Understanding instructional design effects by differentiated measurement of intrinsic,extraneous, and germane cognitive load     

Klepsch  Melina  Seufert  Tina 《Instructional Science》2020,48(1):45-77

Instructional Science - Instructional design deals with the optimization of learning processes. To achieve this, three aspects need to be considered: (1) the learning task itself, (2) the design of...  相似文献   

Sixteen myths about online teaching and learning in higher education: Don’t believe everything you hear     

Li  Qing  Akins  Melina 《TechTrends》2005,49(4):51-60

TechTrends - Quality education through online learning depends on clarity of goals, sound e-pedagogy, committed and dedicated learners and instructors, excellent support from administrators and...  相似文献   

Quality Counts: Developmental Shifts in Associations Between Romantic Relationship Qualities and Psychosocial Adjustment          下载免费PDF全文

Charlene Collibee  Wyndol Furman 《Child development》2015,86(5):1639-1652

The present study assessed a developmental task theory of romantic relationships by examining associations between romantic relationship qualities and adjustment across 9 years using a community‐based sample of 100 male and 100 female participants (M_age Wave 1 = 15.83) in a Western U.S. city. Using multilevel modeling, the study examined the moderating effect of age on links between romantic relationship qualities and adjustment. Consistent with developmental task theory, high romantic quality was more negatively associated with internalizing symptoms and dating satisfaction during young adulthood than adolescence. Romantic relationship qualities were also associated with externalizing symptoms and substance use, but the degree of association was consistent across ages. The findings underscore the significance of romantic relationship qualities across development.  相似文献   

Make time for music     

Charles E. Furman  Suzanne B. Hanser 《Early Childhood Education Journal》1981,9(2):18-20

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Reading argumentative texts: comprehension and evaluation goals and outcomes     

Irene-Anna N. Diakidoy  Melina C. Ioannou  Stelios A. Christodoulou 《Reading and writing》2017,30(9):1869-1890

The study is situated at the interface between reading comprehension and critical thinking research. Its purpose was to examine the influence of reading goals and argument quality on the comprehension and critical evaluation of argumentative texts. Young adult readers read to comprehend or evaluate texts on two different controversial issues. Argument quality was varied across text versions on the basis of the hasty generalization fallacy. Text versions varied with respect to the quality of the arguments included, but not in terms of argument content. Measures of comprehension included main claim recall, overall recall and inferences in recall. Text evaluation was measured with a rating task. The sample’s familiarity with the text topics was low, and prior beliefs were relatively neutral. The results indicated that an evaluation goal had a consistent positive effect on main claim and text recall when compared to comprehension goal. Argument quality, however, had no main or interactive effects on text evaluation. The findings indicate that reading to evaluate argumentative text facilitates the representation of its content and critical argument elements, such as the claim it promotes. However, this representation is not sufficient for analyzing and critically evaluating the text’s argument line. The implications of these findings are discussed in relation to current efforts to promote critical-analytic thinking skills in the context of reading and writing.  相似文献   

Ecological and intercultural citizenship in the primary English as a foreign language (EFL) classroom: an online project in Argentina     

Melina Porto 《Cambridge Journal of Education》2016,46(4):395-415

This article describes an online intercultural citizenship project concerning the environment in the primary English-language classroom carried out in 2013/2014 between Argentina and Denmark. It is part of a network of projects coordinated by Michael Byram that involves teachers and researchers in Europe, the US and East Asia. The project is framed within the theory of intercultural citizenship in the foreign-language classroom and it is the only study set in the primary school context. Furthermore, developments in Latin America in this field are scarce and the study intends to fill an empirical gap. Although the comparative perspective is ingrained in the project, the article describes mainly the Argentinian standpoint.

At the same time, and more generally (beyond language education), it will be argued, and shown, that the project can also be framed within the notion of ecological citizenship, understood as a new form of citizenship that presents new challenges to educators. While the notion of citizenship in formal education usually assumes nationalist and patriotic mindsets, in this project ecological citizenship offers a new framework that introduces an international, transnational or global perspective. Furthermore, citizenship education tends to be reserved to secondary civics and social studies classrooms and in this sense the focus on the primary school context and on the foreign-language classroom is innovative in this project.  相似文献   

Minute math: An action research study of student self-assessment     

Susan M. Brookhart  Marissa Andolina  Megan Zuza  Rosalie Furman 《Educational Studies in Mathematics》2004,57(2):213-227

Forty-one students in two third grade classes, including special education students, participated in an action research project conducted jointly by two university supervisors, three teachers, and three student teachers. The “Minute Math” project involved students in predicting and graphing their test scores on a weekly conventional timed test of the 0–9 multiplication facts. Students also reflected each week on their progress and the success of their studying and problem-solving strategies. Student self-assessment was successful at turning the rote memorization task of learning the times tables into a deeper experience for students about monitoring their own mathematics learning. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Capturing urban student voices in the creation of a science mini‐documentary     

Melina Furman  Angela Calabrese Barton 《科学教学研究杂志》2006,43(7):667-694

It has been widely proposed that student voices should play a crucial role in designing and implementing curriculum and instruction that promote students' engagement in science learning. In this study we examined the voices of two seventh grade boys from a low‐income urban community as they worked together in an after‐school program to create a student‐directed video documentary about science. Our analysis showed that these students used their voices to construct identities that they cared about in school, by reconstructing some aspects of their school identity that did not match who they aspired to be, as well as by gaining new resources to enact their desired identities. The examples provided demonstrate that integrating student voice in a science project can make participation in science a valuable tool in students' identity formation. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 667–694, 2006  相似文献   

Age and Sex Differences in Perceptions of Networks of Personal Relationships   总被引：35，自引：0，他引：35  

Wyndol Furman  Duane Buhrmester 《Child development》1992,63(1):103-115

In this study, 549 youths in the fourth grade, seventh grade, tenth grade, and college completed Network of Relationship Inventories assessing their perceptions of their relationships with significant others. The findings were largely consistent with 7 propositions derived from major theories of the developmental courses of personal relationships. In particular, mothers and fathers were seen as the most frequent providers of support in the fourth grade. Same-sex friends were perceived to be as supportive as parents in the seventh grade, and were the most frequent providers of support in the tenth grade. Romantic partners moved up in rank with age until college, where they, along with friends and mothers, received the highest ratings for support. Age differences were also observed in perceptions of relationships with grandparents, teachers, and siblings. Finally, age differences in perceived conflict, punishment, and relative power suggested that there was a peak in tension in parent-child relationships in early and middle adolescence. Discussion centers around the role various relationships are perceived as playing at different points in development.  相似文献   

The effects of social skills training and peer involvement on the social adjustment of preadolescents   总被引：5，自引：0，他引：5  

K L Bierman  W Furman 《Child development》1984,55(1):151-162

This study examined the effects of social skills training and peer involvement on the peer acceptance of disliked preadolescents. 56 fifth- and sixth-grade children were identified as unaccepted by their peers and deficient in conversational skills. These children were then randomly assigned to 1 of 4 treatment conditions: (1) conversational skills training (individual coaching), (2) peer involvement under superordinate goals (group experience), (3) conversational skills training combined with peer involvement (group experience with coaching), and (4) a no-treatment control. Differential treatment effects were observed at both a posttreatment and follow-up assessment. As predicted, conversational skills training promoted skill acquisition and increased skillful social interaction. Peer involvement increased peer acceptance and children's self-perceptions of their social efficacy. The results were interpreted in terms of a developmentally based multidimensional model of social competence.  相似文献