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Reading and Writing - This study aimed to establish (a) whether teaching students revision skills provides benefit over and above teaching strategies for setting explicit goals for the... 相似文献
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López-Crespo Ginesa Blanco-Gandía M. Carmen Valdivia-Salas Sonsoles Fidalgo Camino Sánchez-Pérez Noelia 《Education and Information Technologies》2022,27(4):5233-5248
Education and Information Technologies - The educational use of portfolios has been increasing in the last few years, especially as technology has also developed electronic versions of portfolios.... 相似文献
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Magdalena Mendez-Lopez M. Carmen Juan Ramon Molla Camino Fidalgo 《Anatomical sciences education》2022,15(3):535-551
Neuroanatomy is difficult for psychology students because of spatial visualization and the relationship among brain structures. Some technologies have been implemented to facilitate the learning of anatomy using three-dimensional (3D) visualization of anatomy contents. Augmented reality (AR) is a promising technology in this field. A mobile AR application to provide the visualization of morphological and functional information of the brain was developed. A sample of 67 students of neuropsychology completed tests for visuospatial ability, anatomical knowledge, learning goals, and experience with technologies. Subsequently, they performed a learning activity using one of the visualization methods considered: a 3D method using the AR application and a two-dimensional (2D) method using a textbook to color, followed by questions concerning their satisfaction and knowledge. After using the alternative method, the students expressed their preference. The two methods improved knowledge equally, but the 3D method obtained higher satisfaction scores and was more preferred by students. The 3D method was also more preferred by the students who used this method during the activity. After controlling for the method used in the activity, associations were found between the preference of the 3D method because of its usability and experience with technologies. These results found that the AR application was highly valued by students to learn and was as effective as the textbook for this purpose. 相似文献
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Raquel Fidalgo Mark Torrance Jesús-Nicasio García 《Contemporary educational psychology》2008,33(4):672-693
We compared 56 eighth-grade students who 28 months previously had received instruction in strategies for planning and revising their writing, with 21 students of similar academic ability from the same school who had not experienced the intervention. Both groups wrote an expository essay whilst logging their writing activities and completed writing metaknowledge and self-efficacy questionnaires. Students who had received the intervention showed a greater tendency to pre-plan (but not to revise) their texts, produced better quality and more reader-focused writing, and were more likely to show an awareness of the importance of text structure. These findings suggest persistent benefits for strategy-focused writing instruction. 相似文献
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Reading and Writing - The principal aim of strategy-focused instruction is to teach students strategies to control their writing processes and achieve quality writing. For this purpose, nine 4th... 相似文献
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