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Saniye Tugba Bulu Susan Pedersen 《Educational technology research and development : ETR & D》2010,58(5):507-529
This study investigated the effects of domain-general and domain-specific scaffolds with different levels of support, continuous
and faded, on learning of scientific content and problem-solving. Students’ scores on a multiple-choice pretest, posttest,
and four recommendation forms were analyzed. Students’ content knowledge in all conditions significantly increased from pretest
to posttest. However, the continuous domain-specific condition outperformed the other conditions on the posttest. Although
domain-general scaffolds were not as effective as domain-specific scaffolds on learning content and problem representation,
they helped students develop solutions, make justifications, and monitor learning. Unlike domain-specific scaffolds, domain-general
scaffolds helped students transfer problem-solving skills when they were faded. Several suggestions are discussed for making
improvements in the design of scaffolds to facilitate ill-structured problem solving. 相似文献
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Developing a Web 2.0-based system with user-authored content for community use and teacher education
Lauren Cifuentes Amy Sharp Sanser Bulu Mike Benz Laura M. Stough 《Educational technology research and development : ETR & D》2010,58(4):377-398
We report on an investigation into the design, development, implementation, and evaluation of an informational and instructional
Website in order to generate guidelines for instructional designers of read/write Web environments. We describe the process
of design and development research, the problem addressed, the theory-based solution, and the evaluation and testing of that
solution. Based on our experience, we then identify sixteen guidelines for future designers and developers of read/write Web-based
learning environments. The study demonstrates how read/write Web technologies can be used to address general problems that
have intrinsic societal importance; examines implementation of a read/write technology in a real-life context, thereby testing
distributed cognitions learning theory; informs the design of similar environments; and provides grounded theory for the design
and development of read/write Web learning environments. 相似文献
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