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Hovardas Tasos Zacharia Zacharias Xenofontos Nikoletta de Jong Ton 《Instructional Science》2022,50(3):361-390
Instructional Science - We extended research on scaffolds for formulating scientific hypotheses, namely the Hypothesis Scratchpad (HS), in the domain of relative density. The sample comprised of... 相似文献
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The aim of this study was to investigate whether physical or virtual manipulative experimentation can differentiate physics learning. There were four experimental conditions, namely Physical Manipulative Experimentation (PME), Virtual Manipulative Experimentation (VME), and two sequential combinations of PME and VME, as well as a control condition (i.e., traditional instruction with absence of PME or VME). Undergraduate students' understanding of physics concepts in the domain of heat and temperature was tested in a pre- and posttest design that involved 182 participants assigned to the four experimental groups and 52 participants assigned to the control group. Conceptual tests were administered to assess students' understanding before, during and after instruction. The analyses revealed that the four experimental conditions were equally effective in promoting students' understanding of concepts in the domain of heat and temperature and better than the control condition; hence, manipulation, either physical or virtual manipulation, and not physicality, as such, at least in a context like the one of the present study, is important in physics learning. 相似文献
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This study aimed to investigate the comparative value of experimenting with physical manipulatives (PM) in a sequential combination with virtual manipulatives (VM), with the use of PM preceding the use of VM, and of experimenting with PM alone, with respect to changes in students' conceptual understanding in the domain of heat and temperature. A pre–post‐comparison study design was used which involved 62 undergraduate students that attended an introductory course in physics. The participants were randomly assigned to one experimental and one control group. Both groups used the same inquiry‐oriented curriculum materials. Participants in the control group used PM to conduct the experiments, whereas, participants in the experimental group used first PM and then VM. VM differed from PM in that it could provide the possibility of faster manipulation, whereas, it retained any other features and interactions of the study's subject domain identical to the PM condition. Conceptual tests were administered to assess students' understanding before, during, and after the study's treatments. Results indicated that experimenting with the combination of PM and VM enhanced students' conceptual understanding more than experimenting with PM alone. The use of VM was identified as the cause of this differentiation. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1021–1035, 2008 相似文献
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A current challenge for the scientific community is the choice of appropriate policies to reduce the rate of false positives. Existing proposals differ in whether to prioritize tackling omission through transparency requirements, punishing more severe transgressions, or possibly both. We use a formal model to evaluate these possible solutions. We find that a policy that prohibitively increases the cost of ‘misdemeanor’ types of questionable research practices robustly decreases the overall rate of researcher misconduct, because the rate of ‘felonies’, such as fabrication, also decreases. Therefore proposals that aim to prevent lying by omission by enforcing reporting guidelines are likely to be effective in reducing researcher misconduct, but measures such as government audits (purported to counteract pure fraud) can backfire. Moreover, we find that an increase in the rewards of publication need not increase overall misconduct. 相似文献
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Zacharias C. Zacharia Charalambia Lazaridou Lucy Avraamidou 《International Journal of Science Education》2016,38(4):596-620
The purpose of this study was to examine the impact of mobile learning among young learners. Specifically, we investigated whether the use of mobile devices for data collection during field trips outside the classroom could enhance fourth graders’ learning about the parts of the flower and their functions, flower pollinators and the process of pollination/fertilization, and the interrelationship between animals and plants, more than students’ use of traditional means of data collection. For this purpose, we designed a pre–post experimental design study with two conditions: one in which participants used a mobile device for data collection and another using traditional means (e.g. sketching and note-taking). The sample comprised 48 fourth graders (24 in each condition), who studied the flower, its parts, and their functions. A conceptual test was administered to assess students’ understanding before and after instruction. Moreover, the students’ science notebooks and accompanying artifacts were used as a data source for examining students’ progress during the study's intervention. The conceptual test and notebook data were analyzed statistically, whereas we used open coding for the artifacts. Findings revealed that using mobile devices for data collection enhanced students’ conceptual understanding more than using traditional means of data collection. 相似文献
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Wolfgang Zacharias 《Zeitschrift für Erziehungswissenschaft》2013,16(3):273-296
The conditions for growing up in the context of formation and education, socialization and formal, non-formal, and informal learning have distinctively changed since 2000 due to digital and convergent mediality. Parallel to the expansion of all analog and digital media, and the permanent and ubiquitary presence of data, information, pictures, sounds, and texts, the aesthetical and cultural-artistic receives a new and enhanced relevance: Participatory Web 2.0 communication, new social networks, and individual approaches to media scope for design are always based on perception. One could speak of an “aesthetical imperative” of all media communication, receptive and productive. Cultural-aesthetic media education connects and focalizes these dimensions ranging from real lived-in worlds to virtual media worlds to a unity, which also includes senses and arts, in a balancing interplay. In the light of aesthetical learning in the information age of a network society, performation, transformation, participation, and interaction become educationally relevant pragmatic orientations to the benefit of an art of living 2.0. With this, a new and particular challenge arises, corresponding with the complementary and revalidating need of bodily-spatial aesthetic and, pointed, arts and culture pedagogical goal orientation and pedagogically produced offers of experience and action. 相似文献
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Tertiary Education and Management - Relying upon the heuristic presuppositions of behavioral economics, this study seeks to offer an expanded analysis of the public mission mandate of the Greek... 相似文献
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Anatomy Students That are “Team-Taught” May Achieve Better Results Than Those That are “Sole-Taught”
Aaron C. McDonald Rodney A. Green Anita Zacharias Laura Y. Whitburn Diane L. Hughes Meg Colasante Heath McGowan 《Anatomical sciences education》2021,14(1):43-51
Anatomy practical classes have traditionally been taught by a team of demonstrators (team-taught) in a large dissection room. More recently, particularly in nonmedical contexts, practical classes have been taught by one teacher (sole-taught) to smaller student groups. The aim of this study was to compare student outcomes when the same course was delivered with practical classes team-taught at one campus (metropolitan) and sole-taught at a second campus (regional) while maintaining similar staff to student ratios. This anatomy course, for physiotherapy and lower academically credentialed exercise science/physiology students, utilized blended delivery whereby most content was delivered online and practical classes comprised the main face-to-face teaching. In 2018, the metropolitan campus introduced team-teaching practical classes while the regional campus continued with sole-teaching. Student marks and engagement with online content were compared between campuses and to the previous year (2017) when both campuses had sole-taught practical classes. While final marks for the course increased overall in 2018 (P < 0.01), exercise science/physiology students at the metropolitan campus (team-taught) improved their final marks (53.5 ± 1.1%) compared to a slight decrease for the regional (sole-taught) campus (44.8 ± 1.4%) (P < 0.01). There were no differences between campuses for physiotherapy students in 2018. Student engagement with online content did not contribute to the improvement in marks for exercise science/physiology students. Introduction of a team-teaching format improved student marks, particularly for the lower academically credentialed students. Team-teaching should be considered as the preferred format for anatomy practical classes, particularly in courses involving students with diverse academic credentials. 相似文献