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Marcel?B.?M.?de?CroockEmail author Fred?Paas Henrik?Schlandbusch Jeroen?J.?G.?van?Merri?nboer 《Educational technology research and development : ETR & D》2002,50(4):47-58
This article describes a set of computerized tools that support the design and evaluation of competency-based training programs. The training of complex skills such as air traffic control and process control requires a competency-based approach that focuses on the integration and coordination of constituent skills and transfer of learning. At the heart of the training are authentic whole-task practice situations. The instructional design tools are based on van Merriënboer's 4C/ID* methodology (1997). The article describes a training design tool (Core) that supports the analysis and design for competency-based training programs and an evaluation tool (Eval) that supports the subsequent revision of this training design. 相似文献
23.
Niklas Gericke Rebecca Carver Jérémy Castéra Neima Alice Menezes Evangelista Claire Coiffard Marre Charbel N. El-Hani 《Science & Education》2017,26(10):1223-1259
Genetic determinism can be described as the attribution of the formation of traits to genes, where genes are ascribed more causal power than what scientific consensus suggests. Belief in genetic determinism is an educational problem because it contradicts scientific knowledge, and is a societal problem because it has the potential to foster intolerant attitudes such as racism and prejudice against sexual orientation. In this article, we begin by investigating the very nature of belief in genetic determinism. Then, we investigate whether knowledge of genetics and genomics is associated with beliefs in genetic determinism. Finally, we explore the extent to which social factors such as gender, education, and religiosity are associated with genetic determinism. Methodologically, we gathered and analyzed data on beliefs in genetic determinism, knowledge of genetics and genomics, and social variables using the “Public Understanding and Attitudes towards Genetics and Genomics” (PUGGS) instrument. Our analyses of PUGGS responses from a sample of Brazilian university freshmen undergraduates indicated that (1) belief in genetic determinism was best characterized as a construct built up by two dimensions or belief systems: beliefs concerning social traits and beliefs concerning biological traits; (2) levels of belief in genetic determination of social traits were low, which contradicts prior work; (3) associations between knowledge of genetics and genomics and levels of belief in genetic determinism were low; and (4) social factors such as age and religiosity had stronger associations with beliefs in genetic determinism than knowledge. Although our study design precludes causal inferences, our results raise questions about whether enhancing genetic literacy will decrease or prevent beliefs in genetic determinism. 相似文献
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Massimo Ciuffo Jane Myers Massimo Ingrassia Antonio Milanese Maria Venuti Ausilia Alquino Alice Baradello Giacomo Stella Antonella Gagliano 《Reading and writing》2017,30(8):1667-1686
The silent reading fluency is not an observable behaviour and, therefore, its evaluation is perceived as more challenging and less reliable than oral reading fluency. The present research is aimed to measure the silent reading speed in a sample of proficient students, assessed by an original silent reading fluency task, based on behavioural indicators of the silent reading speed. A total of 325 high school and university skilled students (age range 14–23 years) have been assessed using 3 tasks aimed to evaluate the oral reading speed (lists of words, lists of pseudowords and narrative text) and one task aimed to measure the silent reading speed. The average silent reading speed in our sample was around 12.5 syll/sec, almost double than the oral reading speed rate. The silent reading speed had an increase from 9.13 to 12.38 syll/sec from the first year of high school (ninth grade) to the fifth year of University. Conversely, the oral reading speed remained substantially unchanged for the entire academic course. Our results showed that the reading fluency in silent mode tends to increase up to the last years of University and it may be considered the most rapid and efficient reading mode. This study highlights the importance of including both silent and oral reading modes in the assessment of the older students and young adults, since silent reading is the main reading mode for proficient readers. 相似文献
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Shahron Williams van Rooij 《Educational technology research and development : ETR & D》2011,59(1):139-158
This paper reports the results of a study to identify the extent to which organizations that develop educational/training
products are committed to project management, as measured by their project management implementation maturity, as a methodology
that is separate and distinct from the processes of instructional design. A Web survey was conducted among 103 public and
private sector organizations worldwide that develop educational/training products. Results show no significant difference
by project management maturity level in the roles of instructional designer and project manager, although there is some relationship
between maturity level and how organizations perceive the skills/competencies of project managers versus those of instructional
designers. Further, organizational decision-makers have very specific expectations about the formal education and training
of educational/training product development project leaders. The findings should be of value to institutions of higher education
in evaluating programs that prepare students for careers in instructional design. 相似文献
28.
Karel Kreijns Paul A. Kirschner Wim Jochems Hans van Buuren 《Education and Information Technologies》2011,16(4):365-381
Social presence—the degree to which ‘the other’ in a communication appears to be a ‘real’ person—has captured the attention
of those dealing with learning in groups through computer-supported collaborative learning environments. The concept is important
because it affects participation and social interaction, both necessary for effective collaboration and knowledge construction.
This article reports on the construction and validation of a self-reporting (Dutch-language) Social Presence Scale to determine
perceived social presence in distributed learning groups using computer-supported collaborative learning environments. The
result is a one-dimensional scale consisting of five items with an internal consistency of .81. We used a nomological network
of similar constructs for further validation. The findings suggest that the Social Presence Scale has potential to be useful
as a measure for social presence. 相似文献
29.
Reading and listening progress in segregated primary schools: Does ethnic and socioeconomic classroom composition matter? 下载免费PDF全文
Lisa Dewulf Johan van Braak Mieke Van Houtte 《British Educational Research Journal》2017,43(5):931-951
This study aimed to investigate the relationship of classroom composition factors with reading and listening comprehension achievement and progress in socially and ethnically segregated primary schools in Flanders (Belgium). Specifically, using a three‐level multivariate repeated measures analysis, it examined the association of reading and listening achievement and progress with ethnic diversity, the proportion of non‐native students and the average socioeconomic status of the class, taking into account student characteristics. At the beginning and end of the school year, reading tests, listening tests and questionnaires were administered to a sample of 7‐ and 8‐year‐old students (n = 683) in 42 second‐grade classes. Students' listening comprehension achievement at the beginning of the school year was negatively related to having a home language other than the language of instruction and to classes with a high proportion of non‐native students. However, progress in listening comprehension was not significantly associated with any student or classroom composition factors. Students whose mothers had a lower level of education performed lower on reading comprehension at the beginning of the school year, while at the end of the school year students whose mothers had a higher level of education were at a greater disadvantage. Limitations of this study and directions for future research are discussed. 相似文献
30.
Astrid Menninga Marijn van Dijk Annemie Wetzels Henderien Steenbeek Paul van Geert 《Educational Research and Evaluation》2017,23(1-2):26-51
This paper aims to gain insight into language production and academic language of 4- and 5-year-old students and their teachers in the course of a teacher intervention during kindergarten science education. The study is based on videotaped classroom observations, and specifically focuses on the academic language use of students (Nintervention = 18, Ncontrols = 26) and teachers (Nintervention = 5, Ncontrols = 5). The results suggest that this general teacher intervention yields interesting changes in language use and production. Patterns of change over time confirm the idiosyncratic and non-linear nature of these changes. Science lessons represent an appropriate context in which to acquaint students with academic language, which can be used as a basis to build upon more sophisticated language skills. 相似文献