A model for optimizing step size of learning tasks in competency-based multimedia practicals     

Rob J. Nadolski  Paul A. Kirschner  Jeroen J. G. van Merriënboer  Hans G. K. Hummel 《Educational technology research and development : ETR & D》2001,49(3):87-101

Learners are often overwhelmed by the complexity of realistic learning tasks, but reducing this complexity through traditional Instructional Design (ID) methods jeopardizes the authenticity of the learning experience. To solve this apparent paradox, a two-phase ID model is presented. Phase 1 consists of cognitive task analysis, where a systematic approach to problem solving (SAP) is identified in conjunction with skill decomposition and determination of task complexity. In the subsequent design phase, inductive micro-level sequencing based on the four-component ID model (van Merriënboer, 1997) is applied where worked-out examples and problems accompanied by process worksheets assure the necessary variability of practice. Step size in a multiple-step whole-task approach—needed for the process worksheets—is determined on the basis of estimated part-task complexity. A developmental study of the model is illustrated with examples from the domain of law.  相似文献   

Dominant achievement goals across tracks in high school     

Peter A.M. Scheltinga  Hans Kuyper  Anneke C. Timmermans  Greetje P.C. van der Werf 《教育心理学》2016,36(7):1173-1195

The dominant achievement goals (DAGs) of 7008 students in the third grade of Dutch secondary education (US grade 9) were investigated, based on Elliot & McGregors’ 2 × 2 framework (2001), in relation to track-level and motivational variables. We found the mastery-approach goal and the performance-approach goal, generally considered adaptive, to be more prominent among students in lower tracks. In contrast, avoidance goals were more common in higher tracks. Most notably, in the highest track, the mastery-avoidance goal was the most prominent. Additionally, we found that students with a dominant performance-approach goal scored highest on almost all motivational variables examined; students without a DAG scored mostly second highest. The implications of these findings are discussed.  相似文献   

Validity of GRE General Test scores and TOEFL scores for graduate admission to a technical university in Western Europe*     

Judith Zimmermann  Alina A. von Davier  Joachim M. Buhmann  Hans R. Heinimann 《European Journal of Engineering Education》2018,43(1):144-165

Graduate admission has become a critical process in tertiary education, whereby selecting valid admissions instruments is key. This study assessed the validity of Graduate Record Examination (GRE) General Test scores for admission to Master’s programmes at a technical university in Europe. We investigated the indicative value of GRE scores for the Master’s programme grade point average (GGPA) with and without the addition of the undergraduate GPA (UGPA) and the TOEFL score, and of GRE scores for study completion and Master’s thesis performance. GRE scores explained 20% of the variation in the GGPA, while additional 7% were explained by the TOEFL score and 3% by the UGPA. Contrary to common belief, the GRE quantitative reasoning score showed only little explanatory power. GRE scores were also weakly related to study progress but not to thesis performance. Nevertheless, GRE and TOEFL scores were found to be sensible admissions instruments. Rigorous methodology was used to obtain highly reliable results.  相似文献   

Process integration,information sharing,and system interoperation in government: A comparative case analysis     

Hans Jochen Scholl  Herbert Kubicek  Ralf Cimander  Ralf Klischewski 《Government Information Quarterly》2012

In recent years, government agencies on all levels and in all branches have increasingly engaged in harmonizing business processes, standardizing information sharing, and interoperating their information systems, which indicates a rising need for intra- and inter-government collaboration. Simultaneously, the technical capacity for process integration, information sharing, and system interoperation/interoperability (INT-IS-IOP) has also greatly increased. While a number of INT-IS-IOP projects have faced serious challenges leading to problematic project outcomes, other projects have produced the desired results. Using the amended Scholl/Klischewski (2007) framework this study systematically analyzes documents of nineteen cases of mostly successful projects, which were carried out across Europe. Based on the results of this analysis, we identify and document key foci and characteristics of successful projects. The comparative case analysis also helps assess the explanatory power of the Scholl/Klischewski framework, its applicability to practice, and its utility for evaluative purposes.  相似文献   

Frequency of clerical errors on WISC protocols     

Steven Sherrets  Gray Gard  Hans Langner 《Psychology in the schools》1979,16(4):495-496

The type and frequency of a variety of clerical errors were investigated in 200 protocols from both the 1949 and 1974 editions of the WISC. The rate of errors was grossly the same for the records both at a psychiatric facility and at a large school system. Nearly 90% of the combined examiners had made at least one error, and 46% of the protocols contained one or more errors. While the rate was slightly lower in the school setting, there were no significant differences obtained when students vs. practitioners or Master's vs. Master+ level of training were considered. Despite the high error rates, in most cases there was little impact upon IQs. Potential consequences of such errors and a discussion of ways to lower the rate are presented.  相似文献   

Rapid generation of ACE2 humanized inbred mouse model for COVID-19 with tetraploid complementation     

Feng-Liang Liu  Kaixin Wu  Jiaoyang Sun  Zilei Duan  Xiongzhi Quan  Junqi Kuang  Shilong Chu  Wei Pang  Han Gao  Ling Xu  Ying-Chang Li  Hai-Lin Zhang  Xue-Hui Wang  Rong-Hua Luo  Xiao-Li Feng  Hans R Schler  Xinwen Chen  Duanqing Pei  Guangming Wu  Yong-Tang Zheng  Jiekai Chen 《国家科学评论(英文版)》2021,8(2):9-11

Although monkeys and pigs can be in-fected with SARS-CoV-2,they generally have a long growth cycle and a large size that is difficult to handle in large quan-ti...  相似文献   

Building Conceptual Understanding of Multiplicative Reasoning Content in Third Graders Struggling to Learn Mathematics: A Feasibility Study     

Asha K. Jitendra  Barbara Dougherty  Victoria Sanchez  Michael R. Harwell  Sydney Harbour 《Learning disabilities research & practice》2023,38(4):285-295

This formative study of a multiplicative reasoning (MR) intervention explored the intervention's potential for improving the ability of third-grade struggling students’ ability to reason with multiplicative concepts and procedures. The feasibility of the study was examined in a school setting before a randomized control trial was conducted. Students who scored between the 10th and 35th percentile on a district-administered math screening test received the MR intervention from their teachers. We developed intervention units to build a conceptual foundation in a student-centered approach to Tier 2 instruction that included opportunities for students to engage in critical thinking as they generalized big ideas, participated in classroom discourse, and modeled multiplicative relationships with multiple representations. Preliminary data demonstrate the potential of the intervention to promote students’ MR skills. Instructional implications are discussed in terms of opportunities for these students to engage in grade-level mathematics content.  相似文献   

Design-based research with mARC ID model: designing experiential learning environments     

Radović  Slaviša  Hummel  Hans G. K.  Vermeulen  Marjan 《Learning Environments Research》2022,25(3):803-822

Learning Environments Research - The relationship between experience (through practice) and knowledge (by theory) is becoming increasingly important in contemporary educational research and...  相似文献