A comparison of structured and unstructured modes of teaching science process activities     

Robert K. Crocker  Kevin R. Bartlett  Harry G. Elliott 《科学教学研究杂志》1976,13(3):267-274

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Visualization of Twitter Data in the Classroom     

Betsy Page Sigman  William Garr  Robert Pongsajapan  Marie Selvanadin  Mindy McWilliams  Kristin Bolling 《Decision Sciences Journal of Innovative Education》2016,14(4):362-381

The expression “big data” is ubiquitous in the business world today, but few undergraduate business students have the opportunity to gain practical experience with how new business analytics tools can be used in decision making. This article describes a set of hands‐on labs that prepare students to incorporate streaming data analysis into group research projects. Splunk is used to help students analyze and visualize streaming social media data. An evaluation of student projects and student survey results show that this practical approach of training students to manipulate and visualize big data was largely successful in achieving instructional goals.  相似文献   

Learner control of instructional sequencing within an adaptive tutorial CAI environment     

Robert J. Seidel  Harold Wagner  Richard D. Rosenblatt  Michael J. Hillelsohn  John Stelzer 《Instructional Science》1978,7(1):37-80

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A conceptual framework for comparing instructional design models     

Gerald S. Edmonds  Robert C. Branch  Prachee Mukherjee 《Educational technology research and development : ETR & D》1994,42(4):55-72

Instructional design (ID) professionals typically employ models that guide their practice. However, it is unclear how a specific model is selected for an instructional situation. Andrews and Goodson (1980) provided a valuable procedure for comparing instructional design models, but because of the proliferation of variations in instructional design applications during the past decade, the introduction of instructional design into new learning contexts and the emergence of alternative approaches to instructional design, there has emerged a need for a new framework which assesses the potential success of any instructional design model. A framework is presented here which is intended to provide a conceptual tool for determining appropriate instructional design applications.  相似文献   

Retrospective Integration of Research Conducted on a Multi-Section Educational Psychology Course over a Fifteen-Year Period     

Robert L. Williams 《Innovative Higher Education》2017,42(3):207-224

This article integrates a series of studies conducted over a 15-year period in a multi-section educational course taught by the same supervising professor and his GTAs . The purpose of each study was to determine whether particular interventions or student characteristics affected performance levels in the course. Over the extended period of research, approximately 6000 undergraduate students, with 25 to 55 students in each of more than 200 sections, participated in a variety of research projects related to student performance in the course. The principal research themes addressed were (1) critical thinking, (2) additional cognitive measures (e.g., initial course knowledge, generic vocabulary), (3) class participation, (4) in-class writing activities, and (5) cooperative learning.  相似文献   

Treatment and ATI effects for pupil achievement and preference under two experimental conditions of teacher control in sixth grade science classes     

Robert K. Crocker  Roda P. Amaria  Helen Banfield  Douglas B. Sheppard 《科学教学研究杂志》1979,16(2):105-121

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The development, validation, and applicability of The Personnel Evaluation Standards     

Robert L. Linn  Margret Buchmann  Bruce Gould  Thomas Kellaghan  Dal Lawrence  Phil C. Robinson  Perry Zirkel 《Journal of Personnel Evaluation in Education》1989,2(3):199-214

Michigan State UniversityAir Force Human Resources Laboratory  相似文献   

Book reviews     

Irving J. Spitzberg Jr.  Robert F. Arnove  Murray Aitkin 《Higher Education》1984,13(2):225-230

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Using Laptop Computers to Improve the Performance of Minority Students: A Pilot Project     

Hounshell  Paul B.  Hill  Stan  Swofford  Robert 《Journal of Science Education and Technology》2002,11(1):101-103

A school system and a university joined forces to improve the science and mathematics environment for local minority students with a program that utilized computer technology. The initiative involved individual students from all of the high schools in the Winston–Salem/Forsyth County (North Carolina) School System. In this initiative, Wake Forest University operated a two-week Summer Science and Math Experience for minority students. During the two weeks, students worked intensively with computers and, at the end of the summer program, a laptop computer was loaned to each student for personal use during the of school year. Through interviews and questionnaires, students overwhelmingly endorsed their involvement in the computer-oriented project, both the summer and academic year phases. They especially liked having access to the Internet (provided by the project), being able to use e-mail and chat rooms, and utilizing the information retrieval potential. Parents and teachers surveyed also praised the project, feeling that their students learned more as a result of being involved in project activity.  相似文献   

Conjunctive differentiation of gape during food-reinforced keypecking in the pigeon     

James D. Deich  Robert W. Allan  H. Philip Zeigler 《Learning & behavior》1988,16(3):268-276

The pigeon’s keypecking response includes both a head-transport (peck) and a jaw-movement (gape) component. Because the two components are mediated by different effector systems, they may potentially be viewed as orthogonal responses. A response differentiation procedure was used to bring gape amplitude under operant control. The procedure employed a conjunctive response requirement in which reinforcement was contingent upon both gaping and key contact. The key-contact requirement was held constant, while the gape contingency was systematically varied to reinforce either decreases or increases in gape amplitude with respect to baseline. The procedure was effective in shifting the gape distributions in both the upward and downward directions and in inducing new gape values that deviated from the baseline in the reinforced direction. These observations indicate that gape may be brought under operant control. However, subjects showed a bias in the differentiation of the gape response, such that larger gapes were more readily differentiated than smaller gapes. The results are discussed in relation to the methodological utility of the paradigm, the problem of biological constraints on learning, and the heuristic utility of a response components analysis.  相似文献