The reverse modality effect: Examining student learning from interactive computer‐based instruction          下载免费PDF全文

Fethi A. Inan  Steven M. Crooks  Jongpil Cheon  Fatih Ari  Raymond Flores  Murat Kurucay  Dmitrii Paniukov 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):123-130

The purpose of this study was to explore the effects of modality on learning from multimedia instruction. This study utilized a factorial between‐subject design to examine the effects of modality on student learning outcomes, study patterns and mental effort. An interactive computer‐presented diagram was developed to teach the places of articulation in human speech. A total of 151 undergraduate students at a large southwestern university in USA participated in this study. Participants were randomly assigned to one of two modality conditions (ie, written text and spoken text). Data were obtained through surveys, student logs and knowledge tests. Findings revealed a reverse modality effect, wherein participants who studied with written text outperformed those who studied with spoken text.  相似文献   

Situated mathematics teaching within electrical engineering courses     

Markus Hennig  Bärbel Mertsching  Frederic Hilkenmeier 《European Journal of Engineering Education》2015,40(6):683-701

The initial phase of undergraduate engineering degree programmes often comprises courses requiring mathematical expertise which in some cases clearly exceeds school mathematics, but will be imparted only later in mathematics courses. In this article, an approach addressing this challenge by way of example within a fundamentals of electrical engineering course is presented. The concept focuses on gaining specific mathematical knowledge and competencies in the technical context of this course. For this purpose, a complementary blended learning scenario centring around a web-based learning platform and involving an adaptation of the course was developed. The concept particularly considers the heterogeneity of today's student groups and is discussed with regard to related approaches, didactical considerations, and technical implementation. For the interventions, the results of a questionnaire-based evaluation proving students' acceptance and positive influence on examination performance are presented.  相似文献   

The female fish is more responsive: gender moderates the BFLPE in the domain of science     

Hansjörg Plieninger  Oliver Dickhäuser 《教育心理学》2015,35(2):213-227

Academic self-concept is positively related to individual achievement but negatively related to class- or school-average achievement: the big-fish–little-pond effect (BFLPE). This contrast effect results from social comparison processes. The BFLPE is known to be long-lasting, universal and robust. However, there is little evidence regarding its generalisability across genders. Females, as opposed to males, feel more attached to their peers and compare themselves more often. Thus, it was hypothesised that the BFLPE is larger for females. This was investigated with a focus on science self-concept in a German sample from an extension of the Programme for International Student Assessment 2006 study (N?=?35,015) using recent advances in multilevel modelling. Replicating previous findings, females reported lower self-concepts while controlling for achievement. Additionally, the BFLPE was replicated. However, its effect size was substantially larger for females (?.41) compared to males (?.30). The implications of the results are discussed in light of women’s persisting underrepresentation in science, technology, engineering and mathematics fields.  相似文献   

Do parents’ and teachers’ views of children’s educational resilience matter?     

Riitta Rautiainen  Hannu Räty  Kati Kasanen 《Educational studies》2015,41(5):471-475

This study set out to examine parents’ and teachers’ perceptions of children’s educational resilience. As expected, the parents attributed greater levels of educational resilience to their children than did the teachers. However, both the parents and teachers assessed the sixth graders’ educational resilience as higher than that of the third graders. The results suggest that perceptions of educational resilience may represent a different dimension from views relating to children’s achievement in school.  相似文献   

Notions of intelligence and social-educational identity     

Hannu Räty 《Educational studies》2015,41(3):272-275

This study examined whether notions of intelligence tend to maintain a group’s social-educational identity. A sample of academically and vocationally educated parents were asked to give their opinions of a statement proposing that a theoretical university education enables people to gain a deeper understanding of most matters. It was found that only among the academic parents, support for the statement tended to amplify endorsement of a general, individualised and essentialistic representation of intelligence.  相似文献   

Societal integration in organic vegetable farming: exploring the learning challenges     

Laura Seppänen 《The Journal of Agricultural Education and Extension》2013,19(2):87-100

Abstract

Education can be considered a society forming factor. The most natural criterion of its quality seems to be thus its result, e.i., the current state of our society. Adding the ecological dimension to the process of education is far from being easy. This is characterized by a certain helplessness in searching its content and form.  相似文献   

Weiterbildungsbeteiligung     

Prof. Dr. Bernd Käpplinger 《Zeitschrift für Erziehungswissenschaft》2013,16(1):185-193

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The Right to Write in German Colonies of the Early Twentieth Century: Pugnacious Settler Newspapers,Anxious Governors and African Journalism in Exile     

Corinna Schäfer 《Cultural and Social History》2013,10(5):681-698

ABSTRACT

The entangled history of the German Colonial Press Law (written 1906–1912) begins with the wish of the German East African Governor to keep the pugnacious settler press under control. Under the influence of a racist discourse that sought to restrict education for Africans and feared anti-colonial actions and networks, the law developed into a legal basis that could impede publishing activities of the colonised in all German colonies. In Togoland, African writers bypassed such restrictions by publishing critical articles in the adjacent British Gold Coast Colony and thereby succeeded in entering transnational supportive networks.  相似文献   

RESEARCH REPORT     

Judith Bennett  Cornelia Gräsel  Ilka Parchmann 《International Journal of Science Education》2013,35(13):1521-1547

The study explores teachers’ experiences of teaching a context‐based chemistry course, Salters Advanced Chemistry, as compared with teachers of a conventional course. Second, main factors that appear to influence decisions over whether or not to adopt context‐based courses are investigated. Two hundred and twenty‐two teachers’ views of a context‐based and a conventional school advanced chemistry course were obtained from a questionnaire. Responses were analysed in six dimensions: motivation, chemical knowledge and development of concepts, learning activities, assessment, challenge to teachers and students, and teacher support. Both sets of teachers agreed that the context‐based course is more motivating to study and teach, that students would be more interested in chemistry and more likely to go to university to study chemistry, that students would be better able to study independently but that it is more demanding to teach and study. The groups differed principally about concept development and teaching strategy. The context‐based teachers believed that their course gave as good a foundation for further study as a traditional course and that the spiral curriculum was advantageous. Conventional course teachers disagreed with both statements. One significant implication to emerge from the study is the crucial role played by in‐service support in influencing the impact of a curriculum innovation.  相似文献   

Predicting adolescent truancy: The importance of distinguishing between different aspects of instructional quality     

Christine Sälzer  Ulrich Trautwein  Oliver Lüdtke  Margrit Stamm 《Learning and Instruction》2012,22(5):311-319

Little is known about the association of classroom characteristics with adolescent truancy. A critical question is whether high achievement standards, high workload, and fast pace protect against or increase adolescent truancy. In this study, self-reports from 3491 Swiss grade 7, grade 8 and grade 9 students in 202 classes were used to predict truancy. Multilevel modeling was used to differentiate between the student and the class levels. High achievement standards were associated with a lower truancy rate at both the student and the class level, whereas fast instructional pace was associated with more truancy at both levels. A perception of the workload as being too low was an additional predictor of high truancy at both the student and the class level.  相似文献