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101.
This special issue consists of six theoretical papers and an introduction. Each paper describes a current advance to the applications
and focus of cognitive load theory (CLT). Four of the papers use an interdisciplinary approach outside of educational psychology
by combining CLT with elements of evolutionary biology, mirror neuron research, cognitive brain science, and the philosophy
of science. The remaining two papers use an intradisciplinary approach within educational psychology by applying CLT to self-regulation
and heuristic learning. This paper introduces CLT, overviews each contribution, and summarizes the main themes. 相似文献
102.
Fred J. J. M. Janssen Dineke E. H. Tigelaar Nico Verloop 《Journal of Science Teacher Education》2009,20(1):1-20
Teaching for understanding requires teachers to organize thought-demanding activities which continually challenge students
to apply and extend their prior knowledge. Research shows that student teachers often are unable to develop lessons in teaching
for understanding. We explored how a domain-specific heuristic can assist student biology teachers in developing problem-posing
lessons according to teaching for understanding. Worksheets of lesson plans were analyzed according to criteria for problem-posing
lessons. Furthermore, student teachers’ perceptions of the design heuristic’s usefulness were categorized in a cyclical process.
In general, the heuristic appeared helpful to most student teachers for designing problem-posing lessons satisfactory according
to the criteria. Furthermore, teachers indicated that using the heuristic deepened their subject matter knowledge and their
awareness of pupils’ prior knowledge. 相似文献
103.
104.
James P. Concannon Marcelle A. Siegel Kristy Halverson Sharyn Freyermuth 《Journal of Science Education and Technology》2010,19(2):177-186
In this study, we examined 96 undergraduate non-science majors’ conceptions of stem cells, stem cell research, and cloning.
This study was performed at a large, Midwest, research extensive university. Participants in the study were asked to answer
23 questions relating to stem cells, stem cell research, and cloning in an on-line assessment before and after instruction.
Two goals of the instruction were to: (1) help students construct accurate scientific ideas, and (2) enhance their reasoning
about socioscientific issues. The course structure included interactive lectures, case discussions, hands-on activities, and
independent projects. Overall, students’ understandings of stem cells, stem cell research, and cloning increased from pre-test
to post-test. For example, on the post-test, students gained knowledge concerning the age of an organism related to the type
of stem cell it possesses. However, we found that some incorrect ideas that were evident on the pre-test persisted after instruction.
For example, before and after instruction several students maintained the idea that stem cells can currently be used to produce
organs. 相似文献
105.
Pavlo Antonenko Fred Paas Roland Grabner Tamara van Gog 《Educational Psychology Review》2010,22(4):425-438
Application of physiological methods, in particular electroencephalography (EEG), offers new and promising approaches to educational
psychology research. EEG is identified as a physiological index that can serve as an online, continuous measure of cognitive
load detecting subtle fluctuations in instantaneous load, which can help explain effects of instructional interventions when
measures of overall cognitive load fail to reflect such differences in cognitive processing. This paper presents a review
of seminal literature on the use of continuous EEG to measure cognitive load and describes two case studies on learning from
hypertext and multimedia that employed EEG methodology to collect and analyze cognitive load data. 相似文献
106.
Kristy L. Halverson Marcelle A. Siegel Sharyn K. Freyermuth 《Journal of Science Education and Technology》2010,19(6):612-620
Helping students develop criteria for judgment and apply examination skills is essential for promoting scientific literacy. With the increasing availability of the Internet, it is even more essential that students learn how to evaluate the science they gather from online resources. This is particularly true because publishing information on the web is not restricted to experts, and content quality can vary greatly across websites. The responsibility of evaluating websites falls upon the user. Little research has examined undergraduates’ evaluation of web sites in science classes. The purpose of this study was to investigate on which websites college students selected and how they evaluated the websites used when developing individual positions about stem-cell research. We used a qualitative approach in search of patterns in undergraduates’ website selection and evaluation criteria. We found that students used a variety of web resources from eleven types of websites to complete their independent research report. Students also used eleven evaluation criteria to evaluate these sources, some useful (e.g., credibility) and some not useful (e.g., readability). We found that university students struggled with critically evaluating online resources. Undergraduates need prompts to learn how to critically evaluate the science content provided within websites. This type of scaffold can facilitate useful evaluation and promote critical thinking required for becoming scientifically literate. 相似文献
107.
Linda Siegel 《教育心理学》2010,30(2):243-244
108.
Joshua N. Baker Fred Spooner Lynn Ahlgrim‐Delzell Claudia Flowers Diane M. Browder 《Psychology in the schools》2010,47(5):501-513
This study examined the underlying structure of the Nonverbal Literacy Assessment (NVLA), an instrument designed to measure emergent literacy for K–fourth‐grade students with severe developmental disabilities. The NVLA was conceptualized as having six constructs that reflected emergent literacy skills: (a) phonemic awareness, (b) phonics, (c) comprehension, (d) vocabulary, (e) listening comprehension, and (f) text awareness. Confirmatory factor analysis using data from 207 student administrations was used to examine the six‐factor model and two alternative models. Results suggested that all three models fit the data, but the high corrections coefficients among the constructs suggested that a one‐factor model of emergent literacy was the best‐fitting model. Implications and limitations are discussed. © 2010 Wiley Periodicals, Inc. 相似文献
109.
Australia, like the rest of the developed world, is in the midst of dealing with notable issues related to the age structure
of its academic workforce. These issues are widespread and have been articulated in the Australian context most comprehensively
by Hugo (2008). This paper investigates issues with demographic change and other key factors related to the desirability of a science or
mathematics academic career within Australian universities. It draws on the findings of a research project undertaken in 2008
for the Department of Education, Employment and Workplace Relations. The findings show that while demographic issues are not
as dire for science academics compared to the entire sector, issues relating to tenure, workload and retaining young science
academics in Australia are a threat to the long-term sustainability of science faculties in Australian universities. 相似文献
110.
This paper examines perceptions of professional and organizational identity of teacher educators in a ‘new’ University of Technology in South Africa, resulting from several recent mergers of colleges of education and colleges of technology mainly serving formerly disadvantaged students and schools. The findings show that most staff consider teaching and research as dichotomous. Research activities are seen to satisfy the institutional requirements for securing research funding and producing publications. Professional identities could be strengthened by a faculty-wide debate on the specific profile of teacher education in a University of Technology, resulting also in an agreed research ethos. Peer support in collaborative research groups with a focus on own practice is seen as an opportunity to strengthen research expertise. 相似文献