How geographic maps increase recall of instructional text     

Raymond W. Kulhavy  William A. Stock  William A. Kealy 《Educational technology research and development : ETR & D》1993,41(4):47-62

This article reviews research on how geographic maps influence the recall of associated text. Drawing on literature from cartography and educational, experimental, and cognitive psychology, the authors describe a model of map-text learning based on dual-coding theory and focused on activities that take place during working memory operations. The instructional implications of the model are explored, and recommendations for instructional applications are given.The authors wish to thank Jenine Doran, Kent Rittschof, Michael Verdi, and three anonymous reviewers for providing insightful comments on earlier drafts of this article.  相似文献   

Morphological awareness and early and advanced word recognition and spelling in Dutch     

Judith E. Rispens  Catherine McBride-Chang  Pieter Reitsma 《Reading and writing》2008,21(6):587-607

This study investigated the relations of three aspects of morphological awareness to word recognition and spelling skills of Dutch speaking children. Tasks of inflectional and derivational morphology and lexical compounding, as well as measures of phonological awareness, vocabulary and mathematics were administered to 104 first graders (mean age 6 years, 11 months) and 112 sixth graders (mean age 12 years, 1 month). For the first grade children, awareness of noun morphology uniquely contributed to word reading, and none of the morphological tasks were uniquely associated with spelling. In grade 6, derivational morphology contributed both to reading and spelling achievement, whereas awareness of verb inflection uniquely explained spelling only. Lexical compounding did not uniquely contribute to literacy skills in either grade. These findings suggest that awareness of both inflectional and derivational morphology may be independently useful for learning to read and spell Dutch.  相似文献   

Experienced teachers’ expectations about the potential effectiveness of spelling exercises     

Mieke?BosEmail author  Pieter?Reitsma 《Annals of dyslexia》2003,53(1):104-127

In order to investigate what issues might be important for experimental training research, a group of experienced remedial teachers was asked to evaluate the potential effectiveness of various spelling exercises. After addressing some general questions about spelling exercises for Dutch poor spellers, they made rankings of several sets of exercises on the basis of the expected effectiveness. The teachers had to give their responses based on their own experiences and with a specific child with poor spelling in mind. The results show that the teachers emphasize the importance of providing rules in spelling exercises, but also agree that poor spellers often have serious difficulties in applying these rules in spelling. Furthermore, the rankings show that exercises with a combination of rule-based strategies and showing the whole orthographic pattern of the word are considered to be most effective. Learning to memorize the word without showing the spelling of the word was considered to be the least effective. Surprisingly, individual characteristics of the children did not seem to have any influence on the ranking of the exercises. It is concluded that exploiting the experience and knowledge of teachers may be good, but is only the first step for further research on the effectiveness of exercises for poor spellers.  相似文献   

How do STEM-interested students pursue multiple interests in their higher educational choice?     

Jonne Pieter Vulperhorst  Koen Rens Wessels  Arthur Bakker  Sanne Floor Akkerman 《International Journal of Science Education》2018,40(8):828-846

Interest in science, technology, engineering and mathematics (STEM) has lately received attention in research due to a gap between the number of STEM students and the needs of the labour market. As interest seems to be one of the most important factors in deciding what to study, we focus in the present study on how STEM-interested students weigh multiple interests in making educational choices. A questionnaire with both open-ended and closed-ended items was administered to 91 STEM-interested students enrolled in a STEM programme of a Dutch University for secondary school students. Results indicate that students find it important that a study programme allows them to pursue multiple interests. Some students pursued multiple interests by choosing to enrol in two programmes at the same time. Most students chose one programme that enabled them to combine multiple interests. Combinations of pursued interests were dependent on the disciplinary range of interests of students. Students who were interested in diverse domains combined interests in an educational programme across academic and non-academic domains, whilst students who were mainly interested in STEM combined only STEM-focused interests. Together these findings stress the importance of taking a multiple interest perspective on interest development and educational choice.  相似文献   

Measuring learning in serious games: a case study with structural assessment     

Pieter Wouters  Erik D. van der Spek  Herre van Oostendorp 《Educational technology research and development : ETR & D》2011,59(6):741-763

The effectiveness of serious games is often measured with verbal assessment. As an alternative we propose Pathfinder structural assessment (defined as measuring the learners’ knowledge organization and compare this with a referent structure) which comprises three steps: knowledge elicitation, knowledge representation and knowledge evaluation. We discuss practical and theoretical considerations for the use of structural assessment and showcase its application with the game Code Red: Triage. Results suggest that structural assessment measures an individual’s understanding of a domain at least differently from verbal assessment. While verbal assessment may provide a more nuanced picture regarding declarative and procedural knowledge, structural assessment may add an in-depth understanding of the concepts that are regarded important in a domain. In the Discussion we propose four guidelines to effectively use structural assessment in serious games: (1) Determine the appropriateness of the domain for structural assessment, (2) select an appropriate referent for the target group(s), (3) select the number of concepts needed for structural assessment, and (4) consider the analysis of the graphical knowledge representations to obtain in-depth information about the quality of the knowledge structures.  相似文献   

Mechanismen der Elitebildung im deutschen Bildungssystem     

Prof. Dr. Heinz-Hermann Krüger  Werner Helsper  Reinhold Sackmann  Georg Breidenstein  Ulrich Br?ckling  Reinhard Kreckel  Johanna Mierendorff  Manfred Stock 《Zeitschrift für Erziehungswissenschaft》2012,15(2):327-343

The German education system is currently experiencing two contrasting trends: On the one hand, social opening, e.g. through the introduction of a partially-integrated secondary school system, compensatory all-day-schooling. On the other hand, an increasing vertical hierarchy in certain educational phases, e.g. through the explicitly encouraged introduction of private kindergartens and primary schools and the establishment of prime (academic track) Gymnasien and elite universities. In line with these structural changes, next to equality, the principle of excellence is gaining an increasing significance as a justification argument. This contribution will present the situation from an education-policy perspective, discuss theoretical discourses, and the national and international state of research on the topic of elitism and education. It will close with future research challenges.  相似文献   

Computer‐assisted learning to read and spell: results from two pilot studies     

Victor Van Daal  Pieter Reitsma 《Journal of Research in Reading》2000,23(2):181-193

Because multimedia computer programs may provide promising opportunities for the training of initial reading and spelling skills, two small‐scale pilot studies have been conducted with a recently‐developed program to examine its efficacy and impact on the motivation of the users. The first study is concerned with the use of the program in kindergarten children (K2). As there is no curriculum for these children, a computer program that is fully adaptive may well boost their independence in learning to read and spell. The main finding in this study was that kindergarten readers learned in up to 16 hours of computer practice as much as is normally attained in the first 3 months of formal reading instruction in the classroom. In the second study, reading‐disabled students with low levels of motivation engaged in computer‐based spelling practice. The most important finding in this study was that the amount of non‐task directed behaviour of those who had practised with the computer significantly decreased during both computer sessions and classroom sessions. In the discussion the way in which computers can be used most efficiently for the instruction of reading and spelling is analysed and suggestions for further research and development are presented.  相似文献   

Teaching at a distance using computer conferencing     

Marina Stock McIsaac  Kelvin D. Ralston 《TechTrends》1996,41(6):48-53

  相似文献   

Integrating technology in a field-based teacher training program: The PT3@ASU project   总被引：4，自引：0，他引：4  

Thomas Brush  Krista Glazewski  Kathy Rutowski  Kimberly Berg  Charlotte Stromfors  Maria Hernandez Van-Nest  Laura Stock  Jean Sutton 《Educational technology research and development : ETR & D》2003,51(1):57-72

The Preparing Tomorrow’s Teachers to Use Technology (PT3) initiative has funded various efforts to improve and enhance the technology preparation of preservice teachers. At Arizona State University, these efforts have focused on providing preservice teachers with opportunities to develop, implement, and evaluate their own instructional activities that utilize technology effectively and appropriately in authentic situations, to give them the myriad of tools necessary to integrate technology into teaching and learning activities. This paper focuses on the integration of these efforts into the field-based elementary education program, and discusses our formative evaluation of the field-based technology integration model, through the following questions: What are the preliminary successes of the model with regard to student perceptions, attitudes, and integration of technology into instructional activities? and What components of the model require additions or modifications?  相似文献   

Effects of cooperation and feedback by fellow-pupils on spelling-achievement     

Jan Pieter van Oudenhoven  Bert Wiersema  Nico van Yperen 《European Journal of Psychology of Education - EJPE》1987,2(1):83-91

In a field experiment among third grade pupils from 15 primary schools, three instruction methods were compared. At five schools (control condition) pupils did spelling exercises as usual, i. e. individually; at five other schools the pupils also worked individually, but checked each other’s work after which they had the opportunity to correct their own mistakes. At another five schools pupils worked in pairs. Each pupil had to check the other pupil’s work and discuss the mistakes. For the low achievers cooperation led to higher achievement than the individual working method. Pupils who checked each other’s work but did not cooperate did not show any more improvement than pupils who worked individually.  相似文献