Testing the model-observer similarity hypothesis with text-based worked examples     

Vincent Hoogerheide  Sofie M.M. Loyens  Fedora Jadi  Anna Vrins  Tamara van Gog 《教育心理学》2017,37(2):112-127

Example-based learning is a very effective and efficient instructional strategy for novices. It can be implemented using text-based worked examples that provide a written demonstration of how to perform a task, or (video) modelling examples in which an instructor (the ‘model’) provides a demonstration. The model-observer similarity (MOS) hypothesis predicts that the effectiveness of modelling examples partly depends on the degree to which learners perceive the models to be similar to them. It is an open question, however, whether perceived similarity with the person who created the example, would also affect learning from text-based worked examples. Therefore, two experiments were conducted to investigate whether MOS would also play a role in learning from worked examples. In Experiment 1 (N = 147), students were led to believe via pictures and a short story that the worked examples were created by a male or female peer student. Males showed higher performance and confidence, but no effects of MOS on learning were found. In Experiment 2 (N = 130), students were led to believe that a peer student or a teacher created the examples. Again, no effects of MOS were found. These findings suggest that the perceived origin of text-based worked examples is not important for learning.  相似文献   

Teaching Science Through Pictorial Models During Read-Alouds     

Alandeom W. Oliveira  Seema Rivera  Rory Glass  Michael Mastroianni  Francine Wizner  Vincent Amodeo 《Journal of Science Teacher Education》2013,24(2):367-389

This study examines how three elementary teachers refer to pictorial models (photographs, drawings, and cartoons) during science read-alouds. While one teacher used realistic photographs for the purpose of visually verifying facts about crystals, another employed analytical diagrams as heuristic tools to help students visualize complex target systems (rainbow formation and human eye functioning). Another teacher used fictional cartoons to engage students in analogical storytelling, communicating animal camouflage as analogous to human “blending in.” However, teachers did not always explicitly convey the representational nature of pictorial models (analog and target as separate entities). It is argued that teachers need to become more aware of how they refer to pictorial models in children’s science books and how to promote student visual literacy.  相似文献   

Best Practice in Middle-School Science     

Alandeom W. Oliveira  Kristen C. Wilcox  Janet Angelis  Arthur N. Applebee  Vincent Amodeo  Michele A. Snyder 《Journal of Science Teacher Education》2013,24(2):297-322

Using socio-ecological theory, this study explores best practice (educational practices correlated with higher student performance) in middle-school science. Seven schools with consistently higher student performance were compared with three demographically similar, average-performing schools. Best practice included instructional approaches (relevance and engagement, inquiry, differentiated instruction, collaborative work, moderate amounts of homework, and integration of language literacy and science) and administrative practices (nurturing a climate of opportunity to succeed in science, offering professional development based on data and dialogue, engaging teachers in standards-based curriculum revision and alignment, and recruiting the right fit of teacher). It is argued that best practice entails multiple levels of teaching and administrative praxis that together form a school-wide socio-ecological system conducive to higher performance.  相似文献   

On the Benefits of Seeking (and Avoiding) Help in Online Problem-Solving Environments     

Ido Roll  Ryan S. J. d. Baker  Vincent Aleven  Kenneth R. Koedinger 《学习科学杂志》2013,22(4):537-560

Seeking the right level of help at the right time can support learning. However, in the context of online problem-solving environments, it is still not entirely clear which help-seeking strategies are desired. We use fine-grained data from 38 high school students who worked with the Geometry Cognitive Tutor for 2 months to better understand the associations between specific help-seeking patterns and learning. We evaluate how students’ help-seeking behaviors on each step in a tutored problem are associated with their success on subsequent steps that require the same skills. Analyzing learning at the skill level allows us to compare different help-seeking patterns within a single student, controlling for between-student variations. Overall, asking for help on challenging steps is associated with productive learning, and overusing help is associated with poorer learning. However, contrary to many help-seeking theories, avoiding help (and failing repeatedly) is associated with better learning than seeking help on steps for which students have low prior knowledge. These results suggest that novice learners may benefit from engaging in solution attempts before they can make sense of given assistance. Methodological benefits for using local measures of learning are discussed, and comparisons are drawn to other forms of productive failure in problem solving.  相似文献   

Journal acceptance rates: A cross-disciplinary analysis of variability and relationships with journal measures     

Cassidy R. Sugimoto  Vincent Larivière  Chaoqun Ni  Blaise Cronin 《Journal of Informetrics》2013,7(4):897-906

There are many indicators of journal quality and prestige. Although acceptance rates are discussed anecdotally, there has been little systematic exploration of the relationship between acceptance rates and other journal measures. This study examines the variability of acceptance rates for a set of 5094 journals in five disciplines and the relationship between acceptance rates and JCR measures for 1301 journals. The results show statistically significant differences in acceptance rates by discipline, country affiliation of the editor, and number of reviewers per article. Negative correlations are found between acceptance rates and citation-based indicators. Positive correlations are found with journal age. These relationships are most pronounced in the most selective journals and vary by discipline. Open access journals were found to have statistically significantly higher acceptance rates than non-open access journals. Implications in light of changes in the scholarly communication system are discussed.  相似文献   

LASTING BENEFITS OF COOPERATIVE EDITING FOR REMEDIAL FRESHMAN COMPOSITION STUDENTS: A FOLLOW-UP STUDY     

Sue S. Minchew  Vincent R. McGrath 《Community College Journal of Research & Practice》2013,37(8):591-606

The purpose of this study was to investigate whether cooperative editing had lasting benefits for remedial freshman composition students. Conducted 3 semesters after the original study, the follow-up study indicated that students who had been taught the application of standard written grammar through cooperative editing exercises in the initial remedial composition course made a significantly higher mean grade (p<.05) in first-semester freshman composition than students who had been taught in the remedial course using the lecture/discussion/textbook exercise method. Additionally, the experimental students had a higher retention rate (82%) in first-semester freshman composition than the control students (63%).  相似文献   

A profound mutation: The advent of professional rugby in France     

Sébastien Fleuriel  Joris Vincent 《国际体育史杂志》2013,30(1):35-48

Amateur before 1995, professional thereafter, French rugby has changed considerably. However, to focus the entire analysis on the most manifest transformations can lead to certain pitfalls of which the main effect consists in only understanding rugby through the notion of change, built for the circumstances into a veritable rhetoric capable of explaining by itself all that goes on and is played out. It is not a case of stating that nothing has changed but rather to show that the rhetoric of change in effect says little about French professional rugby, from a sociological point of view. In the case in point, this rhetoric masks on the one hand what has not or has hardly changed, notably the relationships between players and directors; on the other hand what has effectively changed but which is hardly talked about, in particular the players' working conditions and the possible regulation regarding employers and club directors.  相似文献   

Kemp-Vincent Rally Test of Tennis Skill     

Joann Kemp  Marilyn F. Vincent 《Research quarterly for exercise and sport》2013,84(4):1000-1004

Abstract

The Kemp-Vincent Rally Test of tennis skill was constructed to overcome the criticisms of available tennis skills tests. The major criticisms have been that current tests do not measure skills under game conditions, require the use of special equipment or line markings, and the time involved in their administration is prohibitive. In the Kemp-Vincent Rally Test the students rally as in a game situation, a relatively short time period is involved, and no special equipment or court markings are needed. The validity of the Kemp-Vincent Rally Test was found to be .84 for beginners and .93 for intermediate players when correlated with round robin tournament rankings. When validated against the Iowa revision of the Dyer test, the validity coefficient was .80. Test-retest reliability coefficients were .86 for beginners and .90 for intermediate players.  相似文献   

Motor Performance of Girls from Twelve Through Eighteen Years of Age     

Marilyn F. Vincent 《Research quarterly for exercise and sport》2013,84(4):1094-1100

Abstract

Three hundred girls in Georgia ranging from 12 through 18 years of age and enrolled in physical education from the seventh grade through the freshman year in college were given eight motor performance test items to measure running, jumping, throwing, speed, and agility. The study was undertaken to test the hypothesis that girls do not improve in motor performance after the age of 13.5 years, and also to investigate whether significant differences existed in motor skills according to age-grade level. Analysis of variance was used to test the significance of variation on each of the eight test items for the seven age-grade groups. Significance of differences in means for each test for each age-grade group was also calculated. Since ninth-grade girls, with a mean age of 14.4 years, scored highest on two items, tenth-grade girls scored highest on four items, and college girls scored highest on two tests, the hypothesis that girls generally do not evidence improvement in motor skills after the age of 13.5 was rejected.  相似文献   

Considerations for Equating Alternate Assessments: Two Case Studies of Alternate Assessments Based on Alternate Achievement Standards     

Adam E. Wyse  Vincent J. Dean  Steven G. Viger  Timothy R. Vansickle 《教育实用测度》2013,26(1):50-72

The development of alternate assessments for students with disabilities plays a pivotal role in state and national accountability systems. An important assumption in the use of alternate assessments in these accountability systems is that scores are comparable on different test forms across diverse groups of students over time. The use of test equating is a common way that states attempt to establish score comparability on different test forms. However, equating presents many unique, practical, and technical challenges for alternate assessments. This article provides case studies of equating for two alternate assessments in Michigan and an approach to determine whether or not equating would be preferred to not equating on these assessments. This approach is based on examining equated score and performance-level differences and investigating population invariance across subgroups of students with disabilities. Results suggest that using an equating method with these data appeared to have a minimal impact on proficiency classifications. The population invariance assumption was suspect for some subgroups and equating methods with some large potential differences observed.  相似文献