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31.
This paper focuses on the factors that are likely to play a role in individual learning outcomes from group discussions, and it includes a comparison featuring test-enhanced learning. A between-groups design (N = 98) was used to examine the learning effects of feedback if provided to discussion groups, and to examine whether group discussions benefit learning when compared to test-enhanced learning over time. The results showed that feedback does not seem to have any effect if provided to a discussion group, and that test-enhanced learning leads to better learning than the discussion groups, independent of retention interval. Moreover, we examined whether memory and learning might be influenced by the participants’ need for cognition (NFC). The results showed that those scoring high on NFC remembered more than those who scored low. To conclude, testing trumps discussion groups from a learning perspective, and the discussion groups were also the least beneficial learning context for those scoring low on NFC. 相似文献
32.
Teachers' design of a lesson is critical for helping their students develop academically effective forms of self-regulating learning (SRL) in classrooms. Using a quasi-experimental design, the researchers integrated systematic collaborative learning from problematic and successful experiences into teachers' preparatory programs and examined how such learning was associated with preservice physics teachers' SRL-based lesson design. The participants in this study were 132 preservice physics teachers during the practicum phase of their teacher education at four major research universities. Results indicated that preservice teachers who contemplated both problematic and successful experiences developed better SRL lesson-designing skills compared to preservice teachers who contemplated only problematic experiences. This study provides a new outlook for linking collaborative learning from problematic and successful experiences as a means of nurturing teachers' SRL, as well as suggesting implications and further research avenues. 相似文献
33.
Effects of repeated testing on short- and long-term memory performance across different test formats
This study examined whether practice testing with short-answer (SA) items benefits learning over time compared to practice testing with multiple-choice (MC) items, and rereading the material. More specifically, the aim was to test the hypotheses of retrieval effort and transfer appropriate processing by comparing retention tests with respect to practice testing format. To adequately compare SA and MC items, the MC items were corrected for random guessing. With a within-group design, 54 students (mean age = 16 years) first read a short text, and took four practice tests containing all three formats (SA, MC and statements to read) with feedback provided after each part. The results showed that both MC and SA formats improved short- and long-term memory compared to rereading. More importantly, practice testing with SA items is more beneficial for learning and long-term retention, providing support for retrieval effort hypothesis. Using corrections for guessing and educational implications are discussed. 相似文献
34.
Most T 《Journal of deaf studies and deaf education》2007,12(4):495-503
This study examined the sense of coherence and loneliness of 19 children aged 12-14 years with severe to profound hearing loss. These feelings and their interrelations with speech intelligibility (SI) were examined in 2 settings: in special classes within regular schools (group inclusion) or individuals integrated into regular classes (individual inclusion). Two self-report measures (Loneliness Questionnaire and Sense of Coherence Scale) and one SI measure were utilized. Results indicated no significant differences between sense of coherence and loneliness scores of children in the 2 settings. Children in group inclusion received a significantly lower average SI score than did children who were in individual inclusion. Examination of the relations between SI and loneliness and coherence in each educational setting revealed no significant relations among these measures for the children in the group inclusion, whereas significant correlations did emerge for the children who were in individual inclusion. The study emphasized the importance of good SI not only for basic communication but also as a factor that affects the child's social and emotional feelings. In selecting a school setting, it is important to look beyond academic factors and not to ignore the significant effect of SI on the child's well being in school. 相似文献
35.
This study explores the attitudes of future professionals working with students with disabilities towards four exceptionality groups: persons with deafness, with paralysis, with mental retardation (MR) and with delinquent behaviour, and specifically examines how deafness is perceived in comparison with the three other groups. Undergraduate students' (N=177) attitudes towards the four groups were tapped using a semantic differential scale referring to the cognitive, emotional and behavioural components of attitudes. Participants' degree of contact with people with disabilities was also reported. Results indicated that attitudes towards people with deafness were more positive than those towards the other three groups. Attitudes towards persons with paralysis were more positive than towards persons with MR and with delinquent behaviour, except when personality was considered. Emotional reactions and behavioural tendencies towards persons with delinquent behaviour were the most negative. Contact with people with disabilities had significant but low correlations with some aspects of the attitudes towards people with MR and paralysis. In general, the results of this study suggested that deafness was perceived as a physical disability and not as a social phenomenon. They also demonstrated that attitudes towards people with disabilities are a function of the particular disability condition and are multidimensional. 相似文献
36.
Tova Michalsky 《International Journal of Science Education》2013,35(11):1846-1873
This study investigated the effectiveness of cognitive-metacognitive versus motivational components of the IMPROVE self-regulatory model, used while reading scientific texts, for 10th graders’ scientific literacy and self-regulated learning (SRL). Three treatment groups (N?=?198) received one type of self-addressable questions while reading scientific texts: cognitive-metacognitive (CogMet), motivational (Mot), or combined (CogMetMot). Control group received no self-addressed questions (noSRL). One measure assessed scientific literacy, and two measures assessed SRL: (a) as an aptitude—pre/post questionnaires assessing self-perceived SRL, and (b) as an event—audiotaping participants’ thinking-aloud SRL behaviors in real-time learning experiences and data coding illustrating SRL changes. Findings indicated that treatment groups significantly outperformed the non-treatment group. No differences emerged between CogMet and Mot, whereas fully combined SRL support (CogMetMot) was most effective. Theoretical and practical implications of this preliminary study are discussed. 相似文献
37.
Abstract The principal aim of the present study was to examine whether there is a difference of withdrawal threshold between children of divorced parents and children from intact families as regards schoolwork. Three different school‐type tests, designed to be long and frustrating, were administered to two groups of children. One group consisted of 31 children of divorced parents (15 boys and 16 girls); the second consisted of children from intact families and was of equal size and had a matching number of children of both sexes. There were three dependent variables: level of achievement, level of determination and the time spent on the test. The main results show that children of divorced parents have lower levels of achievement and lower withdrawal thresholds than do children from intact families. These findings are presented in the context of a consideration both of the children's experience and interpretation of their parents’ divorce and of the generalisability of the concept of withdrawal threshold. 相似文献