Behavioral objectives,sequence, and anxiety in CAI     

Sigmund Tobias  Phillipe C. Duchastel 《Instructional Science》1974,3(3):231-242

A total of 117 subjects were randomly assigned to a group receiving instructional objectives, or not doing so, and to a logical or random instructional sequence. Performance measures, as well as test and state anxiety scores were obtained. Regression analysis indicated that, as expected, objectives had no effect, whereas the logical sequence reduced program errors and increased achievement. Test anxiety was related to program errors, but not to achievement. Expected interactions among objectives, sequence, and anxiety were not significant.A prior version of this paper was read at the American Educational Research Association annual convention in New Orleans, La., March 1973.This study was completed while the senior author was on leave at the CAI Center, Florida State University. The present paper was completed at the City University of New York.  相似文献   

Guest editorial: Toward a technology for science assessment     

David Kumar  Sheila Tobias 《Journal of Science Education and Technology》1995,4(1):5-5

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Retrieval Practice Enhances Analogical Problem Solving     

Sarah Shi Hui Wong  Gavin Jun Peng Ng  Tobias Tempel 《Journal of Experimental Education》2019,87(1):128-138

The impact of retrieval practice on analogical-problem-solving performance was investigated using a complex, educationally relevant task. Participants studied a statistical hypothesis testing scenario and practiced recalling the material or repeatedly studied it. Participants then completed a final test either 5 minutes or 1 week later involving a novel hypothesis-testing scenario that shared an intermediate procedural strategy and superficial and structural similarity with the study scenario but that differed at a specific procedure level. When the final test was given after 5 minutes, no differences in performance were observed across conditions (d = 0.01). Crucially, on the delayed test, retrieval practice produced superior performance than did repeated studying (d = 0.81), whereby participants were better at applying learned knowledge to solve a novel problem.  相似文献   

Science education reform: What's wrong with the paradigm?     

Sheila Tobias 《Journal of Science Education and Technology》1992,1(2):85-93

From previous and current efforts at science education reform, the author teases out a certain culture of reform, a set of assumptions about educational change that are no longer (if they ever were) appropriate to another task, namely managing change. With reference to a group of programs in undergraduate science instruction that work, she finds the research model, the preference for innovation, the dependence on short-term outside funding, and above all, the seeking after some universal curriculum or set of pedagogies that will solve the problem for all time, to be naive in terms of the reality and the politics of change. She would substitute what Gerald Holton in A Nation at Risk, Revisited calls cumulative improvement, and ends with some suggestions as to how such a model could be applied to the organization of college-level instruction in science.This is a portion of Chapter 1 of the bookPrograms That Work; The Implementation Challenge. Reprinted with permission by Research Corporation, Copyright 1991, all rights reserved.  相似文献   

What makes science hard? A Karplus lecture     

Sheila Tobias 《Journal of Science Education and Technology》1993,2(1):297-304

Many able students are deterred from science because of the way science courses are packaged. To find out what makes science hard for otherwise intelligent students, the author employed nonscience faculty and graduate students as surrogate students in science. Their responses to the sequence of units, demonstrations, homework assignments, examinations, and the pace and structure of the courses constitute an internal criticism of science education that cannot be ignored.Sheila Tobias is the author ofOvercoming Math Anxiety (W. W. Norton, 1978),Succeed with Math (The College Board, 1987),They're Not Dumb, They're Different (Research Corporation, 1990),Revitalizing Undergraduate Science: Why Some Things Work and Most Don't (Research Corporation, 1992) andBreaking the Science Barrier (The College Board, 1992).  相似文献   

To customize or not to customize? Exploring science teacher customization in an online lesson portal     

Joshua Littenberg‐Tobias  Elham Beheshti  Carolyn Staudt 《科学教学研究杂志》2016,53(3):349-367

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How to Analyze Interpersonal and Individual Effects in Peer-Tutored Reading Intervention     

Bettina Müller  Tobias Richter  Ana Križan  Teresa Hecht  Marco Ennemoser 《Journal of Experimental Education》2016,84(4):744-763

Reading strategy interventions relying upon peer tutoring are a common way to foster poor readers' comprehension skills. Those interventions are based on the assumption that tutees benefit from the (higher) reading skills of their tutors. However, this interpersonal effect has not yet been tested explicitly because the effectiveness of peer tutoring is commonly analyzed separately for tutees and tutors or with aggregated data. The present study illustrates how interpersonal and individual effects of a peer-tutored reading strategy intervention can be estimated using dyads as units of analysis in structural equation modeling. To demonstrate the application of the model, data from an experimental intervention study comparing the effects of a peer-tutored reading strategy training and a control condition in Grade 4 (N = 68 dyads) were analyzed.  相似文献   

A descriptive study of the cultural mores and beliefs toward HIV/AIDS in Swaziland, Southern Africa     

Barbara Q. Tobias 《International journal for the advancement of counseling》2001,23(2):99-113

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Text-belief consistency effect in adolescents´ comprehension of multiple documents from the Web (El efecto de consistencia en la comprensión lectora de los adolescentes de documentos múltiples provenientes de Internet)     

Johanna Abendroth  Tobias Richter 《Infancia y Aprendizaje》2020,43(1):60-100

ABSTRACT

Readers often comprehend belief-consistent information from multiple texts better compared with belief-inconsistent information (text-belief consistency effect). The aim of the present study was to investigate whether adolescents’ comprehension of multiple texts is similarly impacted by their beliefs. Moreover, readers’ prior knowledge and an alternating (compared with a blocked) mode of presenting multiple texts were expected to attenuate the text-belief consistency effect. High school students read two belief-consistent and two belief-inconsistent texts on one of two scientific issues in different modes of presentation (blocked vs. alternating). A recognition task was used to assess situation model strength for each text, and prior beliefs and prior knowledge were measured before the main experiment. As expected, in the blocked mode of presentation high school students had a stronger situation model for belief-consistent texts. In the alternating mode of presentation, participants had similar situation model strengths for the different texts. Moreover, high-knowledge participants experienced a text-belief consistency effect, whereas low-knowledge participants had weaker and similar situation models for the texts.  相似文献   

The Causal Effect of Survey Mode on Students’ Evaluations of Teaching: Empirical Evidence from Three Field Experiments     

Edgar Treischl  Tobias Wolbring 《Research in higher education》2017,58(8):904-921

In recent years many universities switched from paper- to online-based student evaluation of teaching (SET) without knowing the consequences for data quality. Based on a series of three consecutive field experiments—a split-half design, twin courses, and pre–post-measurements—this paper examines the effects of survey mode on SET. First, all three studies reveal marked differences in non-response between online- and paper-based SET and systematic, but small differences in the overall course ratings. On average, online SET reveal a slightly less optimistic picture of teaching quality in students’ perception. Similarly, a web survey mode does not impair the reliability of student ratings. Second, we highlight the importance of taking selection and class absenteeism into account when studying survey mode effects and also show that it is necessary and informative to survey the subgroup of no-shows when evaluating teaching. Third, we empirically demonstrate the need to account for contextual setting of the survey (in class vs. after class) and the specific type of the online survey mode (TAN vs. email). Previous research either confounded contextual setting with variation in survey mode or generalized results for a specific online mode to web surveys in general. Our findings suggest that higher response rates in email surveys can be achieved if students are given the opportunity and time to evaluate directly in class.  相似文献