The effect of image quality,repeated study,and assessment method on anatomy learning          下载免费PDF全文

Barbara Fenesi  Chelsea Mackinnon  Lucia Cheng  Joseph A. Kim  Bruce C. Wainman 《Anatomical sciences education》2017,10(3):249-261

The use of two‐dimensional (2D) images is consistently used to prepare anatomy students for handling real specimen. This study examined whether the quality of 2D images is a critical component in anatomy learning. The visual clarity and consistency of 2D anatomical images was systematically manipulated to produce low‐quality and high‐quality images of the human hand and human eye. On day 0, participants learned about each anatomical specimen from paper booklets using either low‐quality or high‐quality images, and then completed a comprehension test using either 2D images or three‐dimensional (3D) cadaveric specimens. On day 1, participants relearned each booklet, and on day 2 participants completed a final comprehension test using either 2D images or 3D cadaveric specimens. The effect of image quality on learning varied according to anatomical content, with high‐quality images having a greater effect on improving learning of hand anatomy than eye anatomy (high‐quality vs. low‐quality for hand anatomy P = 0.018; high‐quality vs. low‐quality for eye anatomy P = 0.247). Also, the benefit of high‐quality images on hand anatomy learning was restricted to performance on short‐answer (SA) questions immediately after learning (high‐quality vs. low‐quality on SA questions P = 0.018), but did not apply to performance on multiple‐choice (MC) questions (high‐quality vs. low‐quality on MC questions P = 0.109) or after participants had an additional learning opportunity (24 hours later) with anatomy content (high vs. low on SA questions P = 0.643). This study underscores the limited impact of image quality on anatomy learning, and questions whether investment in enhancing image quality of learning aids significantly promotes knowledge development. Anat Sci Educ 10: 249–261. © 2016 American Association of Anatomists.  相似文献   

Discussing the Greenhouse Effect: children's collaborative discourse reasoning and conceptual change     

Lucia Mason  Marina Santi 《Environmental Education Research》1998,4(1):67-85

In environmental education the construction of appropriate knowledge is not enough, but is undoubtedly a fundamental component of individual and collective environmental responsiveness. The aim of this study was to investigate fifth graders' changes of conceptions about the greenhouse effect and global warming, due to socio‐cognitive interaction developed in small and large group discussions in an authentic classroom context during the implementation of an environmental education curriculum unit. We hypothesized that a classroom transformed into a community of discoursei.e. a learning environment which stimidates and supports giving verbal explanations, comparing and critically evaluating different points of view on the examined environmental phenomenon, would be a fruitful breeding ground for knowledge revision. The results show that classroom discussions, the core of the proposed learning activity, led the children, although at different levels, to the integration of new scientific knowledge into their conceptual ecology, based on the personal revision of pre‐instructional conceptions. As hypothesized, a high positive correlation was found between conceptual change and metaconceptual awareness of the changes in pre‐existing representations of the examined phenomenon. Some implications are drawn from the standpoint of environmental education.  相似文献   

Emergent literacy and learning to write: A predictive model for italian language     

Giuliana Pinto  Lucia Bigozzi  Beatrice Accorti Gamannossi  Claudio Vezzani 《European Journal of Psychology of Education - EJPE》2009,24(1):61-78

The aim of the present study is twofold: (1) contribute to identifying a model for the variables that compose the emergent literacy construct and their relationships; (2) assess the predictive power of the emergent literacy model on early writing abilities in a transparent orthography language. We examined emergent literacy skills in 464 children (mean age 5.5, range: 48–6.1) who were followed longitudinally until entering the 1st grade in primary school. Exploratory and Confirmatory factor analyses were used to address questions on the nature of emergent literacy skills and their possible relationships. Regression analyses were implemented to evaluate the predictive capability of an emergent literacy model on word writing competences. The factor analyses showed three factorial dimensions (phonological, conceptual knowledge on writing system and textual) and their relationship. The regressions showed a significant prediction of conceptual knowledge on writing system and of phonological abilities on early writing abilities.  相似文献   

Searching the Web to learn about a controversial topic: are students epistemically active?   总被引：1，自引：0，他引：1  

Lucia Mason  Angela Boldrin  Nicola Ariasi 《Instructional Science》2010,38(6):607-633

Students are making an increased use of the Web as a source for solving information problems for academic assignments. To extend current research about search behavior during navigation on the Web, this study examined whether students are able to spontaneously reflect, from an epistemic perspective, on the information accessed, and whether their epistemic metacognition is related to individual characteristics, such as prior knowledge of the topic and the need for cognition. In addition, we investigated whether Internet-based learning is influenced by the activation of spontaneous epistemic metacognition in the search context. Forty-six psychology and engineering university students were asked to research information about a controversial subject in order to write an essay. They were also asked to think aloud during their research. Both qualitative and quantitative analyses were performed. As revealed by their spontaneous reflections, all participants were epistemically active, although to different extents and levels. As expected, there was evidence that students activated beliefs about the four epistemic dimensions identified in the literature, especially about the credibility of an electronic source and the criteria for justification of knowledge. Prior knowledge was not related to activation of epistemic beliefs in the search context, while the need for cognition significantly associated with aspects of source and its content evaluation. Two patterns of epistemic metacognition were identified and they significantly influenced Internet-based learning. Students who spontaneously generated more sophisticated reflections about the sources as well as the information provided, outperformed students who were active only at the first epistemic level. Educational implications are drawn.  相似文献   

Classroom Climate,Cardiac Vagal Tone,and Inhibitory Control: Links to Focused Attention in First Graders          下载免费PDF全文

Sara Scrimin  Gabriele Osler  Ughetta Moscardino  Lucia Mason 《Mind, Brain, and Education》2018,12(1):61-70

The present study aimed to investigate the role of classroom climate and self‐regulation in terms of cardiac vagal tone and inhibitory control in primary school students' focused attention. A combination of direct and indirect measures was used to assess classroom climate, sustained and selective attention, and inattention behaviors among 62 first graders. We also registered students' cardiac vagal tone at rest and their levels of inhibitory control in a reaction time task. A single underlying factor combining sustained and selective attention as well as (the lack of) inattention behaviors accounted for students' focused attention. A regression analysis revealed that classroom climate, cardiac vagal tone, and inhibitory control interacted to explain first graders' focused attention. In classrooms with a negative climate, high levels of inhibitory control attenuated the negative effect of low cardiac vagal tone on students' ability to remain focused during classroom activities. Implications for theory and practice are discussed.  相似文献   

Where is my attention? Children’s metaknowledge expressed through drawings     

Sara Pezzica  Giuliana Pinto  Lucia Bigozzi  Claudio Vezzani 《教育心理学》2016,36(4):616-637

The aim of the present research is to assess the developmental pattern of the metacognitive knowledge of attention in Italian primary school students. Data were collected from 95 pupils divided into two age groups: the first (6–8 years) and second primary school cycles (8–10 years). The children were asked to perform two specific thematic drawings on attention vs inattention in the school context. The drawings were coded on the basis of the Children’s Awareness of Attention through Drawing, consisting of five scales which explore the behavioural, pragmatic, cognitive, emotional and social awareness of attention. The analysis of the thematic drawings reveals that from the early years of primary school, children are aware of some components of attention: behavioural awareness, pragmatic awareness and social awareness. Other components are instead acquired as of the age of eight.  相似文献   

Educational opportunities based on the university-industry synergies in an open innovation framework     

Óscar Lucia  José M. Burdio  Jesús Acero  Luis A. Barragán  José R. Garcia 《European Journal of Engineering Education》2012,37(1):15-28

Collaboration between Industry and University is becoming more important in order to improve the competitiveness of the research and development activities. Moreover, establishing synergies to bridge the gap between the academic and industrial spheres has demonstrated to be advantageous for both of them.

Nowadays, Industry is moving towards an open innovation structure, in which external agents as universities play a key role. Besides, University is also seeking a more active learning methodology to improve the education of students for the real world. Considering this framework, a special effort should be done to take advantage of the collaborative work between Industry and University.

The aim of this paper is to present the collaborative framework and the benefits obtained of the educational activities as a consequence of the long-term collaboration established between the University of Zaragoza and the Bosh and Siemens Home Appliances Group. The key stones of the collaboration are presented, and the positive outcomes for the students are highlighted. The strengths, weaknesses, opportunities, and threats of the proposed program are also discussed.  相似文献   

Stress priming and statistical learning in Italian nonword reading: evidence from children     

Lucia Colombo  Chizuru Deguchi  Magali Boureux 《Reading and writing》2014,27(5):923-943

Italian has regular spelling-sound correspondences; however, assignment of lexical stress is unpredictable. Sensitivity to stress neighborhood information was investigated by constructing three types of three-syllabic nonwords: nonwords with word-endings characterized by a strong neighborhood of dominant stress words (dominant), nonwords with word-endings characterized by a strong neighborhood of non-dominant stress words (non-dominant), and nonwords with word-endings characterized by weak and/or inconsistent stress neighborhoods (ambivalent). Examples of these three types of nonwords were used as targets in a priming experiment. Examples of two of these types of nonwords (dominant and non-dominant) were used as primes. Adults (Experiment 1) and second and fourth-grade children (Experiment 2) were tested in a reading aloud task, and percentage of responses with dominant stress was measured. Children were sensitive to item-specific stress neighborhood information, but less so than adults. Children demonstrated more marked effects of dominant stress, effects that appear to decrease with age. Children also showed smaller effects of prosodic priming compared to adults. The results are in line with a statistical approach to learning.  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   

Education for Interdisciplinary Community Collaboration and Development: The Components of a Core Curriculum by Community Practitioners     

Martha Lucia Garcia  Terry Mizrahi  Marcia Bayne-Smith 《Journal of Teaching in Social Work》2013,33(2):175-194

Social workers are actively engaging in the practice of interdisciplinary community collaboration (ICC) with the goal of bringing diverse groups together to improve the conditions of communities and enhance the quality of life of population groups. Yet, collaborations are challenging and require great skill and commitment. The pedagogy and the content of curricula have become a more prominent part of teaching to macro practice students and practitioners the art of effectively convening and moving collaborative efforts forward. This article adds to the literature on the content and methods of teaching students and novice practitioners the competencies embedded in ICC. It provides empirical data from six focus groups of experienced community practitioners (social workers and others) in New York City who identified components of a core curriculum for this work. Eight months later, these 33 community practitioners were asked to reprioritize the topics and concepts that they had collectively identified at the earlier time. Skills such as the ability to share power, manage differences, include the constituency and diplomacy are among those discussed. Core curriculum themes, the pedagogy and process, and the attributes and values necessary for training an ICC practitioner are presented.  相似文献