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611.
Antoine C. M. van den Bogaart Richel J. C. Bilderbeek Harmen Schaap Hans G. K. Hummel Paul A. Kirschner 《Technology, Pedagogy and Education》2016,25(5):613-629
This article introduces a dedicated, computer-supported method to construct and formatively assess open, annotated concept maps of Personal Professional Theories (PPTs). These theories are internalised, personal bodies of formal and practical knowledge, values, norms and convictions that professionals use as a reference to interpret and acquire knowledge, and to direct their behaviour, and which vocational students are expected to develop. Monitoring the development of PPTs and assessing their quality are difficult as they are, essentially, mental schemes. Traditional methods, such as semi-structured interviews and concept mapping, are either too labour-intensive to be used in an educational setting or are not able to reveal their full quality. The study presents a new method which is valid, reliable and easy to use in education and which reveals the quality in a way that is comparable to or better than interviews. 相似文献
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613.
Rob J. Nadolski Paul A. Kirschner Jeroen J. G. van Merriënboer Hans G. K. Hummel 《Educational technology research and development : ETR & D》2001,49(3):87-101
Learners are often overwhelmed by the complexity of realistic learning tasks, but reducing this complexity through traditional Instructional Design (ID) methods jeopardizes the authenticity of the learning experience. To solve this apparent paradox, a two-phase ID model is presented. Phase 1 consists of cognitive task analysis, where a systematic approach to problem solving (SAP) is identified in conjunction with skill decomposition and determination of task complexity. In the subsequent design phase, inductive micro-level sequencing based on the four-component ID model (van Merriënboer, 1997) is applied where worked-out examples and problems accompanied by process worksheets assure the necessary variability of practice. Step size in a multiple-step whole-task approach—needed for the process worksheets—is determined on the basis of estimated part-task complexity. A developmental study of the model is illustrated with examples from the domain of law. 相似文献
614.
Peter A.M. Scheltinga Hans Kuyper Anneke C. Timmermans Greetje P.C. van der Werf 《教育心理学》2016,36(7):1173-1195
The dominant achievement goals (DAGs) of 7008 students in the third grade of Dutch secondary education (US grade 9) were investigated, based on Elliot & McGregors’ 2 × 2 framework (2001), in relation to track-level and motivational variables. We found the mastery-approach goal and the performance-approach goal, generally considered adaptive, to be more prominent among students in lower tracks. In contrast, avoidance goals were more common in higher tracks. Most notably, in the highest track, the mastery-avoidance goal was the most prominent. Additionally, we found that students with a dominant performance-approach goal scored highest on almost all motivational variables examined; students without a DAG scored mostly second highest. The implications of these findings are discussed. 相似文献
615.
Judith Zimmermann Alina A. von Davier Joachim M. Buhmann Hans R. Heinimann 《European Journal of Engineering Education》2018,43(1):144-165
Graduate admission has become a critical process in tertiary education, whereby selecting valid admissions instruments is key. This study assessed the validity of Graduate Record Examination (GRE) General Test scores for admission to Master’s programmes at a technical university in Europe. We investigated the indicative value of GRE scores for the Master’s programme grade point average (GGPA) with and without the addition of the undergraduate GPA (UGPA) and the TOEFL score, and of GRE scores for study completion and Master’s thesis performance. GRE scores explained 20% of the variation in the GGPA, while additional 7% were explained by the TOEFL score and 3% by the UGPA. Contrary to common belief, the GRE quantitative reasoning score showed only little explanatory power. GRE scores were also weakly related to study progress but not to thesis performance. Nevertheless, GRE and TOEFL scores were found to be sensible admissions instruments. Rigorous methodology was used to obtain highly reliable results. 相似文献
616.
Hans Jochen Scholl Herbert Kubicek Ralf Cimander Ralf Klischewski 《Government Information Quarterly》2012
In recent years, government agencies on all levels and in all branches have increasingly engaged in harmonizing business processes, standardizing information sharing, and interoperating their information systems, which indicates a rising need for intra- and inter-government collaboration. Simultaneously, the technical capacity for process integration, information sharing, and system interoperation/interoperability (INT-IS-IOP) has also greatly increased. While a number of INT-IS-IOP projects have faced serious challenges leading to problematic project outcomes, other projects have produced the desired results. Using the amended Scholl/Klischewski (2007) framework this study systematically analyzes documents of nineteen cases of mostly successful projects, which were carried out across Europe. Based on the results of this analysis, we identify and document key foci and characteristics of successful projects. The comparative case analysis also helps assess the explanatory power of the Scholl/Klischewski framework, its applicability to practice, and its utility for evaluative purposes. 相似文献
617.
The type and frequency of a variety of clerical errors were investigated in 200 protocols from both the 1949 and 1974 editions of the WISC. The rate of errors was grossly the same for the records both at a psychiatric facility and at a large school system. Nearly 90% of the combined examiners had made at least one error, and 46% of the protocols contained one or more errors. While the rate was slightly lower in the school setting, there were no significant differences obtained when students vs. practitioners or Master's vs. Master+ level of training were considered. Despite the high error rates, in most cases there was little impact upon IQs. Potential consequences of such errors and a discussion of ways to lower the rate are presented. 相似文献
618.
Feng-Liang Liu Kaixin Wu Jiaoyang Sun Zilei Duan Xiongzhi Quan Junqi Kuang Shilong Chu Wei Pang Han Gao Ling Xu Ying-Chang Li Hai-Lin Zhang Xue-Hui Wang Rong-Hua Luo Xiao-Li Feng Hans R Schler Xinwen Chen Duanqing Pei Guangming Wu Yong-Tang Zheng Jiekai Chen 《国家科学评论(英文版)》2021,8(2):9-11
Although monkeys and pigs can be in-fected with SARS-CoV-2,they generally have a long growth cycle and a large size that is difficult to handle in large quan-ti... 相似文献
619.
620.