Learning from wildlife-inspired awe     

Jonathan R. Hicks  William P. Stewart 《The Journal of environmental education》2020,51(1):44-54

Abstract

This study sought to explore the implications for individuals who experienced awe while in the presence of wildlife. A conceptual framework was adapted that integrated the theory of emotional learning with experiential learning theory. In-depth interviews brought into focus the resultant learning stemming from experiences of wildlife-inspired awe. Learning manifested through pro-environmental and prosocial behaviors in which participants’ career choices were affected as well as their advocacy for pro-environmental behaviors within their community of friends and family. In the process of chronicling participants’ stories, we developed a better understanding of the ways in which people make sense of and ultimately learn from experiences of wildlife-inspired awe.  相似文献   

Understanding problem solving behavior of 6–8 graders in a debugging game     

Zhongxiu Liu  Rui Zhi  Andrew Hicks  Tiffany Barnes 《Computer Science Education》2017,27(1):1-29

Debugging is an over-looked component in K-12 computational thinking education. Few K-12 programming environments are designed to teach debugging, and most debugging research were conducted on college-aged students. In this paper, we presented debugging exercises to 6th–8th grade students and analyzed their problem solving behaviors in a programming game – BOTS. Apart from the perspective of prior literature, we identified student behaviors in relation to problem solving stages, and correlated these behaviors with student prior programming experience and performance. We found that in our programming game, debugging required deeper understanding than writing new codes. We also found that problem solving behaviors were significantly correlated with students’ self-explanation quality, number of code edits, and prior programming experience. This study increased our understanding of younger students’ problem solving behavior, and provided actionable suggestions to the future design of debugging exercises in BOTS and similar environments.  相似文献   

The Usefulness of Time Lines in Learning Chronological Relationships in Text Materials     

O. L. Davis Jr.  Linda Clayton Hicks  Norman D. Bowers 《Journal of Experimental Education》2013,81(3):22-25

Methodological problems, have limited the usefulness of findings from experiments into learning by discovery. By using programmed instruction materials, a within-class design, and other controls, an attempt was made to remove confounding. Two tasks were used: concept learning and principle learning. For each task, a separate 2x2x2 factorial design containing sixteen Ss in each cell was used. Independent variables were instructional method (egrule and ruleg), school grade (9 and 5), and intelligence (high and average). A set of eight different measures, involving retention, transfer, and ease of relearning, was used for each task. It was found that the egrule and ruleg methods did not differ significantly, and that interaction between instructional method and the other variables was low.  相似文献   

Convention highlights     

Donald H. Bullock  Margo Hicks  Karen S. Brethower  Philip W. Tiemann 《Performance Improvement》1972,11(3):1-1

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Communication variables associated with hearing-impaired/vision-impaired persons--a pilot study     

W M Hicks 《American annals of the deaf》1979,124(4):419-422

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Three British ladies of poesy     

Helen Gertrude Hicks 《Communication quarterly》2013,61(2):15-19

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THE PARTICULAR AND THE FEMININE: GENDERED ACCOUNTS IN EDUCATIONAL THEORIZING     

Deborah Hicks 《Educational theory》1999,49(2):251-264

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Equity and Excellence in Research Funding     

Diana Hicks  J. Sylvan Katz 《Minerva》2011,49(2):137-151

The tension between equity and excellence is fundamental in science policy. This tension might appear to be resolved through the use of merit-based evaluation as a criterion for research funding. This is not the case. Merit-based decision making alone is insufficient because of inequality aversion, a fundamental tendency of people to avoid extremely unequal distributions. The distribution of performance in science is extremely unequal, and no decision maker with the power to establish a distribution of public money would dare to match the level of inequality in research performance. We argue that decision makers who increase concentration of resources because they accept that research resources should be distributed according to merit probably implement less inequality than would be justified by differences in research performance. Here we show that the consequences are likely to be suppression of incentives for the very best scientists. The consequences for the performance of a national research system may be substantial. Decision makers are unaware of the issue, as they operate with distributional assumptions of normality that guide our everyday intuitions.  相似文献   

Teaching English and History Through Historical Fiction     

Alun Hicks  Dave Martin 《Children‘s Literature in Education》1997,28(2):49-59

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A study of the relationship between the Stroop effect and reading age in dyslexic subjects     

Carolyn Hicks  Peter Jackson 《Journal of Research in Reading》1981,4(1):29-33

40 dyslexic subjects were given a version of the Stroop test and the magnitude of interference was plotted as a function of reading age as measured by the British Ability Scale. A negative linear relationship emerged, such that greater reading proficiency was associated with less interference. This result is discussed in the context of LaBerge and Samuel's theory of automatic information processing in reading.  相似文献