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991.
Jan Wilson 《Research in Science Education》1996,26(2):169-185
The purpose of this study was to examine relationships between structural characteristics of students' concept maps about
chemical equilibrium and independent measures of their achievement in chemistry. Fifty students in 1991 and seventy students
in 1992 completed a concept-mapping task using twenty-four specified concepts. Using similarities in concept map structure,
based on the presence or absence of linked pairs of concepts, non-metric multidimensional scaling (MDS) was used to plot the
location of the concept maps in coordinate space. The distribution of maps was based on differences in their structure, but
also reflected levels of student achievement on independent tests. The relationship between the coordinate location of each
student's maps and his or her test scores on independent chemistry achievement tests was sought by canonical correlation analysis
of the 1991 data set. This revealed significant relationships between the MDS coordinates and test scores of recall of knowledge
and its application. Multiple regression analysis of sixty-one students' maps from the 1992 data set against their percentile
rank scores on a national chemistry quiz revealed significant relationships. The results are interpreted as revealing structural
differences in conceptual organisation about chemical equilibrium among students with different levels of achievement and
thus relative expertise in the domain. The significant relationship between map structure and cognitive process scores in
chemistry also supports the view that the organisation of declarative knowledge influences its accessibility in cognitive
tasks. 相似文献
992.
We report results showing that working memory for American Sign Language (ASL) is sensitive to irrelevant signed input (and other structured visual input) in a manner similar to the effects of irrelevant auditory input on working memory for speech. Deaf signers were disrupted on serial recall of lists of ASL signs when either pseudosigns or moving shapes were presented during a retention interval. Hearing subjects asked to recall lists of printed English words did not show disruption under the same interference conditions. The results favor models that hypothesize modality-specific representations of language within working memory, as opposed to amodal representations. The results further indicate that working memory for sign language involves visual or quasi-visual representations, suggesting parallels to visuospatial working memory. 相似文献
993.
Dr. John Beard Charles Fogliani Chris Owens Dr. Audrey Wilson 《Research in Science Education》1993,23(1):10-14
This paper compares the performances of female and male secondary students in the 1991 and 1992 Australian National Chemistry
Quizzes. Male students consistently achieved a higher mean score in all Year groups (7 to 12), even though the numbers of
female and male entrants were approximately equal. Implications for class tests and assessment tasks are addressed.
Specializations: chemical education, environmental science.
Specialization: chemical education
Specializations: chemical education, analytical chemistry. 相似文献
994.
Argued to ‘raise boys’ grades’ and ‘boost boys’ academic achievement’, single‐sex classes in coeducation schools is one strategy among a plethora aimed at raising standards. This paper explores the experiences of teachers in one coeducation post‐primary school that sought to raise academic performance, particularly among boys, and to improve classroom behaviour by introducing single‐sex classes. Funded by a local Education and Library Board the evaluation took place almost four years after the strategy was introduced and in a climate of increasing teacher concern with the effectiveness of the strategy. The methods involved a questionnaire survey to all teachers in the school and one‐to‐one and small group interviews with teachers responsible for teaching single‐sex classes. Contrary to its stated aims, the majority of teachers believe that, since the introduction of single‐sex classes, academic performance and classroom behaviour have deteriorated. Findings are discussed in terms of teachers’ perceptions of the strategy and the importance organizational and contextual factors have on shaping teachers’ attitudes to new initiatives. 相似文献
995.
Anna Wilson Cate Watson Terrie Lynn Thompson Valerie Drew Sarah Doyle 《Teaching in Higher Education》2017,22(8):991-1007
Learning analytic implementations are increasingly being included in learning management systems in higher education. We lay out some concerns with the way learning analytics – both data and algorithms – are often presented within an unproblematized Big Data discourse. We describe some potential problems with the often implicit assumptions about learning and learners – and indeed the tendency not to theorize learning explicitly – that underpin such implementations. Finally, we describe an attempt to devise our own analytics, grounded in a sociomaterial conception of learning. We use the data obtained to suggest that the relationships between learning and the digital traces left by participants in online learning are far from trivial, and that any analytics that relies on these as proxies for learning tends towards a behaviorist evaluation of learning processes. 相似文献
996.
Martin Tessmer Brent Wilson Marcy Driscoll 《Educational technology research and development : ETR & D》1990,38(1):45-53
Current models of instructional design assume that concepts are (a) classifying rules, (b) components of a more complex network or schema in memory, and (c) evaluated/taught by classification performance. Based on current research and theory, however, concepts should be viewed as conceptual tools rather than classification rules. Concepts may be schemas or networks in themselves, as a complex arrangement of declarative, procedural, and inferential knowledge. Concept learning may be measured by concept use and inferences as well as classification and taught via analogies, learning strategies, use/inference practice, and rational-set generators. 相似文献
997.
Poetry writing is felt by many primary teachers to be an important part of children's early language and literary development. It is also considered by many teachers to be very difficult to assess, due in part to the subjective nature of much poetry. Therefore poetry writing in schools enjoys both high and low status. If practice of teaching this genre is to develop it is necessary for teachers to have a clear view of what children are able to achieve within it. By looking at examples of children's poetry writing, my aim in this paper is to demonstrate how it is possible for primary school teachers to identify features of children's poetry writing which they consider to be of value. I shall argue, from the basis of an empirical research study, that teachers can, therefore, promote and encourage progression in poetry writing by their classes; but that to do so is to challenge views of poetry writing by children promoted in current orders and recommendations. 相似文献
998.
Michael H. Hobbiss Jessica Massonni Tracey Tokuhama‐Espinosa Alastair Gittner Mnica Arson de Sousa Lemos Alice Tovazzi Charlotte Hindley Sharon Baker Megan A. Sumeracki Thomas Wassenaar Ignatius Gous 《Mind, Brain, and Education》2019,13(4):298-312
Mind, Brain, and Education (MBE) science is by definition transdisciplinary. However, the communication and collaboration between constituent disciplines needed for true transdisciplinarity remains relatively rare. Consequently, many of the potential benefits of MBE science remain unrealized for parties on all sides of the discipline. The present commentary first conducts an analysis of the current strengths, weaknesses, opportunities, and threats of transdisciplinary partnerships in MBE. A new, free, and international web platform (“UNIFIED”) is then proposed to broker relationships between researchers and teachers within schools. This website would allow users to form collaborations based on a system of tags indexing their research interests as well as practicalities such as their location. Such a website appears well placed to realize many of the opportunities, and mitigate the threats and weaknesses, of transdisciplinary MBE research. The article concludes with an appeal to interested researchers and schools to contribute to the development of the project. 相似文献
999.
Florence R. Sullivan Claire E. Hamilton Danielle A. Allessio Rachel J. Boit Alexandra D. Deschamps Tony Sindelar German E. Vargas Ramos Anthony Randall Nicholas Wilson Yan Zhu 《Educational technology research and development : ETR & D》2011,59(5):619-644
In this paper we report the results of a study which investigated the affordances of multi-user virtual environments (MUVEs)
for collaborative learning from a design perspective. Utilizing a mixed methods approach, we conducted a comparative study
of the effect of varying representational and interactional design features on a collaborative design activity in three online
synchronous environments. We compared environments featuring multiple modes of interaction (MUVEs), shared representations
(text chat and 2D still images) and text-only features. Sixty-one students enrolled in an undergraduate course on Child Development
participated in the study. Participants were asked to design a theoretically-based, developmentally appropriate, preschool
classroom setting. Students were randomly assigned to one of three online learning environments that provided varying levels
of representation and interaction. Significant differences in collaborative problem solving interactions were found. Participants
in the shared representations + text condition evidenced stronger learning outcomes as regards substantive discussion and
integration of child development concepts; while participants in the MUVE condition reported the most enjoyment with the experience.
These findings are explained by the concepts of representational guidance, representational bias, educational affordances
and interface design metaphors. Suggestions for the design of MUVEs for collaborative learning are provided. 相似文献
1000.
Christine Brown Wilson Christine Slade 《International Journal for Academic Development》2020,25(2):189-194
ABSTRACT Scholarly discourses call for curriculum development to be democratic and collaborative, include multiple stakeholders’ perspectives, and aligned to values that promote the professional, social, and public good. Despite this, curriculum development remains an internal process: a situation challenged by a greater emphasis on employability. This paper reflects on a consensus model of curriculum development in health professions, based on constructivist principles, where internal and external stakeholders’ voices were incorporated and valued. A framework is presented to support a consensus model of curriculum development that is more likely to represent the socio-political context in which the future graduate may be employed. 相似文献