A more equitable account of the note-taking functions in learning from lecture and from text     

Kenneth A. Kiewra  Nelson F. Dubois  Maribeth Christensen  Sung-Il Kim  Nancy Lindberg 《Instructional Science》1989,18(3):217-232

Previous research investigating the encoding, encoding-plus-storage, and extermal-storage functions of note taking has failed to equate processing opportunities among the groups. The present studies did so by having the encoding group take notes on two occasions without review, the encoding-plus-storage group take notes one time and review notes the next, and the external-storage group twice review a set of borrowed notes. Three forms of note taking were used: conventional, and note taking on skeletal and matrix frameworks. In both Experiment 1, involving lecture learning, and Experiment 2, involving text learning, an advantage was found for the encoding-plus-storage function on tests involving factual-recall and recognition performance but not on tests measuring higher-order performance. With respect to note-taking forms, no advantage existed for any form when information was acquired from lecture. When text material was used there was some advantage for conventional notes and a clear advantage for not taking notes at all, but instead twice reading the material. These findings were explained relative to observed note-taking behaviors, the opportunity for review, and the processing demands proposed by the combination of reading and note taking, particularly when notes must be classified into an existing framework.  相似文献   

The impact of the Solution Based Casework (SBC) practice model on federal outcomes in public child welfare     

Antle BF  Christensen DN  van Zyl MA  Barbee AP 《Child abuse & neglect》2012,36(4):342-353

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Exploring biographical learning in elite soccer coaching     

Mette Krogh Christensen 《Sport, Education and Society》2013,18(2):204-222

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Developing and Assessing Curriculum on the Physics of Medical Instruments     

Warren Christensen  James K. Johnson  Grace R. Van Ness  Elliot Mylott  Justin C. Dunlap  Elizabeth A. Anderson  Ralf Widenhorn 《CBE life sciences education》2013,12(2):250-261

Undergraduate educational settings often struggle to provide students with authentic biologically or medically relevant situations and problems that simultaneously improve their understanding of physics. Through exercises and laboratory activities developed in an elective Physics in Biomedicine course for upper-level biology or pre–health majors at Portland State University, we aim to teach fundamental physical concepts, such as light absorption and emission and atomic energy levels, through analysis of biological systems and medical devices. The activities address the properties of electromagnetic waves as they relate to the interaction with biological tissue and make links between physics and biomedical applications such as microscopy or laser eye surgery. We report on the effect that engaging students in tasks with actual medical equipment has had on their conceptual understanding of light and spectroscopy. These initial assessments indicate that students’ understanding improves in some areas as a result of taking the course, but gains are not uniform and are relatively low for other topics. We also find a promising “nonshift” in student attitudes toward learning science as a result of taking the course. A long-term goal of this work is to develop these materials to the extent that they can eventually be imported into an introductory curriculum for life sciences majors.  相似文献   

Using a Physics Experiment in a Lecture Setting to Engage Biology Students with the Concepts of Poiseuille's Law     

Jennifer L. Breckler  Tina Christensen  Wendy Sun 《CBE life sciences education》2013,12(2):262-273

Biology students enrolled in a typical undergraduate physiology course encounter Poiseuille''s law, a physics equation that describes the properties governing the flow of blood through the circulation. According to the equation, a small change in vessel radius has an exponential effect on resistance, resulting in a larger than expected change in blood flow. To help engage students in this important concept, we performed a physics experiment as a lecture demonstration to mimic the original research by the 19th-century French scientist. We tested its impact as a research project and found that students who viewed the demonstration reacted very positively and showed an immediate increase in test performance, while the control group was able to independently “catch up” at the fourth week posttest. We further examined whether students’ math skills mapped to learning gains. The students with lower math scores who viewed the demonstration had slightly more improvement in test performance than those students who did not view the demonstration. Our data suggest that watching a lecture demonstration may be of even greater benefit to biology students with lower math achievement.  相似文献   

Stereotyped: Investigating Gender in Introductory Science Courses     

Shanda Lauer  Jennifer Momsen  Erika Offerdahl  Mila Kryjevskaia  Warren Christensen  Lisa Montplaisir 《CBE life sciences education》2013,12(1):30-38

Research in science education has documented achievement gaps between men and women in math and physics that may reflect, in part, a response to perceived stereotype threat. Research efforts to reduce achievement gaps by mediating the impact of stereotype threat have found success with a short values-affirmation writing exercise. In biology and biochemistry, however, little attention has been paid to the performance of women in comparison with men or perceptions of stereotype threat, despite documentation of leaky pipelines into professional and academic careers. We used methodologies developed in physics education research and cognitive psychology to 1) investigate and compare the performance of women and men across three introductory science sequences (biology, biochemistry, physics), 2) document endorsement of stereotype threat in these science courses, and 3) investigate the utility of a values-affirmation writing task in reducing achievement gaps. In our study, analysis of final grades and normalized learning gains on content-specific concept inventories reveals no achievement gap in the courses sampled, little stereotype threat endorsement, and no impact of the values-affirmation writing task on student performance. These results underscore the context-dependent nature of achievement gaps and stereotype threat and highlight calls to replicate education research across a range of student populations.  相似文献   

Coping with the crickets: a fusion autoethnography of silence,schooling, and the continuum of biracial identity formation     

Lynnette Mawhinney  Emery Marc Petchauer 《International journal of qualitative studies in education》2013,26(10):1309-1329

This study explores biracial identity development in the adolescent years through fusion autoethnography. Using an ecological model of biracial identity development, this study illustrates how family, peers, and school curricula validate and reject racial self-presentations. We pay specific attention to the different forms of silence (i.e. “crickets”) that teachers and peers deploy as tactics of rejection and how racially coded artifacts such as hip-hop culture and Black Liberation texts function as validations of racial self-presentations. Overall, this study helps researchers and practitioners to understand the fluidity of biracial and multiracial identity development as it relates to everyday school spaces and processes.  相似文献   

Assessing the Need for Decision-Making Capacity Education in Hospitals and Long Term Care (LTC) Settings     

Andrea K. Shreve-Neiger  Christi M. Houston  Kimberly A. Christensen 《Educational gerontology》2013,39(5):359-371

Clinicians are often asked to evaluate older individuals for their capacity to make decisions regarding their medical care, often referred to as “medical decision-making capacity” (MDMC). However, the degree to which clinicians have the necessary knowledge to properly evaluate MDMC is uncertain. To assess the level of training and knowledge that clinicians report having regarding MDMC, and to determine the best avenue for further education on this issue, a survey was developed and distributed to clinicians at a large medical center and long-term-care (LTC) facility. The majority of responders reported having minimal training about MDMC. They endorsed a limited to moderate level of current knowledge regarding the topic, although responders also ascribed a high level of importance/relevance of such knowledge to their line of work. Such responses suggest that the current educational modality has not met the needs of the respondents and that MDMC education has high importance/relevance.  相似文献   

Self-Efficacy Ratings of Technology Proficiency Among Teachers in Mexico and Texas     

Cesáreo Morales  Gerald Knezek  Rhonda Christensen 《学校用计算机》2013,30(1-2):126-144

The Technology Proficiency Self-Assessment (TPSA) questionnaire was administered to 978 elementary and middle school teachers from Mexico City, and 932 elementary and middle school teachers from the Dallas, Texas, metroplex in the USA, in order to examine self-efficacy similarities and differences for technology proficiency self-appraisals in a cross-cultural environment. Results indicate acceptable reliability and clear cross-cultural discriminant validity among the four subscales of the 20-item instrument. Texas teachers perceived themselves as more proficient in using e-mail and the World Wide Web than teachers from Mexico City, while the differences between the two groups were not large for self-ratings of integrated applications or teaching with technology. It is concluded that the TPSA is a useful measure for assessing level of proficiency in using technology among teachers from Texas and from Mexico City. It is also concluded that the measure is appropriate for studying differences between teachers from the two cultural contexts. Suggestions for future research include the need to control for certain variables such as large differences in technology access and a Hispanic ethnicity factor that appears to be present in the Texas sample.  相似文献   

Life on the borderlands: action research and clinical teacher education faculty     

Robert V. Bullough Jr  Roni Jo Draper  Lynnette Erickson  Leigh Smith  Janet Young 《Educational Action Research》2013,21(3):433-454

Seeking to soften the gap between clinical and tenure-track teacher education faculty, a year-long action research seminar was conducted. Using data from observation notes, interviews and a taped seminar session, the authors explore the seminar from its very rocky beginning to its conclusion. Drawing on the concept of ‘communities of practice’, the authors explore reasons for the hesitancy of the clinical faculty to share the results of their studies and their struggle to find legitimacy within the university.  相似文献