Advance organizers in videos for software training of Chinese students     

Hans van der Meij 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1368-1380

The effectiveness of demonstration-based training (DBT) videos for software training has been investigated for a Western audience. These studies have generally found that the demonstration videos significantly enhanced self-efficacy and task performance, but also that there was a gap between task practice and learning with the latter lagging behind. The present study investigated the effectiveness of DBT-videos for software training of Chinese students. The control condition presented demonstrations only. In the experimental condition demonstrations were preceded with advance organizers that aimed to enhance learning. The 61 participants (mean age 11.8 years) came from a middle school in China. Data analyses revealed that self-efficacy significantly improved in both conditions. Task performance success also increased significantly over time. The familiar gap between task practice and learning was found between task practice and outcomes on an immediate post-test. However, on the delayed post-test this difference had disappeared. An effect of the advance organizer was found for accuracy of the self-efficacy appraisals, and for gain scores from pretest to delayed post-test. It is concluded that DBT-based demonstration videos are moderately effective for software training of Chinese students, and that it can be beneficial to precede these with advance organizers.  相似文献   

Indigenous knowledge in environmental education processes: Perspectives on a growing research arena   总被引：1，自引：1，他引：1  

Lynette Sibongile Masuku Van Damme  Edgar Fulufhelo Neluvhalani 《Environmental Education Research》2004,10(3):353-370

What, then, is the problem? Indigenous knowledge has not, or not entirely disappeared from the collective memory. It has not lost any parcel of its age old efficiency either. Besides, it should not be considered a problem that it coexists today with so called modern science (i.e. an imported, supposedly rational system of knowledge and know-how). The real problem is elsewhere: about the very form of this coexistence. (Hountondji, 2002, p. 24, emphasis original)  相似文献   

A New Strategy for Testing Structural Equation Models     

Morten Moshagen  Edgar Erdfelder 《Structural equation modeling》2016,23(1):54-60

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Opportunities for Neurodevelopmental Plasticity From Infancy Through Early Adulthood          下载免费PDF全文

Amanda E. Guyer  Koraly Pérez‐Edgar  Eveline A. Crone 《Child development》2018,89(3):687-697

Multiple and rapid changes in brain development occur in infancy and early childhood that undergird behavioral development in core domains. The period of adolescence also carries a second influx of growth and change in the brain to support the unique developmental tasks of adolescence. This special section documents two core conclusions from multiple studies. First, evidence for change in brain‐based metrics that underlie cognitive and behavioral functions are not limited to narrow windows in development, but are evident from infancy into early adulthood. Second, the specific evident changes are unique to challenges and goals that are salient for a respective developmental period. These brain‐based changes interface with environmental inputs, whether from the child's broader ecology or at an individual level.  相似文献   

Developmental Relations Among Behavioral Inhibition,Anxiety, and Attention Biases to Threat and Positive Information          下载免费PDF全文

Lauren K. White  Kathryn A. Degnan  Heather A. Henderson  Koraly Pérez‐Edgar  Olga L. Walker  Tomer Shechner  Ellen Leibenluft  Yair Bar‐Haim  Daniel S. Pine  Nathan A. Fox 《Child development》2017,88(1):141-155

This study examined relations between behavioral inhibition (BI) assessed in toddlerhood (n = 268) and attention biases (AB) to threat and positive faces and maternal‐reported anxiety assessed when children were 5‐ and 7‐year‐old. Results revealed that BI predicted anxiety at age 7 in children with AB toward threat, away from positive, or with no bias, at age 7; BI did not predict anxiety for children displaying AB away from threat or toward positive. Five‐year AB did not moderate the link between BI and 7‐year anxiety. No direct association between AB and BI or anxiety was detected; moreover, children did not show stable AB across development. These findings extend our understanding of the developmental links among BI, AB, and anxiety.  相似文献   

Acquiescence,instructor’s gender bias and validity of student evaluation of teaching     

Edgar Valencia 《Assessment & Evaluation in Higher Education》2020,45(4):483-495

Abstract

The validity of student evaluation of teaching (SET) scores depends on minimum effect of extraneous response processes or biases. A bias may increase or decrease scores and change the relationship with other variables. In contrast, SET literature defines bias as an irrelevant variable correlated with SET scores, and among many, a relevant biasing factor in literature is the instructor’s gender. The study examines the extent to which acquiescence, the tendency to endorse the highest response option across items and bias in the first sense affects students’ responses to a SET rating scale. The study also explores how acquiescence affects the difference in teaching quality (TQ) by instructor’s gender, a bias in the latter sense. SET data collected at a faculty of education in Ontario, Canada were analysed using the Rasch rating scale model. Findings provide empirical support for acquiescence affecting students’ responses. Latent regression analyses show how acquiescence reduces the difference in TQ by instructor’s gender. Findings encourage greater attention to the response process quality as a way to better defend the utility of SET and prevent potentially misleading conclusions from the analysis of SET data.  相似文献   

Email use in elementary school: an analysis of exchange patterns and content   总被引：1，自引：0，他引：1  

Hans van der Meij  & Kerst Boersma 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(2):189-200

Email was embedded in a project in design and technology education in elementary school. During four lessons children worked in groups on building a flying object. These groups communicated through email with groups of children from another school. The analyses of the emails, as viewed from distributed cognition theory, focus on the exchange patterns and content. Two characteristic exchange patterns are stacking and compounding. In stacking emails are sent out quickly enough to afford a "just-in-time" exchange of information. In compounding the emails transcend lessons. An "old" section of the email reacts to the partner's email about a previous lesson. A "new" section deals with the current lesson.
Question-answer exchanges accounted for only about 15% of the communications. Connected discourse with explicit or implicit references to the partner's email was likewise scarce. Groups mainly connected to each other through adoption, leading to shared scenarios of "We tell you our story—You tell us yours". The conclusion discusses the impact of the task on the children's communication. Among others, a precise definition and teaming of the task is deemed necessary to favour embedded email use. Because the genre of email use in elementary school is yet to be defined the authors caution against imposing many constraints on what children write to each other.  相似文献   

Electroencephalogram Recordings Indicate That More Abstract Diagrams Need More Mental Resources to Process          下载免费PDF全文

Theo H. van Leeuwen  Emmanuel Manalo  Jan van der Meij 《Mind, Brain, and Education》2015,9(1):19-28

There is considerable interest in the cultivation of student graphic literacy among educators and researchers, especially in the sciences. Previous research, however, has shown that many students manifest difficulties in using diagrammatic representations. One explanation that has been proposed to account for these difficulties is that certain forms of diagrams may be more demanding of mental effort to use. Although there had been behavioral evidence to support this explanation, neurophysiological evidence had not confirmed it. Here, we provide evidence, from electroencephalogram recordings of brain activity focusing on the P3b component, that more abstract diagrams (such as graphs) demand greater mental resources to process compared to pictures and text—even when amount of detail has been accounted for. Our results provide initial neurophysiological evidence for the impact of cognitive cost on student learning behaviors and outcomes. Consideration of this finding is important in pedagogical design and, more broadly, in media communication.  相似文献   

Volume 65 Index     

Edgar G. Doudna 《The Educational forum》2013,77(4):393-400

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只是个父亲     

Edgar Albert Guest  Ernest 《高中生》2012,(7):29

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