Altering the Modality of Instructions to Facilitate Imagination: Interactions between the Modality and Imagination Effects     

Sharon Tindall-Ford  John Sweller 《Instructional Science》2006,34(4):343-365

Under some conditions, learning is improved by using a dual mode presentation involving for example, visual diagrams and auditory, rather than written text (modality effect). Under other conditions, learning is improved by asking learners to imagine rather than study instructional material (imagination effect). Both effects have been explained using cognitive load theory. This paper investigates interactions between the modality and imagination effects. It was hypothesized that the imagination effect would be facilitated when accompanied by audio/visual instructions compared to visual only instructions. Experiment 1 provided evidence to suggest that for the materials used, audio/visual instructions were required to obtain an imagination effect. Experiment 2 through verbal protocols aimed to investigate the cognitive mechanisms required when studying and imagining and found that learners who studied tended to engage in search while learners who imagined focused on entities and relations that needed to be learned. in final form: 8 December 2005  相似文献   

Examining Drivers of Course Performance: An Exploratory Examination of an Introductory CIS Applications Course     

Rhonda A. Syler  Casey G. Cegielski  Sharon L. Oswald  R. Kelly Rainer  Jr. 《Decision Sciences Journal of Innovative Education》2006,4(1):51-65

The accelerating diffusion of broadband Internet access provides many opportunities for the development of pedagogically robust Web‐based instruction (WBI). While the supporting technology infrastructure of broadband disseminates, the attention of academic researchers focuses upon issues such as the drivers of student usage of WBI. Specifically, the research presented herein examined the impact of WBI on a student's aggregate course performance. We hypothesized that learning independence (LI) is a determinate factor in a student's use of WBI. In this study, we employed structural equation modeling techniques to examine the data and assess the direct and indirect effects of LI on WBI usage. The subjects, students in an introductory Computer Information Systems applications course, used a Web‐based tutorial program for skills instruction. The findings of this study suggest that WBI usage has a significant impact on a student's course performance. Despite its plausibility, the effect of LI on WBI usage was not significant. However, we did conclude that two of the second order factors of the LI construct have a direct effect on a student's performance in the course.  相似文献   

A Framework for Teaching Epistemic Insight in Schools     

Berry Billingsley  Mehdi Nassaji  Sharon Fraser  Finley Lawson 《Research in Science Education》2018,48(6):1115-1131

This paper gives the rationale and a draft outline for a framework for education to teach epistemic insight into schools in England. The motivation to research and propose a strategy to teach and assess epistemic insight followed research that investigated how students and teachers in primary and secondary schools respond to big questions about the nature of reality and human personhood. The research revealed that there are pressures in schools that dampen students’ expressed curiosity in these types of questions and limit their developing epistemic insight into how science, religion and the wider humanities relate. These findings prompted the construction of a framework for education for students aged 5–16 designed to encourage students’ expressed interest in big questions and develop their understanding of the ways that science interacts with other ways of knowing. The centrepiece of the framework is a sequence of learning objectives for epistemic insight, organised into three categories. The categories are, firstly, the nature of science in real world contexts and multidisciplinary arenas; secondly, ways of knowing and how they interact; and thirdly, the relationships between science and religion. Our current version of the Framework is constructed to respond to the way that teaching is organised in England. The key principles and many of the activities could be adopted and tailored to work in many other countries.  相似文献   

Consequences of Retaliatory Aggression against Siblings and Peers: Urban Minority Children's Expectations     

Sharon D. Herzberger  Jennifer A. Hall 《Child development》1993,64(6):1773-1785

Expectations about the outcomes of retaliation against siblings were compared to those about peers in a group of 10–14-year-old, mostly African-American or Hispanic youth. Boys believed that parents would disapprove more of retaliation against siblings than friends, while girls believed parents would equally disapprove of retaliation against either target. Participants of both genders expected that retaliation would deter additional aggressive actions of friends more than of siblings. Participants expected younger siblings, especially brothers, to feel worse than older siblings following retaliation, and girls expected to feel worse retaliating against younger siblings. Siblings close in age expect fewer negative consequences of retaliation. Children's expectations seem to promote more aggression toward friends than siblings and to promote aggression toward siblings closer in age. No ethnic differences emerged in expectations about conflict. The findings are discussed in relation to research on expectations as a mediator of behavior.  相似文献   

Mathematics teaching during the early years in Hong Kong: a reflection of constructivism with Chinese characteristics?     

Sharon S. N. Ng  Nirmala Rao 《Early Years: An International Journal of Research and Development》2008,28(2):159-172

This paper characterizes early mathematics instruction in Hong Kong. The teaching of addition in three pre‐primary and three lower primary schools was observed and nine teachers were interviewed about their beliefs about early mathematics teaching. A child‐centered, play‐based approach was evident but teachers emphasized discipline, diligence and academic success. Observations also revealed practices reflective of both constructivist and instructivist pedagogies. Results from interviews suggest that teachers' traditional cultural beliefs about instruction were challenged by western ideologies introduced in continuing professional development courses and by notions promulgated by the educational reforms. Both consistencies and inconsistencies between teachers' beliefs and practices were identified. Implications of the findings are discussed.  相似文献   

Differing to agree: a reply to Hammersley and Abraham     

Sharon Gewirtz  Alan Cribb 《British Journal of Sociology of Education》2008,29(5):559-562

In this paper Gewirtz and Cribb offer a response to Hammersley and Abraham's criticisms of their arguments about the place of values in social research published in this issue of BJSE. In doing so, they make clear that most of the positions that Hammersley and Abraham attribute to them are ones that they do not identify with and that, like Hammersley and Abraham, they would reject. In order to further clarify and specify their own position, Gewirtz and Cribb argue that: their advocacy of ethical reflexivity rests on the assumption that there are many incompatible sets of values in play within even a single vantage point; researchers should sometimes take an interest in knowledge use although they should not always be required to do so; and, whilst at the level of propositions it is always possible to abstract out and distinguish between factual claims and value claims, at the level of practice there can be significant resonances and linkages between the two, so it is important to be ethically reflexive about these entanglements. Finally, the authors agree that values should not be seen purely as a source of contamination but that attention to values can help to underpin ‘objectivity’.  相似文献   

Women,leadership, and power revisiting the Wicked Witch of the West   总被引：1，自引：0，他引：1  

Sharon D. Kruse  Sandra Spickard Prettyman 《Gender and education》2008,20(5):451-464

By examining the cultural images present in the popular musical Wicked, cultural norms and biases toward women in leadership and women’s leadership practices are explored. The discussion rests on conceptions of male and female leadership ‘styles’, how power is obtained and utilised within organisational settings and how resistance and reproduction play key roles in how women as leaders are accepted.  相似文献   

Reconstructing science teacher education within communities of learners     

Deborah Tippins  Sharon Nichols  Kenneth Tobin 《Journal of Science Teacher Education》1993,4(3):65-72

This article is based on a paper which received the “Innovation in Teaching Science Teachers” Award at the 1993 annual meeting of the Association for the Education of Teachers in Science.  相似文献   

Conservation research at Dunhuang: The pivotal role of Cave 260 for conservation education and policy     

Sharon Cather  Xudong Wang  Bomin Su  Stephen Rickerby  Lisa Shekede  Xiaowei Wang 《文物保护研究》2014,59(5):S17-S20

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Vast and dispersed: Developing portable facilities for non-invasive analysis and recording of heritage sites in China     

Bomin Su  Sharon Cather 《文物保护研究》2014,59(5):S141-S144

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