Evaluating the Effectiveness of Physlet-Based Materials in Supporting Conceptual Learning About Electricity     

Simon Ülen  Ivan Gerlič  Mitja Slavinec  Robert Repnik 《Journal of Science Education and Technology》2017,26(2):151-160

To provide a good understanding of many abstract concepts in the field of electricity above that of their students is often a major challenge for secondary school teachers. Many educational researchers promote conceptual learning as a teaching approach that can help teachers to achieve this goal. In this paper, we present Physlet-based materials for supporting conceptual learning about electricity. To conduct research into the effectiveness of these materials, we designed two different physics courses: one group of students, the experimental group, was taught using Physlet-based materials and the second group of students, the control group, was taught using expository instruction without using Physlets. After completion of the teaching, we assessed students’ thinking skills and analysed the materials with an independent t test, multiple regression analyses and one-way analysis of covariance. The test scores were significantly higher in the experimental group than in the control group (p < 0.05). The results of this study confirmed the effectiveness of conceptual learning about electricity with the help of Physlet-based materials.  相似文献   

The Einstein-Podolsky-Rosen paper     

S. Chaturvedi  N. Mukunda  R. Simon 《Resonance》2006,11(3):6-24

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The Influence of Career Beliefs and Socio-Economic Status on the Career Decision-Making of High School Students in India     

Arulmani  Gideon  van Laar  Darren  Easton  Simon 《International Journal for Educational and Vocational Guidance》2003,3(3):193-204

This paper responds to current discussions in career psychology that emphasise the importance of understanding how socio-economic backgrounds and social-cognitive environments influence career development. Located in India, this study examines the interaction between career beliefs and socio-economic status within a sample of Indian high school students. Significant socio-economic status differences were observed, with the lower SES groups showing higher levels of negative career beliefs. The relevance of these findings to career psychologists who work in multi cultural contexts is discussed within the framework of the Social Cognitive Theories of Career Decision Making. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Graduates’ experiences of,and attitudes towards,the inclusion of employability-related support in undergraduate degree programmes; trends and variations by subject discipline and gender     

Simon O’Leary 《Journal of Education & Work》2017,30(1):84-105

Enhancing graduate employability is a priority for many stakeholders in higher education and this research explores graduates’ experiences of, and attitudes towards, the inclusion of employability-related support in undergraduate degree programmes. A literature review is supplemented by primary research on a targeted sample of 104 graduates from humanities, sciences, engineering and social sciences, who span several generations and have over 2250 years of employment experience. The findings are triangulated to a workshop with 23 graduate careers advisory professionals. The results signal some important trends in experiences and attitudes, as well as variations by discipline and gender. While one in 10 graduates prefer a disciplinary focus with just indirect attention to employability, nine in 10 want employability to have greater emphasis, albeit those preferences vary between optional and integrated approaches. Experiences of employability-related support signal a significant shift over recent decades in how that support is provided, with professional service groups such as careers taking a much more active role and the overall level of provision rising. A cautionary note however is that the link with the discipline remains critical and the right balance needs to be struck between the provision of such support and embedding it into the curriculum.  相似文献   

HUMOROUS STORIES幽默故事     

Simon 《今日中学生》2004,(15)

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The Emotional Literacy Support Assistant (ELSA) programme: parental perceptions of its impact in school and at home     

Lucy Wilding  Simon Claridge 《Educational Psychology in Practice》2016,32(2):180-196

The Emotional Literacy Support Assistant (ELSA) programme is an example of an individualised intervention to support pupils experiencing a range of social and emotional needs. Semi-structured interviews were conducted to explore parents’ constructions of several aspects of the programme: its aims and how these are achieved; its impact on children, within school and home contexts; the function and value of parental contact with ELSAs; and ways in which the programme could be improved. A thematic analysis of the data indicated that a majority of parents perceived the programme to impact positively on social and emotional aspects of development, with skills learned within the ELSA sessions transferring to the home context. Parents also noted several ways in which the programme could be enhanced: improved home–school communication; agreed and measurable targets and outcomes; and plans for children’s next steps. Implications for developments and extensions of the ELSA programme are discussed and the role of educational psychologists within this process is highlighted.  相似文献   

The effects of group composition on achievement,interaction, and learning efficiency during computer-based cooperative instruction   总被引：1，自引：8，他引：1  

Simon Hooper  Michael J. Hannafin 《Educational technology research and development : ETR & D》1991,39(3):27-40

This study investigated the effects of cooperative group composition, student ability, and learning accountability on achievement, interaction, and instructional efficiency during computer-based instruction. A total of 125 sixth- and seventh-grade students were randomly assigned to heterogeneous or homogeneous dyads. Groups were designated as having either group or individual account-ability for mastery of lesson content. Cooperative dyads completed a tutorial on a novel symbolic mathematics topic, featuring basic symbol learning and application of the symbols. Indicators of ongoing cooperation were collected during instruction. Five days later, students completed a posttest. Low-ability students interacted more and completed the instruction more efficiently in heterogeneous than in homogeneous groups. High-ability students completed the instruction more efficiently in homogeneous than in heterogeneous groups. Cooperation was significantly related to achievement for heterogeneous ability groups, but not for either homogeneous high- or low-ability students.  相似文献   

The use of microcomputer technology in a modular approach to reading and reading difficulties     

Che Kan Leong  Simon Lock 《Reading and writing》1989,1(3):245-255

This paper outlines the theoretical framework of a two-year two cohort study of inter-related modules to model reading in 300 grades 4, 5 and 6 readers, and describes the specially designed microcomputer programs written in Turbo Pascal to implement this modular approach. In brief, the modular approach postulates the interrelated phonological, morphological modules in processing words and sentence/paragraph processing. These three modules or components are subserved by 10 measurable tasks all implemented on the microcomputer (IBM-PC compatible) with reaction time measures as indices of the different facets of verbal efficiency. Statistical analyses of the large data sets for Phase 1 show the linear structural equation modelling fits the data reasonably well. In particular, the morphology task consistently explains between 32% to 44% of the variance in reading performance in the three grades. The findings lend themselves to specific approaches to habilitation in the different components or sub-components.This study was supported by a grant (No. 410-86-0048) from the Social Sciences and Humanities Research Council of Canada awarded to Che Kan Leong. Simon Lock and Jacky Lau were responsible for the microcompurter programming. Edward Danskin, Melvin Kelley, Donald Simmons, Louise Sellinger, Kristin Strauss and Tara Wiley carried out the experimentation with individual children in the schools. The cooperation of the principals, the teachers and the subjects was greatly appreciated. Requests for reprints should be addressed to Dr. C. K. Leong, Department for the Education of Exceptional children, University of Saskatchewan, Saskatoon, Canada, S7N OWO.  相似文献   

Editorial: the breadth of Open Learning     

Simon Bell  Douce Chris 《Open Learning》2016,31(3):189-193

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Effects of preschoolers’ storybook exposure and literacy environments on lower level and higher level language skills     

Grolig  Lorenz  Cohrdes  Caroline  Tiffin-Richards  Simon P.  Schroeder  Sascha 《Reading and writing》2019,32(4):1061-1084

Reading and Writing - The development of preschoolers’ language skills is influenced by literacy environments and individual differences in storybook exposure. Extant research is limited as...  相似文献