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1.
Virtual Reality Simulation: Effects on Academic Performance Within Two Domains of Writing in Science
Lamb Richard L. Etopio Elisabeth Hand Brian Yoon Sae Yeol 《Journal of Science Education and Technology》2019,28(4):371-381
The purpose of this study was to investigate the role textbooks can play on writing complexity and lexical density as a proxy for critical thinking and ultimately learning, in relation to argumentative and summative writing when integrated with a virtual reality experience. In this study, differences in writing complexity and lexical density scores were measured across four different pedagogical modalities: VR alone, VR followed by textbook readings, textbook readings followed by VR, and textbook readings alone. Adult students, recruited from non-science-based higher education programs, responded to two prompts related to content found in the VR environments and discussed in the textbooks. The authors hypothesized that exposure to a virtual marine environment prior to responding to the writing prompts would enhance both argumentative and summative writing products, when compared to participants who only had access to the textbook experiences. Participants who were exposed to the VR environment then a textbook demonstrated significantly greater writing complexity and lexical density scores than those who had access to VR alone, or access to the text alone.
相似文献2.
Sudhir Kurl Sae Young Jae Timo H.Makikallio Ari Voutilainen Magnus J.Hagnas Jussi Kauhanen Jari A.Laukkanen 《运动与健康科学(英文)》2022,11(2):266-271
Background:Little is known about exercise cardiac power(ECP),defined as the ratio of directly measured maximal oxygen uptake with peak systolic blood pressure during exercise,on heart failure(HF)risk.We examined the association of ECP and the risk of HF.Methods:This was a population-based cohort study of 2351 men from eastern Finland.The average time to follow-up was 25 years.Participants participated at baseline in an exercise stress test.A total of 313 cases of HF occurred.Results:Men with low ECP(<9.84 mL/mmHg,the lowest quartile)had a 2.37-fold(95%confidence interval(95%CI):1.68-3.35,p<0.0001)hazards ratio of HF as compared with men with high ECP(>13.92 mL/mmHg,the highest quartile),after adjusting for age.Low ECP was associated with a 1.96-fold risk(95%CI:1.38-2.78,p<0.001)of HF after additional adjustment for conventional risk factors.After further adjustment for left ventricular hypertrophy,the results hardly changed(hazards ratio=1.87,95%CI:1.31-2.66,p<0.001).One SD increase in ECP(3.16 mL/mmHg)was associated with a decreased risk of HF by 28%(95%CI:17%-37%).Conclusion:ECP provides a noninvasive and easily available measure from cardiopulmonary exercise tests in predicting HF.However,ECP did not provide additional value over maximal oxygen uptake. 相似文献
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This study presents a qualitative research based on three narratives written by novice mathematics teachers. We examine their unique professional world during their first year of work. The methodology of narrative framework, on which this article is based, helps to gain better understanding of the need for novice mathematics teachers to have pedagogical knowledge. Findings reveal three themes of pedagogical knowledge: the attitude of novice teachers toward students with difficulties in mathematics; parents’ expectations of and involvement with novice mathematics teachers; teacher–student relations. The implications of the findings show that novice mathematics teachers are required to have not only content knowledge of mathematics but also, and above all, pedagogical knowledge. The implications of this study enable reassessment of emphases required in training mathematics teachers, as well as the assistance and support they need, especially as they launch their careers. 相似文献
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Learning object technology is viewed as a method for fast retrieval. This effort is on developing unique schemas for a targeted group to aid efficient retrieval. In this article, I study a user-centric model for developing tags for K-12 educators that is based on user needs, expectations, and problems. I use a combination of techniques from human performance technology and Sensemaking® to gather and analyze data from potential users. The resultant tag set is simple enough that researchers may envision a performance support system where users may quickly and easily tag and add objects to the system. This opens the door to the creation of systems designed for groups with homogenous information needs, with unique metatags, populated largely with objects and information brought into the system by the users. 相似文献
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The purpose was to compare rotational and linear head accelerations as a result of taekwondo kicks and punches. Taekwondo athletes executed five repetitions of the turning kick, spinning hook kick, hook punch, straight punch, and jab punch to a Hybrid III Crash Test Dummy head-neck complex. A tri-axial accelerometer and an angular rate sensor were mounted inside the Hybrid III head to measure resultant linear (RLA) and rotational accelerations. The Hybrid III was fixed to a height-adjustable frame and fitted with protective taekwondo headgear. Dummy head height was positioned to each participant’s standing height. Acceleration data were processed in accordance with SAE J211-1.There was no significant multivariate difference in RLA but the effect was not clear. Univariate follow-up analysis showed a significant difference in RLA but the effect was also not clear. There was no difference in rotational acceleration. The highest RLA and rotational acceleration were produced, in order, by the turning kick, hook kick, hook punch, straight punch, and jab. These data are clinically important as they provide a better understanding of the biomechanical injury measures and support for improved headgear testing methodology. 相似文献
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This research examined effects of Japanese national identification and attitude toward the United States on attitude toward learning English and self-assessed English proficiency among a sample of Japanese university students (N = 377). We assessed various components of Japanese national identification drawn from previous work by Kosterman and Feshbach [Kosterman, R., & Feshbach, S. (1989). Towards a measure of patriotic and nationalistic attitudes. Political Psychology, 10, 257–274] and Karasawa [Karasawa, M. (2002). Patriotism, nationalism, and internationalism among Japanese citizens: An etic-emic approach. Political Psychology, 23(4), 645–666], specifically: patriotism (positive identification with and affective attachment to country), nationalism (perceptions of national superiority and support for national dominance), internationalism (support for international goodwill and cooperation), and commitment to national heritage (devotion to national symbols and cultural heritage). Patriotism predicted less positive attitudes toward learning English, whereas nationalism, internationalism, and pro-U.S. attitudes predicted more positive attitudes toward learning English. Nationalism also predicted higher self-assessed English proficiency. These relationships remained after controlling for the instrumental value of English and demographic factors in multiple regression equations. Our findings highlight the need for closer examination of specific aspects of Japanese national identification, and their relationships with Japanese attitudes toward the English language. 相似文献
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Logan Fiorella Jennifer J. Vogel-Walcutt Sae Schatz 《Educational technology research and development : ETR & D》2012,60(2):223-238
Effectively presenting complex material is a crucial component of instructional design within simulation-based training (SBT)
environments. One approach to facilitate the acquisition of higher-order knowledge is to embed instructional strategies within
the systems themselves. Currently, however, there are few established guidelines to inform developers how best to implement
such strategies. In response, this study aims to explore the presentation of one such strategy—feedback—during SBT of a complex
decision-making task. Specifically, this study extends past research on the modality principle of multimedia learning by comparing
the use of spoken- versus printed-text real-time feedback in an SBT environment. During two primarily visual training scenarios,
participants received spoken-text (Spoken Group), printed-text (Printed Group), or no feedback (Control Group) based on their
performance. Results indicated that the Spoken Group demonstrated greater decision-making performance during training and
assessment compared to the Printed Group. These findings are consistent with those of past research and suggest that the modality
principle can be extended to the presentation of real-time feedback during SBT of higher-order cognitive skills. 相似文献
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Sae Yeol Yoon Jee Kyung Suh Soonhye Park 《International Journal of Science Education》2013,35(16):2666-2693
Korean students have shown relatively little interest and confidence in learning science, despite being ranked in the top percentile in international evaluations of academic achievement in science such as the Trends in International Mathematics and Science Study. Although research indicates a positive relationship between student perceptions of science and their science learning, this area has not been sufficiently explored in Korea. Particularly, even though both students' perceptions of scientific practice and their understanding of the nature of science (NOS) are influenced by their science learning experiences at schools, little research examines how this perception, understanding, and experience are related to one another. This study aimed to uncover Korean students' perceptions of school scientific practice through exploring their drawings, writings, and responses to questionnaires. Participants were 500 Korean students in 3rd, 7th, and 10th grades who were asked to complete an open-ended questionnaire. The results indicated that Korean students typically viewed school scientific practices as experimental activities or listening to lecture; and that most participants held an insufficient understanding of the NOS. Overall, no significant relationship emerged between students' perceptions of school scientific practice and their understanding of the NOS. Our findings highlight the need to help both teachers and students understand the potential breadth of school scientific practices, beyond simple ‘activity mania.’ This study also suggests that teachers must balance implicit and explicit instructional approaches to teaching about the NOS through scientific practices in school science contexts. 相似文献
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According to the national survey of science education, science educators in the USA currently face many challenges such as lack of qualified secondary Earth and Space Science (ESS) teachers. Less qualified teachers may have difficulty teaching ESS because of a lack of conceptual understanding, which leads to diminished confidence in content knowledge. More importantly, teachers’ limited conceptual understanding of the core ideas automatically leads to a lack of pedagogical content knowledge. This mixed methods study aims to explore the ways in which current secondary schooling, especially the small numbers of highly qualified ESS teachers in the USA, might influence students’ learning of the discipline. To gain a better understanding of the current conditions of ESS education in secondary schools, in the first phase, we qualitatively examined a sample middle and high school ESS textbook to explore how the big ideas of ESS, particularly geological time, are represented. In the second phase, we quantitatively analyzed the participating college students’ conceptual understanding of geological time by comparing those who had said they had had secondary school ESS learning experience with those who did not. Additionally, college students’ perceptions on learning and teaching ESS are discussed. Findings from both the qualitative and quantitative phases indicate participating students’ ESS learning experience in their secondary schools seemed to have limited or little influence on their conceptual understandings of the discipline. We believe that these results reflect the current ESS education status, connected with the declining numbers of highly qualified ESS teachers in secondary schools. 相似文献