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Royer James M. Abadzi Helen Kinda Jules 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,50(1):53-71
This study compares the reading performance of adolescent and adult neoliterates in Burkina Faso who participated in one of
three experimental educational programs with the reading performance of neoliterates who took part in a standard (control)
educational program. The experimental programs involved training in phonological awareness, training in the rapid identification
of reading material and an approach that involved both phonological-awareness and rapid-reading training. Results show that
students enrolled in the experimental programs made greater gains in reading skills than did students enrolled in the standard
educational programs. 相似文献
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Shigehiro Kinda 《教育心理学》2010,30(4):449-464
The present study used a new assessment technique, the story‐generation task, to examine students’ understanding of subtraction scenes. The students from four grade levels (110 first‐, 107 third‐, 110 fourth‐ and 119 sixth‐graders) generated stories under the constraints provided by a picture (representing Change, Combine or Compare scene) and a number sentence. The results showed that the Change scene was the most intuitive, and the students tended to reinterpret Combine and Compare scenes as a form of Change scene, even when they understood that the identity of the objects in the Combine and the Compare scenes was different. The number of students generating correct stories for the Combine scene increased through the elementary school grades while for the Compare scene the number of students generating correct stories remained fairly constant from Grade 3 to Grade 6. This study also examined students’ exposure to subtraction scenes in mathematics textbooks and discussed educational implications for supporting students’ understanding of subtraction scenes. 相似文献
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Kinda alSamara 《Paedagogica Historica: International Journal of the History of Education》2017,53(1-2):24-35
AbstractThe beginning of modern Arab education coincided with the Arab Awakening in the nineteenth century. The modern educational system witnessed its most important developments in the Arab world, as shown by the case of Egypt, under the Ottoman Empire. Examining a new model of education as shown in the literary sources of the Arab Awakening, one finds that there were difficulties in presenting the various scientific texts in a lecture format. The students were unfamiliar with the new scientific terminologies, and the professors, in turn, did not have suitably accurate scientific terms within the Arabic language. This article discusses the crisis of terminologies that challenged the development of a new educational system. It also describes the expertise acquired by local scholars from foreign experts during their educational missions to Europe. The knowledge they gained enabled them to modernise the Arabic language upon their return. Eventually some of the terminology used within the new educational system filtered through to everyday use within the wider culture. 相似文献
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James M. Royer Helen Abadzi Jules Kinda 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,6(2):53-71
This study compares the reading performance of adolescent and adult neoliterates in Burkina Faso who participated in one of
three experimental educational programs with the reading performance of neoliterates who took part in a standard (control)
educational program. The experimental programs involved training in phonological awareness, training in the rapid identification
of reading material and an approach that involved both phonological-awareness and rapid-reading training. Results show that
students enrolled in the experimental programs made greater gains in reading skills than did students enrolled in the standard
educational programs. 相似文献
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Shigehiro Kinda 《Instructional Science》2012,40(6):1021-1031
In mathematics learning, word problems always include sufficient information; however, in everyday situations, people sometimes encounter problems with insufficient information. Previous studies suggest that people cannot successfully handle word problems with insufficient information because they believe a word problem has only one answer and avoid considering multiple answers. The present study examined whether university students (n?=?98) can develop the skill to generate multiple answers for word problems with insufficient information. A new learning method, reduced insufficiency learning, was designed and tested to examine whether the participants can learn to generate multiple answers for a set of target problems (high level of insufficiency) after exposure to an exercise problem (low insufficiency level). Results of this study suggest that people can develop the skill to handle insufficient problems with higher levels of insufficiency by means of reduced insufficiency learning. 相似文献
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