Using argumentation as a learning strategy to improve student performance in engineering Statics     

Timothy L. Foutz 《European Journal of Engineering Education》2019,44(3):312-329

ABSTRACT

Research suggests that a significant reason that a large number of students earn low grades in the fundamental engineering science course Statics is that they may be entering the course with incorrect conceptual knowledge of mathematics and physics. The self-explanation learning approach called collective argumentation helps k-12 students to understand their misconceptions of mathematical principles that often appear abstract to them. This study investigated collective argumentation as an instructional approach that helps engineering students identify and correct their misconceptions of topics taught in Statics. Results suggest that argumentation improves student performance as measured by grades earned on semester exams. Survey and focus group results suggest that students did not understand the argumentation process. Therefore, the students did not like using it as a learning approach.  相似文献   

Using Early Learning Standards to Provide High-Quality Education for All Children: The Early Learning Guidelines Toolkit     

Roseanne L. Flores  Timothy W. Curby  Hardin Coleman  Kristan Melo 《理论付诸实践》2016,55(2):145-152

Today with the rise in the number of 3- to 6-year-old children enrolled in center-based early childhood programs, and a focus on program quality, it becomes imperative for educators to have a better understanding of the role research plays in establishing high-quality programs as these programs provide much of the foundation that supports early learning and development (Child Trends, 2014). Although psychology, and the role of child development research in particular, has always been integral to the field of early childhood education beginning with the seminal works of Piaget, Bronfenbrenner, Bruner, and others (Lickona,1971), the field had never fully embraced the use of research to inform practice, until the 1990s. This had been, in part, because the field of early childhood education originally viewed itself as a field of practitioners that provided for the everyday care and needs of young children, whereas it viewed child development researchers as scientists who paid little attention to the practical needs of classroom teaching (Takanishi, 1981 Takanishi, R. (1981). Early childhood education and research: The changing relationship. Theory into Practice, 20, 86–92.[Taylor & Francis Online] , [Google Scholar]). Although, today, there is no longer this ideological divide between the two areas, with the child development research being used to inform educational practice and policy (Center for the Developing Child, 2007), nevertheless there still remains a gap in the ability of educators to effectively implement evidence-based practices. Given the increased focus on providing young children with access to high-quality education, and the need for teachers to implement evidence-based practices the present paper attempts to bridge the gap by providing a brief overview of the science of early childhood development, its importance for development of early learning standards, and an overview of the Early Learning Toolkit which was developed to provide early learning educators guidance and resources to support the implementation of early learning standards within their own states as well as well across the nation. The goal of this article is to bridge theory and practice in early childhood education.  相似文献   

Educational software: A developer’s perspective     

Timothy C. Armstrong  Dr. Russell F. Loane 《TechTrends》1994,39(1):20-22

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Using student norms to create positive learning environments     

John M. Braxton  Timothy C. Caboni 《About Campus》2005,9(6):2-7

Ever since brash young students goaded one another to race chariots through the streets of the ancient world, elders have tried to understand and harness the energy of late adolescent normative group behavior. John Braxton and Timothy Caboni introduce a perspective and survey instrument that may help today's educators do just that.  相似文献   

The effects of orienting activities and cognitive processing time on factual and inferential learning     

Michael J. Hannafin  Timothy L. Phillips  Lloyd P. Rieber  Casey Garhart 《Educational technology research and development : ETR & D》1987,35(2):75-84

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Online or Face-to-Face: Do Mission-Related Student Learning Outcomes Differ?     

Charlotte S. Lang  Gwetheldene Holzmann  Hallett Hullinger  Mary Lou Miller  Timothy D. Norton 《Christian Higher Education》2019,18(3):177-187

This study investigated how an authentic assessment program was used to examine student learning outcomes within the context of a Christian university’s institutional mission, core values, and distinctive qualities. For the purposes of this study, an authentic assessment program is defined as assessing student-produced work within the context of the institutional mission. A sample of 1,814 undergraduate students taking one or more general education courses at the university during the 2007–2009 academic years was examined for any significant differences in student learning outcomes. A univariate analysis of covariance (ANCOVA) indicated the Student Assessment System (SAS) scores for the online students were not significantly different from the SAS scores for the face-to-face (F2F) students after controlling for course grade. These results suggest that online students achieved the same critical mission-related educational outcomes that the university required of its F2F students. An implication of this finding is that the university just as effectively articulated its faith-based mission and vision to the online students as it did to its students taking classes F2F.  相似文献   

Concurrent and Longitudinal Contributions of a Brief Assessment of Reading‐Specific Executive Function to Reading Comprehension in First and Second Grade Students     

Kelly B. Cartwright  Timothy R. Marshall  Nathan A. Hatfield 《Mind, Brain, and Education》2020,14(2):114-123

Executive function (EF) contributes significantly to reading comprehension across the lifespan. Emerging research indicates domain‐specific assessments of EF are better suited for assessment and intervention in academic contexts. For example, graphophonological‐semantic cognitive flexibility (GSF), the ability to flexibly switch between the graphophonological and semantic components of printed words, contributes uniquely to reading comprehension across the lifespan, and GSF training improves children's reading comprehension. This study compared the original GSF measure, which is problematic for use in schools due to its subjectively interpreted explicit explanation component, to an abbreviated implicit task that is better suited for assessment of GSF in practical contexts in 68 first and second grade students. Implicit and explicit GSF contributed uniquely to reading comprehension concurrently and longitudinally when children (n = 31) were in third and fourth grades, beyond verbal ability, decoding ability, and matrix reasoning.  相似文献   

Primary school leadership in Post-Conflict Rwanda: a narrative arc     

Timothy P. Williams 《Compare》2019,49(6):1016-1017

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One size still does not fit all in specific learning disability assessment across ethnic groups     

Warner TD  Dede DE  Garvan CW  Conway TW 《Journal of learning disabilities》2002,35(6):500-508

The use of IQ scores and discrepancy formulas for identifying specific learning disabilities (SLD) has been widely discredited by prominent researchers for more than a decade. Nevertheless, the overwhelming majority of state policies still specify the use of discrepancy formulas, including the simple difference method, which is psychometrically inferior to regression-based methods. This study compares the use of a minimum IQ cutoff score and a simple difference method versus a regression-based method for identifying SLD in a sample of African American and European American full-time college students (N = 117). Replicating the findings from previous studies using typically achieving children, typically achieving adults, and school-age children with SLD, this study adds to the chorus of voices criticizing the use of outdated assessment practices that can have deleterious effects for individuals with SLD. The implications for legislative policy are discussed in the context of the historical overrepresentation of African Americans in all special education categories except SLD and the increased access to higher education that students with SLD have gained during the past decade.  相似文献   

Nonshock confinement duration and shock- and safebox similarity during escape training in rats     

Joseph J. Franchina  Timothy E. Schindele 《Learning & behavior》1975,3(4):297-300

Sixty female hooded rats received 70 shock-escape training trials with shock- and safeboxes similar or dissimilar to each other and nonshock (safebox) confinement durations of 5 sec or 20 sec. (Shockbox confinement duration prior to shock onset was 5 sec.) In each confinement condition performance under the similar shock/safe condition was reliably poorer than that under the dissimilar condition. Safebox confinement duration negligibly affected performance under the dissimilar condition, while in the similar condition increasing confinement duration reliably facilitated performance. Comparisons with control data suggest that facilitation of escape was due to the relative shock-safe confinement duration rather than to absolute safebox confinement.  相似文献