Mind, Brain and the Quantum     

ROGER FELLOWS 《Philosophical Books》1992,33(1):38-39

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Development and Assessment of a Combined Communications/Design Course in Engineering Education     

ANNE KEANE  IVAN S. GIBSON 《European Journal of Engineering Education》1997,22(3):309-320

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GRADE LEVEL,SEX, AND SELECTED ASPECTS OF TEST-WISENESS1     

MALCOLM J. SLAKTER  ROGER A. KOEHLER  SANDRA H. HAMPTON 《Journal of Educational Measurement》1970,7(2):119-122

Measures of four selected aspects of test-wiseness (TW) were constructed for use in grades 5 through 11, and administered to students in two school systems. In each case the grade effects were significant at the .05 level, with a linear trend indicated. There was no evidence of sex, or sex by grade interaction effects.  相似文献   

Ethical Issues in Supervising Counseling Practitioners     

DeWAYNE KURPIUS  GORDON GIBSON  JOYCE LEWIS  MAUREEN CORBET 《Counselor Education & Supervision》1991,31(1):48-57

Major ethical issues related to training and supervising counseling practitioners are discussed including transference, dependency, and power in the supervisory relationship, dual relationships, stereotyping, and the imposition of the supervisor's beliefs on the supervisee. Suggestions for lessening the threat of ethical violations are identified.  相似文献   

Experiences of Two Problem-oriented Courses in Civil Engineering     

ROGER G. HADGRAFT 《European Journal of Engineering Education》1992,17(4):345-353

Current engineering courses are not structured to develop real problem-solving skills in their students. They rely on a bottom-up approach to learning, where the first three years is spend mostly on theory, with almost no practice at problem definition. Instead, the students spend most of their time solving carefully designed exercises. Real-world problems are not as neatly packaged as these exercises, and, as a consequence, graduate engineers often lack the problem-definition and problem-recognition skills that are essential if the theory they have learned is to be useful to them. On the contrary, a problem-oriented course requires the students to develop those problem recognition skills. It also is intended to develop student-directed learning, and group and communication skills. A problem-oriented approach was used in 1991 in two second-year courses in civil engineering—surveying and computing. The courses were well received by the students, and the average exam result for surveying showed a noticeable improvement, while the average exam result for computing showed a marginal improvement. (There were, however, other encouraging signs in the computing course.) The author believes that the difference in response between the two subjects is due to the difference between working in groups and working individually, and a course change for the computing subject for 1992 is proposed.  相似文献   

An Application of ‘Jigsaw Learning’ to Teaching Infrastructure Model Development     

WILLIAM YOUNG  ROGER HADGRAFT  MARIANNE YOUNG 《European Journal of Engineering Education》1997,22(1):11-18

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On-the-job Training for Engineers Using Hypertext     

ROGER HADGRAFT  MARCUS WIGAN 《European Journal of Engineering Education》1992,17(2):159-165

There is a pressing need for more efficient methods of delivering updated engineering information, especially in the workplace. Hypertext offers the author the ability to structure information in ways which are more flexible than conventional print media. The intention of presenting training material using hypertext is to develop an explorative attitude in the reader. The reader is encouraged to follow his/her own path through the material, with the option of following some topics to a greater depth than would normally be expected. Hypertext also provides a tightly integrated package of information, guidance, and often also the ability to execute programs or procedures described in the document. It can also provide concise support for experts as well as assistance—in the same document. This paper (i) outlines the concepts and facilities in typical hypertext implementations, (ii) describes the reactions that have been obtained in the use of an on-line code of practice (Australian Rainfall and Runoff), and (iii) offers some guidelines for structuring engineering documents for hypertext.  相似文献   

Student Reactions to a Problem-based,Fourth-year Computing Elective in Civil Engineering     

ROGER HADGRAFT 《European Journal of Engineering Education》1997,22(2):115-123

Following a significant course review in civil engineering at Monash University, a fourth-year computing elective was introduced in 1995. The author developed the subject as a project-based one, the aim being to allow students to pursue their own computing interests. This paper describes how the subject was run, and documented the student responses. The subject is a good example of student-directed learning, and the enthusiasm and energy which flow from students having ownership of their learning. It also shows how a subject can use a wide range of learning resources, including the Internet, to provide positive outcomes for the department as well as the students. Improvements for the future are included.  相似文献   

LEARNING TEST-WISENESS BY PROGRAMMED TEXTS1     

MALCOLM J. SLAKTER  ROGER A. KOEHLER  SANDRA H. HAMPTON 《Journal of Educational Measurement》1970,7(4):247-254

High school seniors (84 males, 77 females) were randomly assigned to one of two treatment groups. One group received a programmed text designed to teach Ss to answer every item on an examination, whether or not the directions included a penalty for incorrect answers. The other group was administered a programmed text to teach certain selected aspects of test-wiseness. Each group served as the control group for the other. The following day all Ss were administered a measure of willingness to guess and a measure of test-wiseness. Two weeks later, all Ss received additional measures of willingness to guess and test-wiseness. Analysis of the data indicated the group that received the guessing program answered significantly more items than its control group (on both the immediate and delayed tests), even though there was a penalty for incorrect answers. In similar fashion, the group exposed to the test-wiseness program achieved significantly higher mean test-wiseness scores than its control group.  相似文献   

A COMPARISON OF THE VALIDITIES OF CONVENTIONAL CHOICE TESTING AND VARIOUS CONFIDENCE MARKING PROCEDURES     

ROGER A. KOEHLER 《Journal of Educational Measurement》1971,8(4):297-303

This study compared the convergent and discriminant validity of two confidence marking techniques with that of conventional choice testing. Achievement in vocabulary, social studies, and science (traits) was measured by a 60-item test containing true-false and 5-alternative items (methods). The test was administered to three randomly assigned groups (one for each response system), totaling 535 Ss. The results indicated very slight differences in convergent and discriminant validity that favored conventional choice testing over confidence marking techniques.  相似文献