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Texts and pictures are often combined in order to improve learning. Many students, however, have difficulty to appropriately
process text-picture combinations. We have thus conceptualized a learning strategy which supports learning from illustrated
texts. By inducing the processes of information selection, organization, integration, and transformation, the learning strategy
should lead to a more elaborated learning. After conducting a pilot study, a main study with 133 sixth-grade students from
two different middle schools was carried out in order to analyse the learning effectiveness of the strategy. One group of
students learned without the strategy whereas the second group learned with the strategy. All students had to complete a pre-test
as well as a post-test which followed the learning period. The learning outcomes of the two groups were then compared: both
studies demonstrated that the students who employed the strategy attained significantly better learning results. The effect
sizes are medium to large. 相似文献
84.
Rolf Helldin Örjan Bäckman Helen Dwyer Anders Skarlind Anna J. Hugo Norma Nel Helene Müller 《Journal of Research in Special Educational Needs》2011,11(2):107-119
This paper is based upon the collaboration between two research groups from Stockholm University and the University of South Africa. The main objective is to compare attitudes between South African (SA) and Swedish teachers regarding inclusive education (IE). IE in this paper is examined as a distinct part of the Swedish welfare system. The method used can be characterised as a combined, quantitative and qualitative research design with a purposive sampling. A similar adapted questionnaire was distributed in the two countries. The Swedish teachers in our data are more pro‐inclusion and more hesitating to accommodate learners with barriers in special schools. However, both the Swedish and the SA teachers in the study are hesitating towards the feasibility to implement IE practically. A team approach is concluded to be an adequate pedagogy for supporting IE both in South Africa and Sweden. 相似文献
85.
In the split-attention effect spatial proximity is frequently considered to be pivotal. The transition from a spatially separated to a spatially integrated format not only involves changes in spatial proximity, but commonly necessitates text segmentation and picture labelling as well. In an experimental study, we investigated the influence of spatial proximity, text segmentation, and picture labelling on learning performance. A total of 165 students, divided into five groups, participated in the study. Four of the groups learned from spatially separated texts and pictures in a 2 × 2 design with the factors text segmentation (continuous vs. segmented text) and picture labelling (unlabelled vs. labelled picture). The fifth group learned from a spatially integrated text and picture. Retention and comprehension of the learning material were assessed. Students' working memory capacity and spatial ability were also assessed. The results replicated the split-attention effect with respect to retention only. This effect is attributed mainly to text segmentation and only partially to picture labelling. Spatial integration, however, did not enhance learning. 相似文献
86.
Rolf Sandell Marie Andersson Mattias Elg Linus Fhärm Niklas Gustafsson 《Educational Psychology in Practice》2012,28(4):395-410
This is a psychometric analysis of an instrument to assess the socio-emotional development of school students, How I Feel (HIF), developed as a situational judgment test, with scoring based on expert judgments. The HIF test was administered in grades 4–9, 1999–2005. Internal consistency, retest reliability, and year-to-year stability were satisfactory, and the HIF instrument appears sensitive to intervention effects. Sex differences and associations with substance use and other instruments support construct validity. A significant negative trend was found across grades, attenuated in a group receiving socio-emotional training. The HIF test has limited discriminatory power among individuals with high socio-emotional maturity. 相似文献
87.
Rolf Weitzel 《International Information and Library Review》2013,45(3):203-212
AbstractHealth professionals, although in principle a highly information-conscious group, are frequently observed to be poor users of literature and library services. The main reason for this lack of literature awareness is the tradition of oral transmission of knowledge found in a number of Third World countries. Since the practice of modern medicine is not conceivable without constant support from the professional literature, either for reference or continuing education purposes, it is suggested that national or regional programmes be launched to promote literature awareness, notably among medical and nursing students. This requires the active participation of faculty staff as well as policy and financial commitments of the governments concerned. Failure to heighten the literature awareness of coming generations of physicians and nurses, and in general to improve the situation in the sector of health information support could have serious consequences on the quality of medical care in large parts of the developing world. 相似文献
88.
Rolf V. Olsen 《International Journal of Science Education》2013,35(6):565-574
The study reported in this paper is a survey (n=236) that examines how upper secondary students (18-19 years old) in Norway come to terms with the wave-particle duality as presented as part of a short introduction to quantum physics. The main conclusion is that this concept is poorly understood. Some students demonstrate clear and explicitly formulated misconceptions rooted in a classical physics world-view. Scholars in physics have stated that the concept of duality is unnecessary, but still included in school and university physics. It is argued that school physics should give a more explicit focus to the challenge that quantum physics presents to the classical worldview, thus introducing the importance of an affective dimension in the learning and teaching of quantum physics. This study replicates evidence from other studies that wave-particle duality does not introduce such a challenge. 相似文献
89.
Rolf B. Fasting Kjell Lars Berge Lars Sigfred Evensen Wenche Vagle 《Scandinavian Journal of Educational Research》2013,57(6):617-637
The paper reports and discusses a government‐initiated nationwide assessment of writing proficiency among Norwegian compulsory school students. A sample‐study of 7th and 10th grade students are discussed and reported with regard to challenges in measuring writing skills in a valid and reliable manner. For the 7th graders the results showed a greater proportion of narrative texts, and in contrast to more scientific oriented texts, was assessed as “lower than expected”; however, for the 10th graders the tendency was opposite with respect to central linguistic components. Low correlations between the raters were ascertained at both levels, indicating different views among teachers as to what can be expected of students' writing proficiency. The results are discussed in relation to the usefulness of the theoretical model as a basis for assessment of writing proficiency, as well as other obstacles to constructing valid and reliable writing tests. 相似文献
90.
Heiko Spallek Peter Berthold Diarmuid B. Shanley Rolf Attstrom 《The American journal of distance education》2013,27(2):49-59
Abstract This study describes the development and the evaluation of quality assurance criteria for online dental education. These criteria were developed by the authors and evaluated by oral health professionals through an Internet survey. The survey indicated that oral health professionals ranked the creation of scientifically based, frequently updated courses that clearly define their educational goals and objectives as highly important. 相似文献