Time limits in testing: An analysis of eye movements and visual attention in spatial problem solving          下载免费PDF全文

Victoria A. Roach  Graham M. Fraser  James H. Kryklywy  Derek G.V. Mitchell  Timothy D. Wilson 《Anatomical sciences education》2017,10(6):528-537

Individuals with an aptitude for interpreting spatial information (high mental rotation ability: HMRA) typically master anatomy with more ease, and more quickly, than those with low mental rotation ability (LMRA). This article explores how visual attention differs with time limits on spatial reasoning tests. Participants were assorted to two groups based on their mental rotation ability scores and their eye movements were collected during these tests. Analysis of salience during testing revealed similarities between MRA groups in untimed conditions but significant differences between the groups in the timed one. Question‐by‐question analyses demonstrate that HMRA individuals were more consistent across the two timing conditions (κ = 0.25), than the LMRA (κ = 0.013). It is clear that the groups respond to time limits differently and their apprehension of images during spatial problem solving differs significantly. Without time restrictions, salience analysis suggests LMRA individuals attended to similar aspects of the images as HMRA and their test scores rose concomitantly. Under timed conditions however, LMRA diverge from HMRA attention patterns, adopting inflexible approaches to visual search and attaining lower test scores. With this in mind, anatomical educators may wish to revisit some evaluations and teaching approaches in their own practice. Although examinations need to evaluate understanding of anatomical relationships, the addition of time limits may induce an unforeseen interaction of spatial reasoning and anatomical knowledge. Anat Sci Educ 10: 528–537. © 2017 American Association of Anatomists.  相似文献   

Developing students’ reasoning about samples and sampling variability as a path to expert statistical thinking     

Joan Garfield  Laura Le  Andrew Zieffler  Dani Ben-Zvi 《Educational Studies in Mathematics》2015,88(3):327-342

  相似文献   

Examining the world: A history of the University of Cambridge Local Examinations Syndicate     

John Roach 《History of education》2013,42(4):544-546

  相似文献   

Enhancing executive function skills in preschoolers through a mindfulness‐based intervention: A randomized,controlled pilot study          下载免费PDF全文

Laura Wood  Andrew T. Roach  Moriah A. Kearney  Faith Zabek 《Psychology in the schools》2018,55(6):644-660

Executive functions (EFs) develop rapidly in preschoolers and lay an important foundation for school readiness. One potential method of supporting EF development is through mindfulness‐based interventions (MBIs). Whereas studies with older children and adults have supported this approach, research with young children has been more limited. In the current study, we evaluated the effectiveness, acceptability, and feasibility of Mini‐Mind, a 12‐session MBI created specifically for preschoolers. We used a randomized controlled design in a sample of 27 (intervention n = 12) preschoolers (3–5 years old). The evaluation included indirect measures of EF skills completed by teachers who were blinded to the experimental condition of the students. Additionally, parents, teachers, children, and facilitators provided feedback about the acceptability and feasibility of the intervention. Findings revealed mostly nonsignificant, small‐to‐medium effects in favor of the intervention group on indirect measures of EF skills. Furthermore, Mini‐Mind was rated as highly feasible and acceptable by children and stakeholders. Overall, the findings support the implementation and continued evaluation of Mini‐Mind in more diverse settings.  相似文献   

A Self-Instructional Course in Audio-Visual Techniques     

T. Hearnshaw  Dr.  D. K. Roach 《British journal of educational technology : journal of the Council for Educational Technology》1974,5(3):60-71

  相似文献   

Value orientations of elementary and secondary physical education teachers in Flanders     

Behets D  Vergauwen L 《Research quarterly for exercise and sport》2004,75(2):156-164

The purpose of this research was to examine and compare physical educators'value profiles. The Value Orientation Inventory was used to collect data from 528 elementary and 637 secondary physical education teachers in Flanders. Teacher characteristics, including gender and years of teaching experience revealed only minor differences in value orientations. Significant differences in teachers' value orientations were observed between teachers in elementary and secondary schools. The different value profiles of these two teacher groups are discussed in the perspective of the recently introduced conceptual innovations in physical education mandated by the Flemish government. The teachers at the elementary level placed a high priority on the disciplinary mastery and the self-actualization orientations; those at the secondary level scored high on the social responsibility and disciplinary mastery orientations. The findings from this study suggest that teaching level influences teachers' value orientation. Teachers appeared to adjust their curricular priorities to meet the demands and needs of students in elementary versus secondary schools.  相似文献   

HAS EDUCATIONAL TELEVISION ARRIVED?     

D.K. Roach 《Learning, Media and Technology》1980,6(3):74-77

After nearly 20 years of educational television, it can still be argued that ETV has not yet ‘arrived’ in the sense of being an accepted, taken‐for‐granted teaching tool. Although production standards are high, both technically and educationally, and although applications of television to learning are well established, television has certain limitations and deficiencies as a presentation medium. This paper discusses these shortcomings from the stand‐points of large‐group viewing, in lecture theatres and classrooms, and of individual study, and suggests that technical developments now in sight could overcome the limitations, to allow ETV to become the normal presentation medium in education and training  相似文献   

Predictors of Obligatory Exercise Among Undergraduates: Differential Implications for Counseling College Men and Women     

Holly M. Chalk  Sarah E. Miller  Megan E. Roach  Kara S. Schultheis 《Journal of College Counseling》2013,16(2):102-114

This study examined predictors of obligatory exercise in college undergraduates (N= 172). Regression models indicated that internalization of Western attitudes toward appearance predicted exercise fixation and commitment in women, whereas perceived pressure from dating partners predicted exercise commitment in men. Findings suggest that men may respond more to peer pressure, whereas women may be more susceptible to internalized sociocultural pressure. Implications for differential assessment and treatment of college men and women are discussed.  相似文献   

Students' articulations of uncertainty about big data in an integrated modeling approach learning environment     

Ronit Gafny  Dani Ben-Zvi 《Teaching Statistics》2023,45(Z1):S67-S79

In recent years, big data has become ubiquitous in our day-to-day lives. Therefore, it is imperative for educators to integrate nontraditional (big) data into statistics education to ensure that students are prepared for a big data reality. This study examined graduate students' expressions of uncertainty while engaging with traditional and nontraditional big data investigation activities. We first suggest a theoretical framework based on integrated insights from statistics education and data science to analyze and describe novices' reasoning with the various uncertainties that characterize both traditional and big data—the Variability, Data, and Phenomenon (VDP) framework. We offer a case study of graduate students' participation in the integrated modeling approach (IMA) learning trajectory, illustrating the utility of the VDP framework in accounting for the different types of articulated uncertainties. We also discuss the teaching implications of the VDP.  相似文献   

YouTube-based course orientation videos delivered prior to matriculation fail to alleviate medical student anxiety about anatomy     

Stefanie M. Attardi  Douglas J. Gould  Rebecca L. Pratt  Victoria A. Roach 《Anatomical sciences education》2022,15(4):685-697

Gross anatomy is a source of anxiety for matriculating medical students due to the large volume of information presented in a truncated timeline, and because it may be their first exposure to human cadavers. This study aimed to assess if video-based resources would affect matriculating medical students' anatomy state anxiety levels. Videos were designed to be short, YouTube-based units that served to provide orientation information about the anatomy course, dissection facilities, and available study resources to dispel anxiety around beginning their anatomy studies. To evaluate the impact of the videos, students in two consecutive matriculating years (2018 and 2019) completed the validated State-Trait Anxiety Inventory and a demographic questionnaire. The 2019 cohort (n = 118) served as the experimental group with access to the videos; while the 2018 cohort (n = 120) without video access served as a historical control. Analyses revealed that the groups were equivalent in terms of trait anxiety (P = 0.854) and anatomy state anxiety even when student video exposure was controlled (P = 0.495). Anatomy state anxiety was only significantly lower in students with prior formal anatomy exposure (P = 0.006). Further inquiry into students' prior anatomy experience identified that individuals with post-secondary dissection experience were significantly less anxious than those without formal anatomical experience (P = 0.023). These results may serve as a cautionary tale to educators; while preference for video-based instructional materials is prevalent in the literature, videos delivered on public social media platforms fail to prepare students for the psychological impact of studying human anatomy.  相似文献