Virtual Solar System Project: Learning Through a Technology-Rich,Inquiry-Based,Participatory Learning Environment   总被引：3，自引：2，他引：1  

Barab  Sasha A.  Hay  Kenneth E.  Squire  Kurt  Barnett  Michael  Schmidt  Rae  Karrigan  Kristen  Yamagata-Lynch  Lisa  Johnson  Christine 《Journal of Science Education and Technology》2000,9(1):7-25

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Analytical Models for Minority Representation in Academic Departments     

Johnson  Kurt N.  Wiley  J. D. 《Research in higher education》2000,41(4):481-504

We present mathematical models for the evolution over time of the proportion of minorities in an academic department or similarly selected group of constant size. Using the models, we analyze both the steady-state and time-dependent behavior of the proportion of minorities, and also obtain a means of evaluating the effectiveness of a department's hiring history. We derive a number of surprising results with importance to institutional hiring policy and affirmative action; and we also present methods, suggested by the model and its behavior, to improve departmental hiring practices.  相似文献   

Stakeholders in Universities and Colleges in Flanders   总被引：1，自引：0，他引：1  

Kurt De Wit  & Jef C. Verhoeven 《European Journal of Education》2000,35(4):421-437

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Participatory Scaling Through Augmented Reality Learning Through Local Games     

John Martin  Seann Dikkers  Kurt Squire  David Gagnon 《TechTrends》2014,58(1):35-41

The proliferation of broadband mobile devices, which many students bring to school with them as mobile phones, makes the widespread adoption of AR pedagogies a possibility, but pedagogical, distribution, and training models are needed to make this innovation an integrated part of education, This paper employs Social Construction of Technology (SCOT) to argue for a participatory model of scaling by key stakeholders groups (students, teachers, researchers, administrators), and demonstrates through various cases how ARIS (arisgames.org) — a free, open-source tool for educators to create and disseminate mobile AR learning experiences — may be such a model.  相似文献   

Seeing Change in Time: Video Games to Teach about Temporal Change in Scientific Phenomena     

Javier Corredor  Matthew Gaydos  Kurt Squire 《Journal of Science Education and Technology》2014,23(3):324-343

This article explores how learning biological concepts can be facilitated by playing a video game that depicts interactions and processes at the subcellular level. Particularly, this article reviews the effects of a real-time strategy game that requires players to control the behavior of a virus and interact with cell structures in a way that resembles the actual behavior of biological agents. The evaluation of the video game presented here aims at showing that video games have representational advantages that facilitate the construction of dynamic mental models. Ultimately, the article shows that when video game’s characteristics come in contact with expert knowledge during game design, the game becomes an excellent medium for supporting the learning of disciplinary content related to dynamic processes. In particular, results show that students who participated in a game-based intervention aimed at teaching biology described a higher number of temporal-dependent interactions as measured by the coding of verbal protocols and drawings than students who used texts and diagrams to learn the same topic.  相似文献   

2005 International Learned Journals Seminar: The Web and after     

Kurt Paulus 《Learned Publishing》2005,18(3):231-234

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Influence of instructional structure and locus of control on achievement of preservice elementary science teachers     

Willis J. Horak  Kurt A. Slobodzian 《科学教学研究杂志》1980,17(3):213-222

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Calmer waters ahead?     

Kurt Paulus 《Learned Publishing》2006,19(3):230-233

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An integrative approach to counseling for the speech-impaired client     

Kurt Kraetschmer 《International journal for the advancement of counseling》1985,8(3):207-212

This paper discusses the possibility of providing effective counseling for speech-language impaired clients who, due to a communication breakdown, find themselves in a particularly serious predicament marked by isolation and dependency. Its purpose is to highlight the special needs of these clients and to suggest therapeutic strategies suitable for meeting their needs. To promote the idea of an integrative approach to counseling, it will be shown that the counselor, as the key figure in rehabilitation, can coordinate the work of several professionals and contribute in a unique way to the well-being of these individuals.  相似文献   

Problem solving beyond the logic of things: contextual effects on understanding and solving word problems     

Kurt Reusser 《Instructional Science》1988,17(4):309-338

Arguments are put forward in this paper that classroom word problem solving is more-and also less-than the urgent analysis of a factual structure, in the sense that it is essentially a species of a social-cognitive activity. Word-or story-problems, presented in classroom contexts, represent textual and pragmatic patterms of a certain grammaticality. To present a problem verbally to a student means to organize a fact in some way for the attention of a problem solver. There is not only the structure of the problem text itself by which situations are denoted, but there is also the stimulative nature of the social-pragmatic context which shapes the student's textbook-problem solving behavior over a long period of time.The present paper discusses the results of several studies showing, for example, that subject matter related attitudes towards a problem frequently do not play an important part in the problem solving efforts; that students often solve problems correctly without understanding them; and that false contextual expectations can lead to abstruse errors of understanding and to peculiar solution attempts.The studies indicate that students can become sensitive and skilful in perceiving and capitalizing on subtle textual and contextual signs pointing to the solution and anticipating its pattern. It seems that usual textbook problems let students get accustomed to certain courses of processing where a simple fact, like whether an equation works out evenly or does not, can stop the process or push it further. It is argued that the deeper reason for the observed textual and contextual influences on understanding and problem solving lies in a fundamental weakness of the student's epistemic control behavior. The psychological and instructional significance of the studies is discussed.  相似文献