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101.
Adrienne E.H. Shearer O. Sue Snider Kalmia E. Kniel 《Journal of Food Science Education》2014,13(1):4-11
Previous studies have reported on the inadequacy of youth knowledge and practice of food safety principles. The formal high school science classroom environment presents an opportunity to stimulate interest and increase knowledge in food safety with potential benefits to students in improved science literacy, development of life skills, and greater awareness of career opportunities. Previously developed educational materials, Foodborne Illness Outbreak Investigations for Food Safety Education, were evaluated for instruction by high school and community college science educators of various subject matters including foods, microbiology, disease, and chemistry courses. Educator feedback was favorable on measures of quality, implementation ease, and student engagement, with ratings greater than 3 on a 5‐point scale corresponding to “good” to “excellent.” A positive change in familiarity with food safety concepts for 4 groups of students, representing approximately 77% of the participants, was demonstrated by an overall increase, ranging from 4% to 14%, in correct responses to a test administered before and after exposure to the materials. There was variation in degree of change and the topics positively impacted for student groups by subject matter. 相似文献
102.
From a theoretical viewpoint, educational interfaces that facilitate communicative actions involving representations central
to a domain can maximize students’ effort associated with constructing new schemas. In addition, interfaces that minimize
working memory demands due to the interface per se, for example by mimicking existing non-digital work practice, can preserve
students’ attentional focus on their learning task. In this research, we asked the question: What type of interface input capabilities provide best support for science problem solving in both low- and high-performing students? High school students’ ability to solve a diverse range of biology problems was compared over longitudinal sessions while
they used: (1) hardcopy paper and pencil (2) a digital paper and pen interface (3) pen tablet interface, and (4) graphical
tablet interface. Post-test evaluations revealed that time to solve problems, meta-cognitive control, solution correctness,
and memory all were significantly enhanced when using the digital pen and paper interface, compared with tablet interfaces.
The tangible pen and paper interface also was the only alternative that significantly facilitated skill acquisition in low-performing
students. Paradoxically, all students nonetheless believed that the tablet interfaces provided best support for their performance,
revealing a lack of self-awareness about how to use computational tools to best advantage. Implications are discussed for
how pen interfaces can be optimized for future educational purposes, and for establishing technology fluency curricula to
improve students’ awareness of the impact of digital tools on their performance. 相似文献
103.
Adrienne Eddleston 《Educational Psychology in Practice》2018,34(4):430-449
Within the United Kingdom (UK), recent socio-legislative changes have led to increased trading of educational psychology services (EPSs) and greater focus on accountability. However, the impact of educational psychologists’ (EPs’) practice can be difficult to ascertain, particularly within consultation where resultant actions are often implemented by other professionals. This action research, conducted within two EPSs, sought first to find possible frameworks for evaluating consultation, via literature review. Thereafter, qualitative and quantitative data were collected and analysed with EPs, leading to the identification of two preferred frameworks: Appreciative Inquiry (AI) and the Constructionist Model of Informed Reasoned Action (COMOIRA), which were piloted and reviewed. In the final research phase, focus groups considered their usefulness as evaluation tools. Despite some promising findings, variation amongst EPs’ views about their applicability, perhaps influenced by previous familiarity with the frameworks, suggested the need for further research in this area. 相似文献