence: associations with peer relations   总被引：7，自引：0，他引：7  

Lieberman M  Doyle AB  Markiewicz D 《Child development》1999,70(1):202-213

This study examined developmental differences in two dimensions of attachment security (parental availability and child dependency on parents) in late childhood (N = 274) and early adolescence (N = 267) and their association with peer relations. Children's perceptions of mother's availability and boys' perceptions of father's availability did not differ as a function of age. Dependency on parents, however, decreased with age. Findings highlight the importance of distinguishing between parental availability and reliance on parental help when measuring attachment developmentally. Children's reports of positive friendship qualities and lack of conflict in their best friendships were related to attachment to both mother and father, whereas the presence of a reciprocated friendship and popularity were not. Father availability was a particularly important predictor of lower conflict with best friends. Findings indicate that the quality of parent-child attachment generalizes primarily to the quality of children's close peer relations.  相似文献   

Introducing engineering into American secondary education     

Richard H. McCuen  Lauren K. Kucner 《Journal of Science Education and Technology》1993,2(2):397-406

Media reports indicate the decline of the technological literacy of American youth, especially that students in other countries are better prepared in science and mathematics. Our active-learning program, which consists of numerous hands-on experiments, introduces engineering applications into science and math programs, that will demonstrate to students the usefulness of the theory that they currently do not see as useful. The program, when fully developed, will make optimum use of technology, especially computers and videotapes. The hands-on experiments allow students to discover fundamental principles through data analysis and then use the principles to synthesize a solution to a technological problem. This discovery-based education will help school systems better meet performance standards such as those in the Maryland School Performance Plan. The experimental approach to science education is especially important in a technology-oriented economy where children use the new technologies without understanding the principles on which they are based.  相似文献