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Rolf Ploetzner Benjamin Fillisch Patrick-André Gewald Tatjana Ruf 《Interactive Learning Environments》2016,24(7):1610-1628
In two studies, we investigated how learning strategies can support learning from multimedia. In the first study, 112 students learned from a web-based learning environment. On the basis of a strategy, one group of students took typewritten notes. The second group of students wrote a summary. Producing typewritten notes did not benefit learning any more than writing a summary. In the second study, 100 students learned the same subject matter from print. On the basis of a strategy, the first group produced written notes, the second group highlighted, wrote notes, and produced sketches. The third group wrote a summary. The students who highlighted, wrote notes, and produced sketches outperformed the other students. The students who produced written notes only did not learn more successfully than those who wrote a summary. The results suggest that externalizations in general and sketches in particular may play an important role in multimedia learning. 相似文献
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There is a growing consensus that traditional instruction in basic science courses, in institutions of higher learning, do
not lead to the desired results. Most of the students who complete these courses do not gain deep knowledge about the basic
concepts and develop a negative approach to the sciences. In order to deal with this problem, a variety of methods have been
proposed and implemented, during the last decade, which focus on the “active learning” of the participating students. We found
that the methods developed in MIT and NCSU were fruitful and we adopted their approach. Despite research-based evidence of
the success of these methods, they are often met by the resistance of the academic staff. This article describes how one institution
of higher learning organized itself to introduce significant changes into its introductory science courses, as well as the
stages teachers undergo, as they adopt innovative teaching methods. In the article, we adopt the Rogers model of the innovative-decision
process, which we used to evaluate the degree of innovation adoption by seven members of the academic staff. An analysis of
interview and observation data showed that four factors were identified which influence the degree innovation adoption: (1)
teacher readiness to seriously learn the theoretical background of “active learning”; (2) the development of an appropriate
local model, customized to the beliefs of the academic staff; (3) teacher expertise in information technologies, and (4) the
teachers’ design of creative solutions to problems that arose during their teaching. 相似文献
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