Explaining mathematics achievement gains in Botswana and South Africa

The purpose of this study is to test empirically whether and how classroom and school factors contribute to student mathematics learning gains in the border region of North West province, South Africa and Southeastern Botswana. Our results suggest that in both regions, improving teaching quality has an important impact on how much mathematics students learn during the year. The amount of effort put into covering the curriculum and teacher mathematics knowledge are also important factors in the learning gains students make in grade 6 classrooms in southern Africa.     

The Role of Working Memory in Multimedia Instruction: Is Working Memory Working During Learning from Text and Pictures?

A lot of research has focused on the beneficial effects of using multimedia, that is, text and pictures, for learning. Theories of multimedia learning are based on Baddeley’s working memory model (Baddeley 1999). Despite this theoretical foundation, there is only little research that aims at empirically testing whether and more importantly how working memory contributes to learning from text and pictures; however, a more thorough understanding of how working memory limitations affect learning may help instructional designers to optimize multimedia instruction. Therefore, the goal of this review is to stimulate such empirical research by (1) providing an overview of the methodologies that can be applied to gain insights in working memory involvement during multimedia learning, (2) reviewing studies that have used these methodologies in multimedia research already, and (3) discussing methodological and theoretical challenges of such an approach as well as the usefulness of working memory to explain learning with multimedia.     

Implementation Intentions for Improving Self-Regulation in Multimedia Learning: Why Don’t They Work?

Abstract

Learners face several self-regulatory challenges during multimedia learning: choosing adequate cognitive strategies (cognitive self-regulation), relying on their own learning abilities (motivational self-regulation), and investing sufficient effort (behavioral self-regulation). Implementation intentions (plans that help transform intentions into action) can support self-regulation. We expected that cognitive, motivational, or behavioral implementation intentions improved learning, compared to a control group. In a first experiment, we found weak evidence that cognitive and behavioral implementation intentions improved learning, whereas motivational implementation intentions reduced learning. However, replication failed in two follow-up experiments. Our findings contradict previous research and suggest that implementation intentions are not suitable to support multimedia learning. Future research should focus on possible boundary conditions that could account for the unexpected and unstable findings.     

The Scientific Value of Cognitive Load Theory: A Research Agenda Based on the Structuralist View of Theories

In this paper, two methodological perspectives are used to elaborate on the value of cognitive load theory (CLT) as a scientific theory. According to the more traditional critical rationalism of Karl Popper, CLT cannot be considered a scientific theory because some of its fundamental assumptions cannot be tested empirically and are thus not falsifiable. According to the structuralist view of theories introduced by Joseph D. Sneed, a theory may be considered scientific even if it comprises nontestable fundamental assumptions. Rather, the scientific value of a theory results from the holistic empirical content of the overall theory net built around fundamental assumptions and from the successful applications of this theory net to explain and predict empirical findings. This latter view is helpful to explicate some implicit methodological assumptions of CLT research and to avoid the potential circularity of CLT’s fundamental assumptions. Additionally, the structuralist view of theories can be directly used to derive a research agenda for the future development of CLT.     

Social and Dimensional Comparisons in the Formation of German Students’ Language Self-Concepts

Abstract

This study extended the internal/external reference model to multiple languages including students’ language of instruction, first foreign language, and second foreign language. We examined whether social and dimensional comparisons play similar roles in the formation of students’ self-concept related to different languages and whether dimensional comparisons result in contrast or assimilation effects. All students had German as the language of instruction and English as the first foreign language. Students were divided into a subsample (N?=?487) learning French as a second foreign language and a subsample (N?=?481) learning Latin. Invariance tests demonstrated that the achievement–self-concept relations were similar across the subsamples, but interesting group differences became apparent when analyzing the French and Latin subsamples separately.     

Investigating professed and enacted epistemic beliefs about the uncertainty of scientific knowledge when students evaluate scientific controversies

Prior research on epistemic beliefs, that is, individuals’ views about knowledge and knowing, has mainly focused either on individuals’ professed beliefs (as reported in questionnaires) or on their enacted beliefs (as indicated during task processing). However, little is known about the relation between professed and enacted epistemic beliefs. The present study focused on beliefs about the uncertainty of scientific knowledge and investigated both professed and enacted beliefs in the context of evaluations of scientific controversies. Participants were N = 79 university students who first completed a questionnaire that targeted their professed uncertainty beliefs about scientific knowledge. Then, approximately 1 week later, they completed a standardized test in which they evaluated five scientific controversies. Cued retrospective verbal reports were used to measure their enacted uncertainty beliefs while taking the test. Results revealed that professed and enacted uncertainty beliefs were interrelated and that both variables predicted individuals’ performance with regard to the evaluation of scientific controversies. Furthermore, the effect of professed uncertainty beliefs on controversy-evaluation performance was partly mediated by enacted uncertainty beliefs. The findings of the present study point toward novel theoretical insights and educational implications regarding the relations between professed and enacted beliefs about the uncertainty of scientific knowledge and their role in individuals’ evaluation of scientific controversies.

     

Targeted cell detection based on microchannel gating

Currently, microbiological techniques such as culture enrichment and various plating techniques are used for detection of pathogens. These expensive and time consuming methods can take several days. Described below is the design, fabrication, and testing of a rapid and inexpensive sensor, involving the use of microelectrodes in a microchannel, which can be used to detect single bacterial cells electrically (label-free format) in real time. As a proof of principle, we have successfully demonstrated real-time detection of target yeast cells by measuring instantaneous changes in ionic impedance. We have also demonstrated the selectivity of our sensors in responding to target cells while remaining irresponsive to nontarget cells. Using this technique, it can be possible to multiplex an array of these sensors onto a chip and probe a complex mixture for various types of bacterial cells.     

Small Steps to Starting School

Starting school is taking place at an increasingly younger age and can create a range of potentially stressful demands on young children, their parents and teachers. This paper explores some of the situations and changes with which children are faced during their transition to school. These include aspects such as change of status, familiarisation with a new environment, new social experiences and different cultural influences. The issues, therefore, are how children cope with changes and how might they be helped to gain some strategies for dealing with these changes. It looks at the perceptions of 50 children, their parents and teachers in two different schools and highlights the importance of communication and friendships as children start their journey through school. L'école qui commence a lieu à un de plus en plus plus jeune âge et peut créer une portée de potentiellement demandes de stressful sur les jeunes enfants, leurs parents et leurs enseignants. Ce papier explore une partie des situations et les changements avec quels enfants sont fait face à pendant leur transition à l'école. Ceux-ci incluent des aspects tel que le changement de statut, familiarisation avec un nouvel environnement, les nouvelles expériences sociales et les influences culturelles différentes. Les questions, sont donc comment des enfants font face à des changements et pourraient comment ils est a aidé à gagner quelques stratégies pour traiter ces changements. Il regarde les perceptions de 50 enfants, leurs parents et leurs enseignants dans deux écoles différentes et souligne l'importance de communication et les amitiés comme les enfants commencent leur voyage par l'école.     

Welche Rolle spielt neben Merkmalen des Instruktionsdesigns die fachspezifische und aufgabenspezifische Motivation beim Lernen mit Multimedia im naturwissenschaftlichen Unterricht?

The present paper reports on an empirical study which investigated learning with text and animations in the science classroom. In a 2?×?2 design the presence of multimedia learning material instruction (text only vs. text + animations) as well as the modality of the explanatory text (spoken vs. written) were tested. Prior to learning, students’ motivation to learn was assessed as a continuous factor. Recall and transfer were assessed immediately after learning. The results show better recall of information for learners with multimedia materials, providing the animations were accompanied by spoken text. However, in contrast to the positive effects of domain-specific motivation this multimedia effect was not evident for transfer. The effects of multimedia design were independent of motivation. Implications for future studies are discussed.     

Mentoring the Experienced Teacher

New teachers have a structured induction programme when they first begin teaching and there are systems in place for new headteachers, but for those teachers who are moving to a new post there is often little support. This article looks at mid-career induction. It explores the formal and informal induction acculturation processes that operate and a model of mentoring new staff in a behaviour support unit where staff are working with several agencies. It identifies that opportunities for development to facilitate growth within a learning organisation can occur when the potential of newcomers is recognised.