Hypermedia navigation: Profiles of hypermedia users

In this study we explored the use of log files as a window into the process of hypermedia navigation. Although there is a growing body of research addressing theoretical and design issues related to open-ended, non-directive technologies such as hypermedia, relatively few studies have attempted to explain navigational performance. Sixty-six undergraduate students used a multidimensional, computer-based kiosk that could be explored in a nonlinear fashion to find information in response to one of two information-retrieval tasks (simple or complex). Cluster analysis was used to generate performance profiles derived from navigational data captured in log files. Analyses of within-cluster performance profiles, combined with external validation criteria, led to the classification of four different types of navigational performance (models users, disenchanted volunteers, feature explorers, and cyber cartographers). These characterizations were consistent with information-retrieval scores and the external criteria (self-efficacy, perceived utility, and interest). For example, individuals who appeared to take the time to learn the layout of the kiosk also had the highest self-efficacy, while those who used the help screen and watched the most movies had the lowest self-efficacy. Results also demonstrated an interaction between various individual navigational profiles and type of information-retrieval task.     

Adaptive navigation support in educational hypermedia: the role of student knowledge level and the case for meta-adaptation

Adaptive hypermedia is an alternative to the traditional “one‐size‐fits‐all” approach in the development of hypermedia systems. Adaptive hypermedia (AH) systems build a model of the goals, preferences, and knowledge of each individual user, and use this model throughout the interaction with the user, in order to adapt to the needs of that user. Adaptive navigation support is a specific group of adaptive hypermedia techniques that become especially popular in educational hypermedia systems. This paper provides a brief overview of main adaptive navigation support techniques and analyzes the results of most representative empirical studies of these techniques. It demonstrates an evidence that different known techniques work most efficiently in different context. In particular, the studies summarized in the paper have provided evidence that users with different knowledge level of the subject may appreciate different adaptive navigation support technologies. The paper argues that more empirical studies are required to help the developers of adaptive hypermedia systems in selecting most relevant adaptation technologies. It also attempts to build a case for meta‐adaptive hypermedia systems, ie, systems that are able to adapt the very adaptation technology to the given user and context.     

SQL Server中如何在日志文件丢失时恢复数据库

本文介绍数据库的日志文件丢失时如何利用MDF文件恢复数据库。     

Using Our Understanding of Families to Strengthen Family Involvement

The purpose of this article is to help teachers become more responsive to the changing needs and contexts of families in their efforts to establish relationships and encourage family participation. Through this article, the authors describe the changing landscape of parenting and the stressors experienced by contemporary families. The authors then provide a review of research that describes strategies that have been successfully employed by teachers of young children to foster increased communication and family involvement. The article concludes with suggestions to help early childhood professionals change their paradigm of parent involvement from a school-centric perspective to one that is more family-centric.     

Using Story to Help Student Understanding of Gas Behavior

Students tend to have a poor understanding of the concept of gas pressure. Usually, gas pressure is taught in terms of the various formulaic gas laws. The development of the concept of gas pressure according to the early Greeks did not include the concept of a vacuum. It was not for another 2000 years that Torricelli proposed that a vacuum can exist and that he was able to produce a vacuum above a column of mercury. However, the existence of a vacuum continued to be a contentious issue for at least another 100 years. During this time the behavior of gases was studied by Boyle, Amontons, Gay-Lussac, Daniel Bernouli, Charles, and Dalton. In the 19^th century gas behavior was revisited and studied from the molecular level through the work of Graham, Maxwell, Boltzmann, and van der Waal. The stories of conflicting theories and the development of the concept of gas pressure gives students an increased appreciation for the nature of science and helps them with conceptual understanding of the concept of gas pressure.     

Peer collaboration: the relation of regulatory behaviors to learning with hypermedia

Peer collaboration is a pedagogical method currently used to facilitate learning in classrooms. Similarly, computer-learning environments (CLEs) are often used to promote student learning in science classrooms, in particular. However, students often have difficulty utilizing these environments effectively. Does peer collaboration help students learn with these environments? Little research looking closely at face-to-face peer collaboration with computer learning environments exists. Utilizing a social-cognitive theoretical framework, this study investigated the relation between the conceptual-knowledge learning and the collaborative regulatory behaviors of students working with a peer as they studied about the human circulatory system using a hypermedia CLE. Fifty-four high-school students from the East Coast of the United States were audiotaped to identify the collaborative regulatory behaviors they evidenced as they studied. Results revealed significant correlations among students’ proportion of categories of regulatory behaviors and their learning gains (from pretest to posttest). Moreover, qualitative analyses revealed particular behaviors that larger-gain collaborative pairs engaged in to a greater extent than smaller-gain pairs as they learned with the hypermedia environment.     

Sensor-Augmented Virtual Labs: Using Physical Interactions with Science Simulations to Promote Understanding of Gas Behavior

Deep learning of science involves integration of existing knowledge and normative science concepts. Past research demonstrates that combining physical and virtual labs sequentially or side by side can take advantage of the unique affordances each provides for helping students learn science concepts. However, providing simultaneously connected physical and virtual experiences has the potential to promote connections among ideas. This paper explores the effect of augmenting a virtual lab with physical controls on high school chemistry students’ understanding of gas laws. We compared students using the augmented virtual lab to students using a similar sensor-based physical lab with teacher-led discussions. Results demonstrate that students in the augmented virtual lab condition made significant gains from pretest and posttest and outperformed traditional students on some but not all concepts. Results provide insight into incorporating mixed-reality technologies into authentic classroom settings.     

多媒体条件下英语教学中从文化知识到文化理解的培养

当前英语教学中文化教学的含义包括文化知识与文化理解两个层面。在英语教学中将语言和文化融合一起,加强语言的文化导人,有效发挥多媒体优势,使英语教学从文化知识开始,培养文化意识,最终达到文化理解,提高学习者的交际能力。     

Using Explicit Teaching of Philosophy to Promote Understanding of the Nature of Science

Adopting an explicit and reflective approach to the teaching of the history and philosophy of science is useful in promoting high school students’ understanding of the nature of science. Whereas the history of science is usually signposted clearly in the school science curriculum, the philosophy of science is considered to be embedded in and integral to science education. This article argues that philosophical topics also need to be explicitly signposted and discussed in the teaching of the nature of science in high schools. This study investigates an interdisciplinary course on the nature of science in a Chinese senior high school. The course involved explicit teaching of philosophy of science topics with subject knowledge in each lesson. This mixed method design of the research included a modified version of the Views on Science, Technology and Society questionnaire as reported by Aikenhead and Ryan (Science Education, 76(5):477?491, 1992) and phenomenographical analysis. Although the sample size is small, the results suggest that explicit teaching of philosophy of science topics helps students better understand both the nature of science and the relationship between science, technology and society.

     

虚拟图书馆:认识与构建

从虚拟图书馆认识的众说纷纭中,提出虚拟图书馆应从以原有图书馆为基础的“有”到虚拟“无”再到图书馆“有”的认识过程。上升到先以虚拟为核心的“无”到图书馆“有”再到虚拟“无”的全新认识过程,进而对构建虚拟图书馆的主要特征和相关问题进行探析。     

Using the Science Writing Heuristic Approach to Enhance Student Understanding in Chemical Change and Mixture

This study investigated the effect of the Science Writing Heuristic (SWH) approach on grade 9 students’ understanding of chemical change and mixture concepts. Four intact classes taught by two chemistry teachers from a Turkish public high school were selected for the study; one class was assigned as the treatment group, and the other class was assigned as the comparison group. Students in the treatment group were instructed by the SWH approach, while those in the comparison group were instructed with traditionally designed chemistry instruction. Tests measuring students’ conceptual understanding in the units of chemical change and mixture were administered as pre- and posttest for both groups. At the end of the instruction, semistructured interviews were conducted with 13 students from the treatment group and eight students from the comparison group. ANCOVA results revealed that the SWH approach was superior to the traditional approach on students’ understanding of chemical change and mixture concepts. Interview results indicated that students in the treatment group demonstrated better scientific understanding of chemical change and mixture concepts compared to those in the comparison group.     

液体表面张力现象错误认识的大气压反推法

从理论、反推和实际计算三方面对一种液体表面张力现象展开推证;最终证实：底面平整物体被缓慢拿离水面时受到的阻力,并非大气压力作用,而是液体表面张力作用的结果．     

Using Multilevel Modeling in Large-Scale Planned Variation Educational Experiments: Improving Understanding of Intervention Effects

The author shows how one can combine a large-scale planned variation experimental design and multilevel analysis to address research questions that go beyond the issue of overall treatment effectiveness. In particular, the design and analysis approach presented here can address the following research questions: how an educational intervention produces its results, for whom the intervention works, and whether the intervention works well across different contexts. The author used data based on a large-scale educational field experiment to describe multilevel models that one can use to address this set of research questions. Important design and analysis considerations are highlighted, especially with regard to assessing the impact of school-level characteristics.     

平易:为辉煌教育生命寻找注解

特级教师是师德的表率、育人的模范、教学的专家,研究特级教师思想、总结提升其教育思想和教学艺术精髓,是贯彻落实<湖南省建设教育强省规划纲要(2010-2020年)>的需要,是为改革和发展寻求保障条件.文章以著名特级教师王沛清为例,阐述了特级教师教育思想特征及其形成历经.王沛清教育思想主要表现为--平易,是平与易的结合.平,是平常、平等;易,是简约、简洁.基于教育而言,前者,可以是一个教育工作者的基本态度,后者亦可以说明一个教育工作者的科学方法.     

创意写作教育：从拿来主义到融会贯通

创意写作作为大学教育课程体系中的一门基础课程,无论是文学专业中的创意写作课程,抑或是作为单独存在的一门写作类课程,都是对源自英语国家创意写作课程的借鉴。借鉴性"拿来"主要表现为作家驻校制度、工作坊课程模式、成为作家的培养目标、创意写作的学科体系构建等方面,而融会贯通则是一种在地化的继承与创新。在这种继承与创新中,不仅应把大学原有写作教育中的合理部分理论融入创意写作,而且还需在写作教学的认知、写作实训与人才培养路径等方面进行诸多创新。     

Understanding Harry Potter: parallels to the deaf world

Every so often there are stories that take the world by storm and make such an impact that they become part of our everyday world. These stories, characters, and themes become established elements of cultural literacy. This is exactly what has happened with J. K. Rowling's Harry Potter series. Harry and his cohort of wizards, witches, and their adventures have become an indispensable part of popular literature and popular culture. We have developed an innovative way to ensure that Deaf children, their families, and anyone studying literature (Deaf or general) gain a deeper understanding of this phenomenon. In fact, we go further by demonstrating how using a Deaf Lens provides the greatest insight into the fascinating world of Harry Potter. Utilizing a Deaf Studies Template and a Deaf Lens, we capitalize on the experiences of Deaf people everywhere while celebrating the valuable role American Sign Language has in academic programming.