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101.
Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures 总被引:2,自引:1,他引:2
It is usually assumed that successful problemsolving in knowledge-rich domains depends onthe availability of abstract problem-typeschemas whose acquisition can be supported bypresenting students with worked examples.Conventionally designed worked examples oftenfocus on information that is related to themain components of problem-type schemas, namelyon information related to problem-categorymembership, structural task features, andcategory-specific solution procedures. However,studying these examples might be cognitivelydemanding because it requires learners tosimultaneously hold active a substantial amountof information in working memory. In ourresearch, we try to reduce intrinsic cognitiveload in example-based learning by shifting thelevel of presenting and explaining solutionprocedures from a `molar' view – that focuseson problem categories and their associatedoverall solution procedures – to a more`modular' view where complex solutions arebroken down into smaller meaningful solutionelements that can be conveyed separately. Wereview findings from five of our own studiesthat yield evidence for the fact thatprocessing modular examples is associated witha lower degree of intrinsic cognitive load andthus, improves learning. 相似文献
102.
103.
The challenges facing the Singapore education system in the new millennium are unique and unprecedented in Asia. Demands for new skills, knowledges, and flexible competencies for globalised economies and cosmopolitan cultures will require system-wide innovation and reform. But there is a dearth of international benchmarks and prototypes for such reforms. This paper describes the current Core Research Program underway at the National Institute of Education in Singapore, a multilevel analysis of Singaporean schooling, pedagogy, youth and educational outcomes. It describes student background, performance, classroom practices, student artefacts and outcomes, and student longitudinal life pathways. The case is made that a systematic focus on teachers' and students' work in everyday classroom contexts is the necessary starting point for pedagogical innovation and change. This, it is argued, can constitute a rich multidisciplinary evidence base for educational policy. 相似文献
104.
Siddhi Pittayachawan Peter Macauley Terry Evans 《Journal of Higher Education Policy & Management》2016,38(5):562-575
This article reports how statistical analyses of PhD thesis records can reveal future research capacities for disciplines beyond their primary fields. The previous research showed that most theses contributed to and/or used methodologies from more than one discipline. In Australia, there was a concern for declining mathematical teaching and research capacity. We decided to investigate the ‘hidden’ mathematics research capacity in PhDs outside of mathematics. Australian PhD records were re-coded with up to three fields. Records with mathematics as one of their codes were selected and analysed for their relationships to disciplines in their other codes. Triple-coding revealed ‘hidden’ mathematical research capacity that had previously been single-coded in another field had mathematics as one of their subsequent fields. Our findings have implications for policy and planning for mathematics in Australia, and multiple coding of PhD theses records enables analyses for other disciplines to be undertaken to show their research capacities. 相似文献
105.
This paper discusses procedures for the analysis of instructional strategies incorporated into distance learning materials, especially with regard to the development of the higher order cognitive ability—critical thinking. It examines the function of task analysis as an integral part of the instructional design process, analysing three different approaches available to the instructional designer towards the analysis of tasks required of distance learners. Comparing the learning hierarchy, the concept hierarchy, and the information processing approaches, it was found that the latter was the only one suitable for this current study because of the requirement that critical thinking be linked with domain‐specific knowledge, rather than be learned as an independent ability. Different algorithms for both the student and the designer/analyst are included as part of the information processing approach, and, although these methods are yet to be validated, they seem to offer sufficient promise, while allowing the analyst to make further decisions during the analysis. 相似文献
106.
Tenaha O’Reilly Dr Gary Feng Dr John Sabatini Dr Zuowei Wang Dr Joanna Gorin 《Educational Assessment》2018,23(4):277-295
In this study, we investigate the effect of reading purpose on students’ processing behavior during a reading comprehension test. In a repeated measures design, sixty undergraduates answered multiple-choice (MC) reading comprehension questions in a condition with no overarching goal for reading and in an alternate condition where the same students were first provided with the goal of summarizing the text before answering MC questions. Results from eye tracking analysis showed that when students read and answered questions without an overarching goal, they spent much less time reading the passages before answering the questions, more time re-reading the texts while answering the questions, and more time on parts of the text that were not necessary to answer the questions. We conclude that providing examinees without an explicit goal for reading may inadvertently encourage a “search for the answer” reading process, rather than on building a coherent mental model of text content. 相似文献
107.
The introduced study represents methodology and results of research focused on utilization of interactive whiteboard as didactic technology mediating information through multimedia worksheets applied in education process in pre-primary education. Its aim was to determine whether it can significantly increase the level of children’s acquired knowledge in the field of technical skills education and whether it can positively influence the development of children’s creative skills as a sign of their motivation. We observe that this issue in the way it is theoretically and practically established in this study can contribute by proposing education standards and set of multimedia worksheets in the technical field in Slovak pre-primary education. 相似文献
108.
Prof. Dr. Jürgen Baumert Dr. Mareike Kunter 《Zeitschrift für Erziehungswissenschaft》2006,9(4):469-520
Ohne Zusammenfassung
相似文献
109.
Peter Slezak 《Science & Education》1994,3(3):265-294
This article is the first of two that will examine the claims of contemporary sociology of scientific knowledge (SSK) and the bearing of these claims upon the rationale and practice of science teaching. It is maintained that if the claims of SSK are true then there are serious, and educationally and culturally deleterious, implications which follow. The two articles will argue that, fortunately, the claims of SSK for the external causation of scientific belief are baseless. And thus science teachers should resist admonitions to accept the findings of the sociology of science.
110.
Dr. Robert P. Engvall Ph.D. 《The Urban Review》1995,27(3):251-261
In these times of tight budgets and political intoleance for taxation, public schools, particularly urban public schools,
will continually have to look for ways in which to spend less while dealing with ever-increasing societal problems. While
the ability of schools to improve the overal “product” with less resources is highly suspect, this article addresses one way
in which spending less might actually improve school perfomance.
The best planners in the best schools should be the administration, techers, students, parents, and the comminitu at large,
and not outside esxperts hired to improve a school's “comprehensive” or “strategic” plan. By forcing the segments of the public
that have the largest stake in the educational outcomes of schools to work together to plan for the future, schools will improve
the efficacy of their staffs, their students, and allow parents the self-satisfaction of playing an important role in their
children's education. An improtant side effect of such a method may be an increasing awareness by the public of the difficulties
that schools face, and perhaps a better understanding of the important need for higher expenditures.
His research interests include professionalism, collective bargaining, and educational reform. His articles have appeared
inPeople and Education, and a recent article has been aceepted for publication in theJournal of Collective Negotiations in the Public Sector. 相似文献