The role of context in learning and instructional design   总被引：4，自引：0，他引：4  

Martin Tessmer  Rita C. Richey 《Educational technology research and development : ETR & D》1997,45(2):85-115

Context is a pervasive and potent force in any learning event. Yet instructional design models contain little guidance about how to accommodate contextual elements to improve learning and transfer. This paper defines context, outlines its levels and types, specifies some pertinent contextual factors within these types, suggests methods for conducting a contextual analysis and utilizing its results for instructional design, and outlines future issues for context-based instructional design. The incorporation of a contextual approach to instruction will make our design models systemic as well as systematic.  相似文献   

The ‘I knew it all along’ phenomenon: second-order false belief understanding and the curse of knowledge in primary school children     

Davide Massaro  Ilaria Castelli  Laura Sanvito  Antonella Marchetti 《European Journal of Psychology of Education - EJPE》2014,29(3):311-326

This study investigated two different expressions of the so-called curse of knowledge in primary school children: hindsight bias and outcome bias. Further, it explored the possible predictive function of false belief understanding in reducing these biases. Ninety-one children aged 7, 9, and 11 years (middle- to upper-middle class) were administered classical first- and second-order false belief tasks as well as hindsight and outcome bias tasks in a within-subjects design, while controlling for cognitive level. Both biases were found at all ages. Second-order false belief understanding seemed to reduce outcome bias but not hindsight bias. These findings indicate that the curse of knowledge is a multifaceted construct with potential relevant implications for learning in children.  相似文献   

Mentoring Within the Field of Counseling: A Preliminary Study of Multicultural Perspectives     

Rita Chi-Ying Chung  Fred Bemak  Regine M. Talleyrand 《International journal for the advancement of counseling》2007,29(1):21-32

Although the concept of mentoring is receiving increasing attention in the counseling field, the intersection between multiculturalism and mentoring has not been formally addressed. This article explores mentoring relationships between faculty and students within counselor education from a multicultural perspective. Semi-structured interviews were used to explore African American, Asian American and Latina/o American counselor education graduate students’ perspectives on mentoring. Three similar themes (trust/comfort/honesty; respect; and teacher/student/guide) emerged for all three racial/ethnic groups as important key elements in the mentoring relationship, but with some distinctive culturally relevant variations in emphasis. Also, all three groups to some degree reported that having a mentor who was culturally competent and sensitive was helpful, adding further weight to the view that cultural issues play a role in mentoring relationships. Implications of the findings are discussed.  相似文献   

Classroom learning environment and student attitudes towards chemistry     

Avi Hofstein  Rita Gluzman  Ruth Ben-Zvi  David Samuel 《Studies in Educational Evaluation》1979,5(3)

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Children''s Beliefs about Listening: Is It Enough to Be Still and Quiet?     

Teresa M. McDevitt  Norm Spivey  Eugene P. Sheehan  Randy Lennon  Rita Story 《Child development》1990,61(3):713-721

This study examined children's conception of listening and their performance as listeners, 7-, 9-, and 11-year-old children were interviewed for their conceptions of good listening, their beliefs about appropriate actions for confused listeners to take, their attributions of responsibility for a listener's confusion, their reports of how speakers and listeners feel during communication breakdown, and their ability to detect inconsistencies during a comprehension-monitoring task. Results indicated that older children relied less on behavioral orientation and more on attempts to comprehend and other criteria in their definitions of good listening. Children believed that appropriate listening responses depend on the situation, and there was a developmental increase in asking the speaker a question and listening more carefully. With age, children also tended to report more complex negative emotions for listeners and speakers experiencing a breakdown in understanding. Children recalled incongruent material more than congruent material on the comprehension-monitoring task.  相似文献   

Breaking out,breaking through: accessing knowledge in a non‐western overseas educational setting—methodological issues for an outsider     

Rita Chawla‐Duggan 《Compare》2007,37(2):185-200

This paper is concerned with processes of international enquiry. It focuses upon the relationship between a research problem and access to conduct research in a country. It uses data from an ethnographic study of primary education in a Northern Indian District. Conceptually drawing upon the insider‐outsider debate within the sociology of knowledge, the paper raises issues about the relationship between the research problem, accessing knowledge and being an outsider to a research setting. It considers problems facing a particular form of outsider—a foreigner. The paper maintains that when researchers who are outsiders embark on designing research in non‐western international educational settings, then questions considering the relationship between the research problem, access strategies and the culture of the research setting are vital. Grappling with such questions allows for the development and promotion of new forms of partnership, alongside a deeper understanding of culture and context, when developing comparative and international research policy agendas.  相似文献   

I. Introduction     

Rita Astuti  Gregge A. Solomon  Susan Carey 《Monographs of the Society for Research in Child Development》2004,69(3):1-24

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V. STUDY 4. REASONING ABOUT ANIMALS AND SPECIES KIND     

Rita Astuti  Gregge A. Solomon  Susan Carey 《Monographs of the Society for Research in Child Development》2004,69(3):90-102

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VI. GENERAL DISCUSSION     

Rita Astuti  Gregge A. Solomon  Susan Carey 《Monographs of the Society for Research in Child Development》2004,69(3):103-118

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Complexity thinking mentorship: an emergent pedagogy of graduate research development     

Nadine M. Kalin  Daniel T. Barney  Rita L. Irwin 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):353-367

In this article we articulate a view of mentoring that extends into interactive and relational forms, fostering a redefinition of traditional roles and practices within mentor‐protégé models. From the perspectives of a senior administrator and two assistant professors, we revisit the mentoring spaces and relations within which we were engaged while working in an approach to arts‐based educational research known as a/r/tography during dissertation research projects. From our interconnected experiences, we propose a framing of the intersections between a/r/tographic research and mentorship informed by complexity thinking. We analyzed our work together while deconstructing the ways in which we have supported and unsettled each other. Through narrative inquiry we share reflections from dissertation research experiences, while also describing patterns of an emerging pedagogy of mentoring within higher education that we term complexity thinking mentorship. Borrowing from complexity theory, this conception of mentorship attends to the specific conditions of redundancy, decentralized control and diversity as being facilitative of evolving change and insight within graduate student research development.  相似文献