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41.
Geoffrey Roberts 《Learning, Media and Technology》1978,4(1):21-23
The author reviews recent research comparing both the relative learning gains and relative attitudes of students using colour or monochrome television material. It is concluded that all users of educational television should resist the temptation to spend large sums on colour television equipment merely because colour is now widely preferred by society at large. 相似文献
42.
This paper describes the development and implementation of a multilevel undergraduate degree course in technology management designed to meet identified needs of manufacturing industry. The program has a number of innovative features, including flexible entry and exit points and three levels of award, and is delivered in the workplace with the aid of a computer managed learning system and self paced learning materials supported by electronic mail and workplace tutorials. A feature crucial to its success is extensive collaboration with industry, a partnership with a technical and further education college, and cooperation between applied science and business faculties. An evaluative account of the implementation of the program in two motor vehicle manufacturing plants during 1990, and a discussion of the implications of the findings of the evaluation are also included. 相似文献
43.
Hugh Clapin Katherine Neal John Wennerbom Barbara Nunn Deborah Dysart Andy Pickering Lisa Featherstone Hiram Caton Dale Jacquette Laura Ruetsche William A. Turner Cornelia Lüdecke Birgit Lohmann James Ladyman Jonathan Coopersmith David Oldroyd Dennis Dean Michael Ruse Nicolas Rasmussen William N. Kaghan Martin Bridgstock Geoffrey Cocks Stephanie H. Kenen Ivan Crozier Sokhieng Au Desmond Barrett Mark Cortiula Ian D. Lawrie 《Metascience》2001,10(1):50-149
44.
This paper describes a study of the interplay between social and developmental processes in children's mathematics learning. The focus is on children's play of an educational game, Treasure Hunt, and the way children's interactions in play frame developmental processes involving arithmetic with base-10 blocks. Sixty-four third and fourth graders were grouped in same- and mixed-grade dyads. Analyses of interactions revealed that players were frequently involved with jointly structuring arithmetical problems involving base-10 blocks. However, the arithmetical goals that members of dyads created often differed as labor became divided in their activity. Two findings were of particular interest: (1) differences in divisions of labor as a function of players' grades and grades of their opponents led to construction of different arithmetical goals, and (2) differences in goals led to different sequences in children's strategic developments, sequences that differed from the developmental trajectory in our matched controls. 相似文献
45.
The research reported in this article makes two distinctive contributions to the field of classroom environment research. First, because existing instruments are unsuitable for science laboratory classes, the Science Laboratory Environment Inventory (SLEI) was developed and validated. Second, a new Personal form of the SLEI (involving a student's perceptions of his or her own role within the class) was developed and validated in conjunction with the conventional Class form (involving a student's perceptions of the class as a whole), and its usefulness was investigated. The instrument was cross-nationally fieldtested with 5,447 students in 269 senior high school and university classes in six countries, and cross-validated with 1,594 senior high school students in 92 classes in Australia. Each SLEI scale exhibited satisfactory internal consistency reliability, discriminant validity, and factorial validity, and differentiated between the perceptions of students in different classes. A variety of applications with the new instrument furnished evidence about its usefulness and revealed that science laboratory classes are dominated by closed-ended activities; mean scores obtained on the Class form were consistently somewhat more favorable than on the corresponding Personal form; females generally held more favorable perceptions than males, but these differences were somewhat larger for the Personal form than the Class form; associations existed between attitudinal outcomes and laboratory environment dimensions; and the Class and Personal forms of the SLEI each accounted for unique variance in student outcomes which was independent of that accounted for by the other form. 相似文献
46.
In each of two experiments, rats were trained to press the lever in a Skinner box, food reinforcement being available on a variable-interval 60-sec schedule (VI 60). There followed an “exposure phase” for which the levers were removed from the boxes, and then a final test with the levers replaced to assess the effects of the intervening treatment on instrumental responding. Experiment 1 showed that simple exposure to the box reduced the vigor of instrumental performance in comparison with a condition in which food was made available during the exposure phase. Animals which received no exposure treatment also showed a relatively high rate of response. Experiment 2 demonstrated that an exposure treatment in which the occurrence of food is signaled by a light stimulus also leads to a decline in instrumental responding. These results are held to support the notion that associations between the context and the reinforcer serve to energize appetitive instrumental behavior. 相似文献
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In an attempt to address shortcomings revealed in international assessments and lamented in legislation, many schools are reducing or eliminating elective courses, applying the rationale that replacing “non-essential” subjects with core subjects, such as mathematics and language arts, will better position students in the global market. However, there is evidence that systematically pairing a core subject with another, complementary subject, may lead to greater overall learning in both subjects. In this paper, we analyze two subject area pairs—first and second language, and computer programming and mathematics—to demonstrate in what ways two subjects might complement each other. We then analyze the relationships between these pairs to better understand the principles and conditions that encourage what we call convergent cognition, the synergistic effect that occurs when a learner studies two complementary subjects. 相似文献