The research described was performed under the sponsorship of the Office of Naval Technology. The opinions expressed in this paper are those of the authors, are not official, and do not necessarily reflect the views of the Navy department. 相似文献
Recall of the items was significantly better following video presentation than after audio‐only presentation; and in the video mode, film items were recalled significantly more often than still picture items, which were in turn recalled significantly more often than no‐picture items. Significant serial position effects occurred across all items in the audio mode, and over still picture and no‐picture items, but not film items in the video mode.
The results are discussed in terms of various imagery hypotheses. 相似文献
Three courses are provided:
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1. Electrical Measurements and Characteristics of Analogue and Digital Circuits.
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2. Electrical Measurements and Characteristics of Advanced Analogue Circuits
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3. Design and Experiment
Among those responding, ‘amount of information received' was found to be the single greatest contributor to perceived learning and satisfaction. Instructor non‐verbal behaviours and audio and video transmission also contributed significantly to perceived learning and satisfaction. Results indicated clearly mat direct face‐to‐face contact with instructors, and interpersonal rapport with other class participants, were less important than the amount of information transmitted in distance education courses. 相似文献
This led to a second potential problem. Was the video‐taped lecture unit a suitable learning resource? Hence the unit was trialled on local students. After live lectures or independent video‐tape learning, students' results on an identical examination were internally standardised to their overall performance. These standardised results showed clear‐cut improvements when video‐taped lectures were utilised. Thus, for a (special) group of students studying chemistry at a distance, the generalised results of the trial suggest the telelecture mode of presentation to be a highly desirable alternative.
Biochemistry majors responded much more positively to the stimulus of the novel method of presentation (in their second, chemistry major) than the double major chemistry students. There is a clear general implication here for teachers of students in non‐preferred or service areas, whether at a distance or not. 相似文献
New information technologies are forcing major changes on both traditional campus‐based institutions and the large autonomous open universities. Some reasons for introducing new technologies are incompatible with traditional views of open‐ness and distance. For instance, the move to computer‐based learning raises major issues of access and student support for distance learners. Nevertheless mere are some strategies for addressing these issues.
The new technologies now allow for a powerful combination of highly interactive stand‐alone material with two‐way asynchronous communication between teachers and students. There is seen to be a relationship between the type of technology used and the type of learning outcomes intended, but still little hard evidence that these outcomes are actually achieved.
To achieve the most cost‐effective use of new technologies major changes are required to the organisation of both dual‐mode and dedicated open learning institutions. As well as the need for institutional re‐structuring, there is also a need for open and distance educators to re‐think and re‐define their roles. 相似文献
Union gives strength
Aesop
(ca. 620-564 BC) 相似文献
The theoretical base of the course is face‐to‐face interaction in real‐life situations such as the classroom and the television interview. The method of assessment here is to present examinees with selected communicative events on videotape and call for analysis and comparison, and evaluation of the theoretical approaches employed. This places a premium on students being able to apply theory directly to real‐life situations, rather than rehearse those theories in essay form.
The course is both intended by the staff and perceived by the students to be distinctly different from the other modules of an otherwise book‐based degree in providing for the essentially practical application of ideas and a basic introduction to alternative modes of communication. By means of the projects, drawn from a variety of sources far removed from the degree course and the institution, the analytical, research, and design skills of the students are applied in a realistic way to broaden their own perspectives and to be of lasting benefit within the community. 相似文献
Patterns of instruction and control observed at the three schools suggest that children from different social classes receive substantially different kinds of schooling. The most obvious distinction in ideological discourse observed among staff members at the three schools concerns the existence of an explicit pedagogy endorsed at the private school and the concomitant absence of any such similar rationale at the other two schools.
The final sections of the paper discuss the implications of these findings for processes of cultural and social reproduction and their relation to relevant literature. 相似文献
There is worldwide research concerning the application of social studies to kindergarten. In Greece, specifically, there is no relevant data about this subject.
Therefore, the current study was carried out in order to find out, interalia, I) whether kindergarten teachers occupy students with social studies activities, 2) if they do occupy them, in what social studies activities children engage more frequently and 3) the self‐assessed adequacy of the kindergarten teachers’ training and their attitudes concerning the application of social studies activities to kindergarten.
In order to collect the necessary data for this study, three hundred kindergarten teachers, from urban and non‐urban areas of Greece, were given a questionnaire and the conclusions drawn from their answers form the basis of the study.
In order to gain greater data validity, the recorded answers were cross‐referenced with informal observations in classrooms of teachers who participated in the study. 相似文献
Purpose: This study evaluated and compared the Singaporean and Taiwanese middle school students’ conceptions of science assessment. Within-country gender comparisons were also explored.
Sample: 424 Taiwanese and 333 Singaporean eighth graders were invited for a cross-country comparison.
Design and methods: The participants completed a questionnaire named Conceptions of Science Assessment.
Results: The findings showed that the summative assessment dominates in the Taiwanese classrooms, while formative and summative assessment are usually perceived in Singaporean classrooms. The Singaporean students had a greater tendency than their Taiwanese counterparts to perceive the purpose of assessment as a way of reproducing knowledge, and the formative assessment as improving learning, problem-solving, and critical judgment. No gender differences were found among either the Singaporean or the Taiwanese students.
Conclusions: Educators in both countries should provide learners with more opportunities to experience process-oriented science assessment activities and de-emphasize the usage of examination-oriented practices to achieve the sophistication of conceptions. 相似文献
Purpose: In the current study, the purpose was to investigate the relations among perceived teacher affective support (PTAS), academic emotions (academic enjoyment, academic anxiety, and academic hopelessness), academic self-efficacy and behavioural engagement in elementary school science classrooms in Turkey.
Sample: A total of 633 fourth- and fifth-grade students in eight elementary schools in Istanbul, Turkey were participated in the study.
Design and methods: A self-report questionnaire was administered to participating students. The data were analysed using structural equation modelling.
Results: Findings showed that PTAS was both directly and indirectly related to the given variables. PTAS was found to be significantly positively associated with students’ academic enjoyment, academic self-efficacy and behavioural engagement and significantly negatively related to their academic anxiety and academic hopelessness in science classrooms. An important finding is that the total effect of PTAS on behavioural engagement, a factor strongly associated with academic success in all disciplines, was as strong as the effect of students’ perceived academic self-efficacy beliefs in science.
Conclusions: Findings suggest that PTAS may help promoting positive emotions and motivation among students in science classrooms, eventually leading to more desirable attitudes and achievement outcomes in science. Teacher affective support deserves greater recognition from researchers, educational policy-makers, administrators and teachers to build better learning conditions for all students. 相似文献
Purpose: This study investigated the influence of an explicit reflective conceptual change approach compared with an explicit reflective inquiry-oriented approach on seventh graders’ understanding of NOS.
Sample: The research was conducted with seventh grade students. A total of 44 students participated in the study.
Design and method: The study was an interpretive study because this study focused on the meanings that students attach to target aspects of NOS. Participants were divided into two groups, each consisting of 22 students. One of the groups learned NOS with an explicit reflective conceptual change approach. The requirements of conceptual change were provided through the use of conceptual change texts and concept cartoons. The other group learned NOS with an explicit reflective inquiry-oriented approach. The data were collected through open-ended questionnaires and semi-structured interviews. These instruments were employed in a pre-test, a post-test and a delayed test. Students’ views of the aspects of NOS were categorized as naive, transitional and informed.
Results: The result of this study indicated that before receiving instruction, most of the participants had transitional views of the tentative, empirical and imaginative and creative aspects of the NOS, and they had naive understandings of the distinction between observation and inference. The instruction in the experimental group led to a 60% – a 25% increase in the number of students who possessed an informed understanding of the tentative, empirical, creative and observation and inference aspect of the NOS. The instruction in the control group led to a 30% – a 15% increase in the informed NOS views.
Conclusion: The explicit reflective conceptual change approach is more effective than the explicit reflective inquiry-oriented approach in improving participants’ NOS conceptions. Another conclusion of this study is that if NOS is taught within the explicit reflective conceptual change approach, learners can retain learned views long after instruction. 相似文献
Aim: The aim of this article is to compare loneliness, fear of falling, and quality of life in older women who live alone and live with others.
Methods: This cross-sectional study was done on 218 accessible elderly women (116 live alone, 102 live with others) to compare loneliness, fear of falling, and quality of life by using the Farsi versions of UCLA-LS, falls efficacy scale-international (FES-I), and SF12 questionnaires, respectively.
Results: Linear regression was used to compare the means of continuous outcomes between the two groups by adjustment on probable confounder’s age and falling history.
Conclusion: Fears of falling and physical aspect of life quality in the lonely older adults were considerably higher than other group. 相似文献
Six independent living tasks were trained (two sandwich making, two vacuuming and two collating): three being used for initial training and three as related or ‘near generalisation’ tasks.
The four instructional packages were investigated in order to ascertain their relative efficiency in terms of (trainer) effort required to train to criterion on the six tasks and the achievement of generalisation and maintenance outcomes.
It was found that VSIT was an efficient alternative to MODIM for enhancing acquisition on five out of the six trained tasks (the exception being initial acquisition of the sandwich making task). Moreover, as indicated by reduction in training effort required for the generalisation tasks, the VSIT groups achieved greater savings on the sandwich making and vacuuming tasks. VSIT was also found to generate significantly better short and long‐term maintenance of skills on all three initial training tasks.
A differential task effect was noted with the feedback conditions (VSIT with feedback, and MODIM with feedback), whereby the performances of VSIT subjects on both the training and generalisation sandwich making tasks, and performances of MODIM subjects on the sandwich making generalisation task, were benefited by the addition of this condition; although feedback was found to exert no consistent influence on performances of subjects in either VSIT or MODIM groups on the vacuuming and collating tasks.
The data are discussed with reference to other studies in this area, it being concluded that VSIT is a promising method of instruction for MR populations. 相似文献
Design/Methodology/Approach: Semi-structured interviews with volunteers from different occupational groups in Bangladesh, and a phone survey with 227 respondents.
Findings: Each occupational group acted differently. Shop keepers, tillage service providers, agricultural input and machine dealers reached fairly small audiences. Tea stall owners had large, male audiences. Non-governmental organisations and community-based organisations, reached more women. The cable TV (dish-line) operators showed the videos on local TV, but some were reluctant to do so again. The Union Information Service Centres showed the videos and reached women viewers. Half of the official government extension agents surveyed also showed the videos publically.
Practical Implication: This video featured maize, wheat and rice seeding machinery. Because the machinery is complex and requires hands-on training, this first video aimed to expose tillage and sowing service providers and farmers to the machinery, without trying to teach them how to use it. But some farmers were so interested that they watched the video many times to learn more about the equipment. Before farmers and service providers decide to buy machinery for direct seeding, they still want to see and learn from demonstration plantings, to examine first-hand how the crop behaves when planted with the new equipment.
Originality/Value: Video can be an effective way of sharing high-quality information with a large audience, if properly distributed. 相似文献
Aims.
The aims of the study were to investigate whether the style of pupils with behaviour problems was different from that of children with no reported problems, and also to consider how pupils of different style manifested their problem behaviours.
Sample.
The sample comprised 83 male pupils aged 10‐18 years from two residential special schools.
Method.
The sample were given the Cognitive Styles Analysis to assess their positions on the Wholist‐Analytic and Verbal‐Imagery style dimensions. The pupil records of the special school pupils who were at the extreme of the style dimensions were also examined.
Results.
When their style characteristics were contrasted with a Comparison Sample of 413 12‐16‐year‐old males attending 10 secondary schools, the special school pupils had a significantly higher proportion of both Wholists and Verbalisers, than the Comparison Group. Further, the inspection of the records indicated that the types of social behaviour and behaviour problems exhibited varied with style, and particularly on the Wholist‐Analytic dimension.
Conclusion.
The results were considered to have implications for the origins and treatment of problem behaviour. 相似文献
The rapid development of pragmatism, together with intellectual and social partnership were considered as major pedagogical advantages of the virtual classroom. Two major disadvantages are also analyzed: First, pupils inability to tolerate the electronic lack of intimacy, and second, the difficulties some pupils had with self‐discipline and self‐monitoring in the face of learning tasks in the virtual classroom 相似文献
Purpose The purpose of this study was to investigate the effects of inquiry-based activities on pre-service teachers’ knowledge about GCC and their perceptions of teaching this subject.
Sample The participants were 102 pre-service middle school mathematics and science teachers who were enrolled in an environmental education course.
Design and methods A one group pre-test–post-test design was employed to identify changes after pre-service teachers engaged in a learning unit on GCC. The inquiry-based GCC unit was implemented during the spring semester at a public university in northeastern Turkey. The unit was implemented over seven sessions. Data were collected through two questionnaires: the ‘GCC content questionnaire’ and the ‘perceptions of teaching GCC questionnaire’. Each questionnaire was administered both before and after implementation of the unit. Content questionnaire responses were analyzed using a paired-samples t-test. Responses to the perceptions of teaching questionnaire were analyzed using inductive open coding.
Results Results indicated that after the implementation the pre-service teachers significantly improved their understanding of GCC across all items in the content questionnaire, saw several benefits of and challenges about teaching GCC, and perceived themselves as better prepared to teach about GCC in their future classrooms.
Conclusions Teacher education programs should integrate inquiry-based GCC instruction to increase pre-service teachers’ knowledge as well as their preparedness to teach about this important planetary issue. 相似文献