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Sarah C. O'Dowd 《Educational gerontology》2013,39(5):357-368
It has been asserted that standard scoring criteria of the Wechsler Adult Intelligence Scale (WAIS) vocabulary subtest may be insufficiently sensitive to differentiate between qualitatively superior and inferior responses of younger and older adults (Botwinick & Storandt, 1974). Alternative “qualitative” criteria, based upon the premise that a synonym response is superior to other forms of definition such as an explanation or illustration of word use, have been used in several previous studies which demonstrated apparent decline in vocabulary skills of older adults. The present research uses the proposed new qualitative criteria, testing both superior and average‐ability subjects from contrasting educational settings: a selective private university and a two‐year public college with an “open‐door” admissions policy. Within both educationally balanced groups of subjects older adults performed significantly better than the young, judged by either standard or qualitative criteria. Variables such as lifestyle, occupational history, and choice of college major appear to be related to variations in scoring patterns 相似文献
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Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class 总被引：1，自引：0，他引：1
Actively engaging students in lecture has been shown to increase learning gains. To create time for active learning without displacing content we used two strategies for introducing material before class in a large introductory biology course. Four to five slides from 2007/8 were removed from each of three lectures in 2009 and the information introduced in preclass worksheets or narrated PowerPoint videos. In class, time created by shifting lecture material to learn before lecture (LBL) assignments was used to engage students in application of their new knowledge. Learning was evaluated by comparing student performance in 2009 versus 2007/8 on LBL-related question pairs, matched by level and format. The percentage of students who correctly answered five of six LBL-related exam questions was significantly higher (p < 0.001) in 2009 versus 2007/8. The mean increase in performance was 21% across the six LBL-related questions compared with <3% on all non-LBL exam questions. The worksheet and video LBL formats were equally effective based on a cross-over experimental design. These results demonstrate that LBLs combined with interactive exercises can be implemented incrementally and result in significant increases in learning gains in large introductory biology classes. 相似文献
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Mina O'Dowd 《Compare》2001,31(3):279-293
The paper argues that policy-oriented educational research, specifically large-scale quantitative research, has produced a new kind of knowledge, which is herein termed third order knowledge. This expert knowledge distinguishes itself from tacit knowledge, everyday knowledge and social science knowledge through its purposes and sources. Third order knowledge is defined as knowledge of and for experts that has as its purpose the legislation and regulation of everyday lives. It is proposed that the power and influence vested in the production and use of expert knowledge motivates a critical analysis. This analysis is contextualized in an historical study of representations of knowledge, using a philosophical framework and social theory. 相似文献
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Colorful PowerPoint presentations with detailed drawings, micrographs, and short animations have become the standard format for illustrating the fundamental features of cell biology in large introductory classes. In this essay, we describe a low-tech tool that can be included in a standard lecture to help students visualize, understand, and remember the dynamic aspects of microscopic cell biological processes. This approach involves use of common objects, including pipe insulation and a garden hose, to illustrate basic processes such as protein folding and cloning, hence the appellation “garage demos.” The demonstrations are short, minimizing displacement of course content, easy to make, and provide an avenue for increasing student–faculty interaction in a large lecture hall. Student feedback over the past 4 years has been overwhelmingly positive. In an anonymous postclass survey in 2007, 90% of the respondents rated garage demos as having been very or somewhat helpful for understanding course concepts. Direct measurements of learning gains on specific concepts illustrated by garage demos are the focus of an ongoing study. 相似文献
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William AE Aguilar-Roca NM Tsai M Wong M Beaupré MM O'Dowd DK 《CBE life sciences education》2011,10(4):346-356
This study evaluates the impact of an independent postmidterm question analysis exercise on the ability of students to answer subsequent exam questions on the same topics. It was conducted in three sections (～400 students/section) of introductory biology. Graded midterms were returned electronically, and each student was assigned a subset of questions answered incorrectly by more than 40% of the class to analyze as homework. The majority of questions were at Bloom's application/analysis level; this exercise therefore emphasized learning at these higher levels of cognition. Students in each section answered final exam questions matched by topic to all homework questions, providing a within-class control group for each question. The percentage of students who correctly answered the matched final exam question was significantly higher (p < 0.05) in the Topic Analysis versus Control Analysis group for seven of 19 questions. We identified two factors that influenced activity effectiveness: 1) similarity in topic emphasis of the midterm-final exam question pair and 2) quality of the completed analysis homework. Our data suggest that this easy-to-implement exercise will be useful in large-enrollment classes to help students develop self-regulated learning skills. Additional strategies to help introductory students gain a broader understanding of topic areas are discussed. 相似文献
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Mina O'Dowd 《Compare》2005,35(3):321-338
This article describes 35 individuals who have expressed an interest in taking university courses after retirement. Longitudinal data and individuals' own accounts are presented, in an effort to clarify the role that symbolic resources play in individuals' lives, for their capacity to construct their own identity, to function as social actors, and ‘to learn to learn’. It is argued that their lives provide grounds to consider a re‐conceptualisation of adult learning. 相似文献
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