The effect of concept mapping on students' anxiety and achievement in biology     

Olugbemiro J. Jegede  Folusho F. Alaiyemola  Peter A. O. Okebukola 《科学教学研究杂志》1990,27(10):951-960

The results of recent studies into the use of the concept mapping heuristic seem to demonstrate that meaningful learning results through its use in science classrooms. While this underscores the need to use more effective instructional strategies in science teaching, the issue of the intervening variable of anxiety in learning and science achievement, and the possible use of a metacognitive strategy in anxiety reduction have not been addressed. This study, therefore, sought to find out if the metacognitive strategy of concept mapping reduces anxiety and thereby enhances achievement in biology. A total of 51 (30 boys, 21 girls) senior secondary one (grade 10) students participated in this experiment. Two instruments—the Zuckerman Affect Adjective Checklist and the Biology Achievement Test—were used in pre- and posttest administrations to measure the treatment effect on anxiety and achievement, respectively. Findings support the stand that concept mapping is significantly more effective than the traditional/expository teaching strategy in enhancing learning in biology. In addition, it apparently reduces students' anxiety towards the learning of biology. A significant reduction of anxiety was noticed for male subjects.  相似文献   

Perception of sign language and its application to visual communications for deaf people   总被引：1，自引：0，他引：1  

Muir LJ  Richardson IE 《Journal of deaf studies and deaf education》2005,10(4):390-401

Video communication systems for deaf people are limited in terms of quality and performance. Analysis of visual attention mechanisms for sign language may enable optimization of video coding systems for deaf users. Eye-movement tracking experiments were conducted with profoundly deaf volunteers while watching sign language video clips. Deaf people are found to fixate mostly on the facial region of the signer to pick up small detailed movements associated with facial expression and mouth shapes. Lower resolution, peripheral vision is used to process information from larger, rapid movements of the signer in the video clips. A coding scheme that gives priority to the face of the signer may be applied to improve perception of video quality for sign language communication.  相似文献   

Mini-languages: a way to learn programming principles     

Peter Brusilovsky  Eduardo Calabrese  Jozef Hvorecky  Anatoly Kouchnirenko  Philip Miller 《Education and Information Technologies》1997,2(1):65-83

Mini-languages are a visually intuitive, simple and powerful way to introduce students to programming. They are a good foundation for general computer science instruction, provide insight into programming for the general population, and teach algorithmic thinking. The goal of the paper is to provide an extensive review of the mini-language approach to teaching programming. For different audiences and in different countries, the authors have extensive experience in design and application of mini-languages. We outline the problems that motivate the application of this approach, present a brief history, review several existing mini-languages, and provide discussion of lessons learned. In particular, we discuss how to choose a mini-language for a particular group of students and list some requirements for a successful application of a mini- language. We conclude with a discussion of possible future directions of the mini-language approach development  相似文献   

Debt: the reality of student life   总被引：1，自引：0，他引：1  

Peter McCarthy  Robin Humphrey 《Higher Education Quarterly》1995,49(1):78-86

During the 1980s, a political consensus developed concerning the need to increase participation in higher education (Walker and Wright, 1990). How to finance this increase, however, was a matter of contention. While successive Conservative governments demonstrated a commitment to increasing the number of students, this aim was subordinate to their central concern of controlling public expenditure, which meant they were not prepared to meet the cost of expansion totally from the public purse. As a consequence, alternative ways of financing students were introduced which, as this paper will demonstrate, have led to a higher education system subsidized by student debt.  相似文献   

Correlation: From Picture to Formula     

Peter Holmes 《Teaching Statistics》2001,23(3):67-71

Correlation is introduced intuitively early in the school curriculum by considering patterns in scatter diagrams. Later on, various formulae are used for calculating correlation coefficients. This article suggests ways in which the formulae can be related to the scatter diagrams.  相似文献   

Isabelle Y. Liberman     

Sylvia O. Richardson 《Annals of dyslexia》1990,40(1):viii-viii

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CD-ROM technology for information managers : A. E . American Library Association, Chicago, IL (1990). xii + 280 pp., $35.00, ISBN 0-8389-0523-4     

Peter Chauvette 《Information processing & management》1991,27(6)

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The Book Industry Study Group, Inc., Book Industry Trends 2006: Comprehensive Coverage of Book Sales by Publishers, Including Dollar and Unit Sales Figures for the Years 2004–2010 and Insights from Interviews with Leaders in Major Sectors of the Book Publishing Industry     

Peter W. Adams 《Publishing Research Quarterly》2007,23(1):89-91

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Infant joint attention, temperament, and social competence in preschool children   总被引：2，自引：0，他引：2  

Vaughan Van Hecke A  Mundy PC  Acra CF  Block JJ  Delgado CE  Parlade MV  Meyer JA  Neal AR  Pomares YB 《Child development》2007,78(1):53-69

Infant joint attention has been observed to be related to social-emotional outcomes in at-risk children. To address whether this relation is also evident in typically developing children, 52 children were tested at 12, 15, 24, and 30 months to examine associations between infant joint attention and social outcomes. Twelve-month initiating and responding to joint attention were related to 30-month social competence and externalizing behavior, even when accounting for 15-month temperament ratings, 24-month cognition and language, and demographic variables. These results suggest that, in addition to associations with language and cognition, infant joint attention reflects robust aspects of development that are related to individual differences in the emergence of social and behavioral competence in childhood.  相似文献   

Language and theory of mind: a study of deaf children     

Schick B  de Villiers P  de Villiers J  Hoffmeister R 《Child development》2007,78(2):376-396

Theory-of-mind (ToM) abilities were studied in 176 deaf children aged 3 years 11 months to 8 years 3 months who use either American Sign Language (ASL) or oral English, with hearing parents or deaf parents. A battery of tasks tapping understanding of false belief and knowledge state and language skills, ASL or English, was given to each child. There was a significant delay on ToM tasks in deaf children of hearing parents, who typically demonstrate language delays, regardless of whether they used spoken English or ASL. In contrast, deaf children from deaf families performed identically to same-aged hearing controls (N=42). Both vocabulary and understanding syntactic complements were significant independent predictors of success on verbal and low-verbal ToM tasks.  相似文献