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961.
Katharyn?E.?K.?NottisEmail author Margaret?E.?Kastner 《Journal of Science Education and Technology》2005,14(1):51-58
Many topics in chemistry are difficult for learners to understand, including symmetry. Reasons for this difficulty include its multi-level content, instructional methodologies utilized, and learner variables. This study examined the effect of initial instructional modality and prior knowledge on learning of point group symmetry. Forty-four students in a sophomore-level inorganic chemistry class at a small private university were divided by pre-selected lab groups into two groups, lecture and computer, for introductory information about point group symmetry. Both groups had low prior knowledge of symmetry elements although the lecture group had significantly higher knowledge than the computer group. After initial instruction, the lecture group scored significantly higher than the computer group on a point group assessment, even when prior knowledge was controlled. A second assessment, given after both groups had follow-up information from computer courseware, showed no significant difference between the groups. The computer group significantly improved between the two assessments, the lecture group did not. At the end-of-the semester post-test showed no significant difference between the two groups, although only 50% of the students in each group achieved mastery. Factors affecting the significant improvement of the low prior knowledge, computer group were examined and recommendations for future research provided. 相似文献
962.
Eileen Wood Amy K. Grant Alexandra Gottardo Robert Savage Mary Ann Evans 《Early Childhood Education Journal》2017,45(2):207-217
The primary goal of this research was to extend our understanding of the strengths and weaknesses inherent in online and offline early literacy software programs designed for young learners. A taxonomy of reading skills was used to contrast online software with offline closed system (compact disc) based programs with respect to number of skills taught, quality of instruction and scaffolding during instruction. Overall, online programs were more comprehensive and provided instruction for more skills than offline software at either the Kindergarten or Grade 1 level. However, offline programs demonstrated some developmentally appropriate selectivity in skills trained. Quality of instruction was variable within and across all programs. Scaffolding of instruction was also variable and surprisingly few programs, either online or offline, provided automatic movement across levels of difficulty. These outcomes have important implications for the selection of instructional materials by parents and educators involved in early literacy instruction and also for future software design. 相似文献
963.
April S. Salerno Amanda K. Kibler 《Journal of Education for Students Placed at Risk》2016,21(4):261-278
This study attempts to understand how achievement gap Discourse might be present in preservice teachers' (PSTs) Discourse about students they found challenging to teach. Using a Discourse analytic approach, the project considers: How do PSTs describe challenging students in their written reflections? Do PSTs draw on students' multiple identities? Findings reveal PSTs are taking up a Discourse prevalent in today's educational environment in which students, particularly ethnically and linguistically diverse students, are discussed in terms of inadequacy. PSTs typically describe students in terms of a single label, rather than as having multiple identities. Implications include that PSTs might enter teaching with a limited view and incomplete understanding of students and that even a teacher-education program aimed at pushing PSTs to question their assumptions about students might be reifying a systemwide Discourse that identifies students based on labels—sometimes deficit-oriented labels—rather than fuller understandings of students. 相似文献
964.
The Threat Index, Templer's Death Anxiety Scale, and the Collett-Lester Fear of Death Scale were administered to 100 respondents in an attempt to assess their personal orientation toward death. Each respondent was a member of one of the following groups: people with no known illness; people attending their family physician for a checkup; rheumatoid arthritics; diabetics; or people recently treated for cancer. Hierarchical multiple regression analyses indicated that older respondents were significantly less death anxious, less fearful of their own death, and more integrated (that is, showed less self-death discrepancy) than younger respondents. Further analyses revealed no differences between any of the groups on fear of death or death anxiety, indicating that the current state of an individual's health was not related to his or her death orientation. Instead, correlational and regression analyses suggested that anxiety and fear were much more likely to be influenced by a respondent's level of actualization and, to a lesser extent, level of integration. The expected additive effects of actualization and integration did not emerge, a finding that was at variance with previous research. 相似文献
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This study examined the efficacy of an infrequently used statistical analysis in counselor education research. A Markov chain analysis was used to examine hypothesized differences between students' use of counseling skills in an introductory course. Thirty graduate students participated in the study. Independent raters identified the microskills students used and the effectiveness of participants' counseling sessions. Significant differences were found in the counseling processes of students who were rated as effective and ineffective using a Markov chain analysis. Implications for future research using Markovian analyses in counselor education research are explored. 相似文献
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Abstract A home‐based reinforcement (H‐BR) programme was carried out in a secondary school to increase rule‐following and work completed by two groups of disruptive students. Of particular interest was whether the positive effects of the programme on target students would ‘spill‐over’ to equally disruptive control students in the same classes. The results showed highly significant improvements in the work and behaviour of both sets of target students but positive ‘spill‐over’ effects on controls were only apparent in one of the classes. Possible explanations for this are discussed. It is concluded that the already considerable value of H‐BR programmes in secondary schools as minimal intervention techniques would be enhanced even more if ‘spill‐over’ effects on non‐targeted, classroom sub‐groups could be planned for, rather than hoped for. 相似文献
970.
Dianne J. Hall Casey G. Cegielski James N. Wade 《Decision Sciences Journal of Innovative Education》2006,4(2):237-257
The research described in this article reports the results of a study designed to evaluate the relationship among object‐oriented (OO) computer programming task performance and a student's (1) theoretical value belief, (2) cognitive ability, and (3) personality. The results of this study do not support the assertion that cognitive ability is a main determinant of performance. Rather, the findings suggest that characteristics of an individual nature have more effect on a student's performance. This supports our belief advanced herein that theoretical value belief and personality are significant predictors of computer programming performance in OO environments. From the findings of this study, we assert that academicians who must teach OO computer programming consider these factors when developing course materials or student assistance programs. 相似文献