ATTITUDES TOWARD EDUCATIONAL MEDIA: IMPLICATIONS FOR EDUCATIONAL GERONTOLOGY     

Marvin E. Duncan  Ronald K. Bass 《Educational gerontology》2013,39(1):77-91

This study was conducted to determine if there is or is not a difference in attitudes toward educational media between older adults and younger adults. Attitudinal information was gathered from the two groups utilizing an instrument entitled “Controversy in Academia” a 39‐item Likert‐type questionnaire. The questions from the instrument were divided into six groups, and six operational hypotheses were generated to effect testing. The results indicated that there were no basic differences between the attitudes toward educational media expressed by older adults and those expressed by younger adults.  相似文献   

CHILDREN'S ATTITUDES TOWARD THE ELDERLY: AN INTERGENERATIONAL TECHNIQUE FOR CHANGE     

Laura Carstensen  Susan E. Mason  Edward C. Caldwell 《Educational gerontology》2013,39(3):291-301

This investigation examined changes in children's perceptions of the elderly following an intervention in the frequency of contact that school‐aged children had with old people. Elderly persons served as tutors in a reading tutorial program for a period of two months. Pre‐and postintervention measures of attitudes and reading skills were taken from the children; measures of morale were obtained among the elderly sample. Evaluations of the program were also provided by the elderly, the children, school principals, and teachers. An analysis of variance revealed a significant interaction effect of group by test, suggesting that even a relatively brief intervention can modify children's perceptions of the aged. Although there were no significant changes in the responses of the elderly subjects as measured by objective questionnaires, the majority of the tutors reported that they were happier and felt more involved in the community while working in the program.  相似文献   

Self-generated drawings for supporting comprehension of a complex animation     

Lucia Mason  Richard Lowe  Maria Caterina Tornatora 《Contemporary educational psychology》2013

The perceptual and cognitive processing demands involved in comprehending complex animations can pose considerable challenges to learners. There is a tendency for learners to extract information that is highly perceptually salient but neglect less conspicuous information of crucial relevance to the building of a quality mental model. This study investigated the effectiveness of self-generated drawing for learning from an animation illustrating a scientific phenomenon, the so-called “Newton’s Cradle.” Participants were 199 students in grade seven, randomly assigned to three experimental conditions: self-generated drawing, traced/copied drawing, and no drawing. All participants were asked to produce an explanation of the animation for both immediate and delayed posttests. The results revealed the superiority of self-generated drawing in supporting animation comprehension at both testing times compared to the other two conditions, which did not differ from each other. In addition, comprehension of the animation was related to the quality of self-generated drawings. Specifically, the depiction of information characterized by low perceptual salience but high conceptual relevance to the phenomenon predicted comprehension and retention over time.  相似文献   

A new editorial ‘vision’ for the International Journal of Educational Development?     

Mark Mason 《International Journal of Educational Development》2013

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Educational development agendas post-2015, and a continuing focus on Africa     

Mark Mason 《International Journal of Educational Development》2013

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Using decision support systems to facilitate the social process of knowledge management     

Gilberto?Montibeller  Duncan?ShawEmail author  Mark?Westcombe 《知识管理研究与实践》2006,4(2):125-137

The social processes involved in engaging small groups of 3–15 managers in their sharing, organising, acquiring, creating and using knowledge can be supported with software and facilitator assistance. This paper introduces three such systems that we have used as facilitators to support groups of managers in their social process of decision-making by managing knowledge during face-to-face meetings. The systems include Compendium, Group Explorer (with Decision Explorer) and V*I*S*A. We review these systems for group knowledge management where the aim is for better decision-making, and discuss the principles of deploying each in a group meeting.  相似文献   

Role of anomalous data and epistemological beliefs in middle school students’ theory change about two controversial topics     

Lucia Mason 《European Journal of Psychology of Education - EJPE》2000,15(3):329-346

The question of theory change is crucial in knowledge construction, particularly in the process of conceptual change. This study was designed to investigate two factors that, in addition to initial theory preference, may play a crucial role in the process of theory change, that is, students’ interpretation of anomalous data on two controversial topics (the dinosaur extinction and the construction of the Giza pyramids in Egypt) and their epistemological beliefs about the nature of knowledge. Canonical correlation analyses suggested for both topics an association, stronger for the dinosaur extinction topic, between (a) acceptance of anomalous data (rated both as valid and inconsistent with the held theory), initial theory preference, epistemological belief in Certain Knowledge and (b) theory change. Data obtained from structure coefficients in canonical correlation analyses indicate that acceptance of anomalous data significantly contributed the most to theory change whereas the epistemological belief contributed the least. Finally, educational implications are drawn.  相似文献   

Associations of object control motor skill proficiency,game play competence,physical activity and cardiorespiratory fitness among primary school children     

Andrew Miller  Narelle Eather  Mitch Duncan  David Revalds Lubans 《Journal of sports sciences》2019,37(2):173-179

This study investigated if object control relates to children’s game play competence, and examined these competencies as correlates of physical activity and cardiorespiratory fitness. Game play (Game Performance Assessment Instrument), object control (The Test Gross Motor Development-3), moderate-to-vigorous physical activity (Accelerometry), and cardiorespiratory fitness (20-metre shuttle) assessments were completed for 107 children (57% Female, 43% Male) aged 9–12 years (M 10.53, SD 0.65). Two-level regression of object control on game play competence, and object control and game play competence on physical activity and cardiorespiratory fitness assessed associations. Object control competence was positively associated with game play competence (Std. B = 0.25, t (104.77) = 2.38, p = 0.001). Game play competence (Std. B = 0.33, t (99.81) = 5.21, p < 0.000) was more strongly associated with moderate-to-vigorous physical activity than object control competence (Std. B = 0.20, t (106.93) = 2.96, p = 0.003). Likewise, game competence (Std. B = 0.39, t (104.41) = 4.36, p < 0.000) was more strongly associated with cardiorespiratory fitness than object control competence (Std. B = 0.22, t (106.69) = 2.63, p = 0.002). Object control and game competence are both important as correlates of physical activity and cardiorespiratory fitness in children.  相似文献   

The Deficit Hypothesis Revisited     

Mary Mason 《Educational studies》1986,12(3):279-289

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Camp sanitation     

W.P. Mason 《Journal of The Franklin Institute》1918,185(6):731-744

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