Assessing and tracking students’ problem solving performances in anchored learning environments     

Brian A. Bottge  Enrique Rueda  Jung Min Kwon  Timothy Grant  Perry LaRoque 《Educational technology research and development : ETR & D》2009,57(4):529-552

The purpose of this randomized experiment was to compare the performance of high-, average-, and low-achieving middle school students who were assessed with parallel versions of a computer-based test (CBT) or a paper-pencil test (PPT). Tests delivered in interactive, immersive environments like the CBT may have the advantage of providing teachers with diagnostic tools that can lead to instruction tailored to the needs of students at different achievement levels. To test the feasibility of CBT, students were randomly assigned to the CBT or PPT test conditions to measure what they had learned from an instructional method called enhanced anchored math instruction. Both assessment methods showed that students benefited from instruction and differentiated students by achievement status. The navigation maps generated from the CBT revealed that the low-achieving students were able to navigate the test, spent about the same amount of time solving the subproblems as the more advanced students, and made use of the learning scaffolds.

Brian A. BottgeEmail:

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Building world-class research university: The Brain Korea 21 project     

Jung Cheol Shin 《Higher Education》2009,58(5):669-688

This study evaluated the effects of South Korea’s Brain Korea 21 (BK 21) project, a special research funding program designed to build world-class research university. The effects were measured by examining the frequency of article publications in SCI journals during the 1995–2005 period. The results of the analysis indicated that the growth of research publications from Korean research universities was increased significantly following the implementation of the BK 21 project in 1999. In addition, during the period under study, four research universities (Yonsei, Korea, Sungkyunkwan, and Hanyang) were newly emerged. However, the growth rate of research publications was not different from that of the US and Japan, and even less than that of China. Thus, although the BK 21 project contributed to the growth of research publications of Korean universities, the project did not lessen the gap between Korea universities and world-class research universities in the US or Japan in number of publications.  相似文献   

Is the diagnosis of physical abuse changed when Child Protective Services consults a Child Abuse Pediatrics subspecialty group as a second opinion?     

James Anderst  Nancy Kellogg  Inkyung Jung 《Child abuse & neglect》2009,33(8):481-489

ObjectivesTo characterize the changes regarding the diagnosis of physical abuse provided to Child Protective Services (CPS) when CPS asks a Child Abuse Pediatrics (CAP) specialty group for a second opinion and works in concert with that CAP group.MethodsSubjects were reported to CPS for suspected physical abuse and were first evaluated by a physician without specialized training in Child Abuse Pediatrics (non-CAP physician). Subjects were then referred to the area's only Child Abuse Pediatrics (CAP physician) group, located in a large metropolitan pediatrics center in the United States, for further evaluation. The diagnoses regarding abuse provided by CAP physicians working in concert with CPS were compared to those provided to CPS by other physicians.ResultsTwo hundred consecutive patients were included in the study. In 85 (42.5%) cases, non-CAP physicians did not provide a diagnosis regarding abuse, despite initiating the abuse report to CPS or being asked by CPS to evaluate the child for physical abuse. Of the remaining 115 cases, the diagnosis regarding abuse differed between non-CAP physicians and CAP physicians working in concert with CPS in 49 cases (42.6%; κ = .14; 95% CI, ?.02, .29). In 40 of the 49 cases (81.6%), CAP assessments indicated less concern for abuse when compared to non-CAP assessments. Differences in diagnosis were three times more likely in children from a nonurban location (OR 3.24; 95% CI, 1.01, 11.36).ConclusionsIn many cases of possible child physical abuse, non-CAP providers do not provide CPS with a diagnosis regarding abuse despite initiating the abuse investigation or being consulted by CPS for an abuse evaluation. CPS consultation with a CAP specialty group as a second opinion, along with continued information exchange and team collaboration, frequently results in a different diagnosis regarding abuse. Non-CAP providers may not have time, resources, or expertise to provide CPS with appropriate abuse evaluations in all cases.Practice implicationsThough non-CAP providers may appropriately evaluate many cases of physical abuse, the diagnosis regarding abuse provided to CPS may be changed in some cases when CAP physicians are consulted and actively collaborate with CPS investigators. Availability of Child Abuse Pediatrics subspecialty services to investigators is warranted.  相似文献   

Education in the New Millennium: The Case for Design‐Based Learning     

Hyun‐Kyung Lee  Mark Breitenberg 《The International Journal of Art & Design Education》2010,29(1):54-60

This article focuses on current examples of project or design‐based learning at the secondary school level in the context of the increasing importance of creativity and innovative thinking in the twenty‐first century. The authors argue that students today learn more effectively in pedagogical practices that emphasise holistic thinking, active learning, visual media and problem‐solving. Design‐based learning presents new ways for realising long‐term goals and learning outcomes. The purpose of this article is to investigate best practices of design education in the community and to propose instructional resource examples on design to K‐12 school teachers. This article points out the importance of systemised process for the work of design‐based teachers and learners, addresses the study of design as a subject of investigation and a mode of inquiry that engages a variety of student learning styles and makes direct connections between subjects and problem‐solving in daily life. Our belief is that the case studies explored in this article represent the seeds of a new model of education based on creative and applied learning. The exemplar communities chosen for onsite research are the education department of the Cooper‐Hewitt National Design Museum in New York City and the Art Center College of Design in Pasadena, California, USA.  相似文献   

The impact of after-school programs on educational equality and private tutoring expenses     

Sanghoon Bae  Hunseok Oh  Hyunchul Kim  Cheolwon Lee  Beomho Oh 《Asia Pacific Education Review》2010,11(3):349-361

The purpose of this study was to examine how the implementation of after-school programs in Korea’s public schools is related to educational equality and private tutoring expenses. The analyzed data was from the Survey on the Status of Private Tutoring and the Study of the Policy Measures to Reduce Private Tutoring Expenses conducted by KEDI (Korea Education Development Institute) in (International conference for exploring the ways to activate the after-school program, KEDI, Seoul, 2007). The Chi-square test was employed to investigate (a) the relationship between after-school participation and family income and residential location of students (b) the association between after-school engagement and the reduction in private tutoring expenses. The study found that: (a) in general, low-income and rural students participated more than higher income and urban peers in after-school programs and (b) after-school participation was generally negatively associated with private tutoring engagement and the impact of after-school participation on the reduction in private tutoring expenses was stronger for low-income students in elementary and high schools and rural students in high schools. The overall findings provide further research issue regarding whether after-school programs can help foster educational equality by offering more opportunities for learning and achievement improvement for disadvantaged students. The results also imply the potential of after-school programs in reducing private tutoring expenses, particularly for low-income families.  相似文献   

Sixth Grade Students’ Content-Specific Competencies and Challenges in Learning the Seasons Through Modeling     

Ji Young Sung  Phil Seok Oh 《Research in Science Education》2018,48(4):839-864

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ICT access: Testing for convergence across countries     

Vinish Kathuria  Keun Yeob Oh 《The Information Society》2018,34(3):166-182

Our objectives for this article are twofold: first, to examine the convergence of nations with regard to ICT access; and second, to see whether countries in the same continental region (South and East Asia, West and Middle East Asia, Africa, Eastern Europe, Western Europe, North America, South America, and Oceania) or having same initial ICT access have coalesced into groups. We constructed an ICT access index using three indicators (mobile phone, Internet, and broadband use per 100 population) for a sample of 198 nations for the 16-year period from 2000 to 2015. Results show that digital divide has declined in relative terms, but not in absolute terms. The countries, starting at lower ICT levels, are not adopting ICT faster than the leaders. Continental region-wise analysis also shows that the catch-up is maximum for already developed countries, and minimum for countries in African and Oceania continental regions.  相似文献   

Inducing self-rotation of cells with natural and artificial melanin in a linearly polarized alternating current electric field     

Mengxing Ouyang  Wing Ki Cheung  Wenfeng Liang  John D. Mai  Wing Keung Liu  Wen Jung Li 《Biomicrofluidics》2013,7(5)

The phenomenon of self-rotation observed in naturally and artificially pigmented cells under an applied linearly polarized alternating current (non-rotating) electrical field has been investigated. The repeatable and controllable rotation speeds of the cells were quantified and their dependence on dielectrophoretic parameters such as frequency, voltage, and waveform was studied. Moreover, the rotation behavior of the pigmented cells with different melanin content was compared to quantify the correlation between self-rotation and the presence of melanin. Most importantly, macrophages, which did not originally rotate in the applied non-rotating electric field, began to exhibit self-rotation that was very similar to that of the pigmented cells, after ingesting foreign particles (e.g., synthetic melanin or latex beads). We envision the discovery presented in this paper will enable the development of a rapid, non-intrusive, and automated process to obtain the electrical conductivities and permittivities of cellular membrane and cytoplasm in the near future.  相似文献   

What spurs curriculum making in physical education? Four narratives of experienced teachers     

Suhak Oh  Wonjung Kim  Cheryl J. Craig 《Sport, Education and Society》2013,18(2):243-266

Anchored in the narrative inquiry tradition, this paper examines commonly held motives about curriculum making from the perspectives of four experienced physical education teachers in Korea. Field texts were collected throughout by employing narrative research tools such as in-depth interviews, focus groups, class observations and documents analyses, and transformed into research texts using broadening, burrowing, and storying and restorying as suggested by Connelly and Clandinin. For experienced physical educators, this paper illuminates what motivates curriculum making as a narrative phenomenon storied and restoried over time. Different stories produced different motives of curriculum making, and a number of issues related to teacher development for curriculum making emerged.  相似文献   

Components of Conceptual Ecologies   总被引：1，自引：0，他引：1  

Hyun Ju Park 《Research in Science Education》2007,37(2):217-237

The theory of conceptual change is criticized because it focuses only on supposed underlying logical structures and rational process processes, and lacks attention to affective aspects as well as motivational constructs in students’ learning science. This is a vast underestimation of the complexity and diversity of one’s change of conceptions. The notion of conceptual ecology provides a context for understanding individuals’ conceptual change learning, as it is the environment through which all information is interpreted. This research investigated how high school students’ statements, made in answering questions, reflect selected components of their conceptual ecologies. Data for this study was collected from six interviews in which seven students took part. The data also include the science teacher’s profiles of each student, the students’ personal journals, their assignments, and their examinations and answers in class. The analysis presented will here include only those components that were represented in the discourse of the seven high school students who were interviewed. When students were asked questions, there was evidence of the engagement of the various components of conceptual ecologies. These components include: epistemological commitments, metaphysical beliefs, the affective domain and emotional aspects, the nature of knowledge, the nature of learning, the nature of conceptions, and past experience. Evidence from this study suggests that these components might function as constraints to learning. This study contributes to the field by expanding our knowledge of the components of high school students’ conceptual ecologies through its definition of the categories and themes associated with those components. In examining across the range of components, the study illustrates the variety and sources of science conceptions within high school students’ conceptual ecologies.  相似文献