Cognitive Affective Engagement Model of Multiple Source Use

This article introduces the cognitive affective engagement model (CAEM) of multiple source use. The CAEM is presented as a way of unifying cognitive and behaviorally focused models of multiple text engagement with research on the role of affective factors (e.g., interest) in text processing. The CAEM proposes that students' engagement with multiple texts may be explained by the default stance toward task completion they adopt. Students' default stances are defined according to two dimensions: their level of affective engagement with the topic of the task and their habits with regard to text evaluation. Default stances are used to explain a host of multiple text use behaviors, such as text selection, duration of text access, and document information access, and performance outcomes, including text recall and integration. Directions for future research on the CAEM are proposed.     

The international telecommunication project in the schools of Moscow and New York state

The authors of the projects express their sincere gratitude to their partners in the project, Peter Copen of the Copen Family Fund, USA, and Jane Barley of the New York State Department of Education, USA. Thanks are also extended to Monica Bradsher from the National Geographic Society, USA, and Robert Tinker of TERC, Cambridge, Massachusetts, USA, for sharing their experience developing KIDNET.     

The role of educational context in beliefs about knowledge,information, and truth: an exploratory study

Beliefs about knowledge have been found to relate to a variety of student outcomes and to vary across educational domains and instructional contexts. However, there are limited data on students’ beliefs about information and truth, vis-à-vis knowledge (i.e., epistemic beliefs) and how these beliefs differ across instructional settings. Undergraduates from two educational contexts, in the USA (n?=?240) and the Netherlands (n?=?72), participated in this study. While students in the USA were enrolled primarily in lecture and discussion classes, students in the Netherlands followed a problem-based learning curriculum. Beliefs about knowledge, information, and truth and their interrelations were examined across these two contexts through graphical and written justification tasks. Results from this exploratory study indicate that Dutch students were more likely than American students to depict knowledge, information, and truth as subjective and to define knowledge and information as synonymous. Commonalities and differences associated with educational backgrounds are considered in relation to instructional implications.     

The Use of Video Demonstrations and Particulate Animation in General Chemistry

Different visualization techniques have been used for teaching chemistry concepts. Previous studies have shown that when molecular animations and video demonstrations are used, students seem to better correlate all three levels of representation: macroscopic, submicroscopic, and symbolic. This thinking process allows the students to improve their conceptual understanding and ability to create dynamic mental models. In this study, general chemistry students viewed three experiments involving dynamic fluid equilibrium in a graphic design, a video demonstration, and a molecular animation. The study investigated whether video demonstrations or particulate animations helped the students' conceptual understanding, and if the order of visualizations (video or animation first) produced any differences. Students showed improvement after each visualization. Surprisingly, there was significant improvement in responses between the first and second visualization. This work shows the importance of combining both types of visualizations, but it does not indicate a preference toward a specific order.     

Transsituational negative contrast

Rats were shifted from 32% sucrose solution in one apparatus to a 4% sucrose solution in a different apparatus, and the performance of these animals was compared to rats that received the 4% solution in both situations. Transsituational negative contrast effects were found in both consummatory and instrumental measures of behavior and, in addition, these contrast effects were found to have some elements in common with both successive and simultaneous contrast effects, but were identical to neither.     

The development of a user network as a way to re-launch an unwanted product

A common situation in product development is that of product failure and the need for re-launch. This paper presents findings regarding how one firm successfully re-launched a product through the ex-post development of a user network. The producer, Biacore, had to re-launch its biosensor product or lose a €50 million investment. The firm identified and interacted with multiple potential lead-users in order to generate new use applications. The firm benefited from the successful development of a set of new applications, innovative users, and sales. As sales of the product increased, Biacore created marketing channels as diffusion mechanisms for the encouragement of direct and indirect user-to-user interaction. These were a way to spread the costs of user support when the firm standardised how it interacted with users. Some follower-users were able to benefit from lead-users who became lead teachers; other follower-users became non-users of the product. This paper illustrates three main roles for the firm in developing a user network: creating lead-users, organising directed applications development and facilitating user-to-user interaction.     

Youth’s Engagement as Scientists and Engineers in an Afterschool Making and Tinkering Program

Research in Science Education - Making and tinkering is currently gaining traction as an interdisciplinary approach to education. However, little is known about how these activities and...     

Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid-19 Pandemic

Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands-on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand.     

Connecting characterizations of equivalence of expressions: design research in Grade 5 by bridging graphical and symbolic representations

Educational Studies in Mathematics - One typical challenge in algebra education is that many students justify the equivalence of expressions only by referring to transformation rules that they...