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121.
Big Orange STEM Saturday (BOSS) is a sustainable model of outreach that fosters the STEM cycle of discovery and learning experiences. Through this program, the library creates and reinforces a bridge between secondary educational experiences and higher education that facilitates the transfer of knowledge from the classroom to the world. Local high school students are able to engage with experts in several different ways to explore what STEM has to offer and to look beyond their current experiences. This approach creates a venue for STEM teaching spaces outside the school classroom for enrichment and innovation. Over the past 5 years, the variety of experiences offered at BOSS have expanded and the reputation of the program has grown. This article explores the challenges, lessons, and impact that this program has had on its constituents, with a particular focus on the impact the library can have when exploring nontraditional areas of support and outreach. 相似文献
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123.
Ondřej Javora Tereza Hannemann Tereza Stárková Kristina Volná Cyril Brom 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1942-1960
Little is known about what design elements in digital learning games enhance learning; especially in the case of child audiences. This study examines the effects of a learning game’s visual design on perceived attractiveness and learning outcomes. We developed two visual designs for the game: one with supposedly high esthetic value and another with a low esthetic value. Participants (children between 9 and 11 years of age, N = 53) were randomly divided into two groups. Each group interacted with their assigned version for about 20 minutes and then evaluated its visual attractiveness without knowing about the other version. Then, they evaluated the attractiveness of the complementary version. As the next step, they evaluated both versions side-by-side. During the free-choice period, children could continue playing one of the game versions or a different game. They clearly preferred the high esthetic version in evaluations (d > 0.86) and in the free-choice period (62% preferred the high esthetic version of the target game), but this did not improve their learning outcomes (comprehension: d = –0.59; transfer: d = –0.16). Possible explanations of this effect are discussed in terms of cognitive load theory and cognitive-affective theory of learning from media. 相似文献
124.
Hans Englund Magnus Frostenson Kristina S. Beime 《Scandinavian Journal of Educational Research》2019,63(5):725-743
Critical educational literature suggests that an increased reliance upon neoliberally inspired management technologies transforms the very foundations from which images of the ideal teacher are constructed. The purpose of this paper is to add to this literature by (i) identifying and analysing a number of theoretical qualities associated with performative technologies, and (ii) discussing how such qualities contribute to the emergence of performative teacher subjectivities. Drawing upon the findings from a qualitative interview study into the extensive use of performative technologies in a Swedish upper-secondary school, we discuss four key roles of performative technologies—referred to as territorializing, mediating, adjudicating, and subjectivizing—and the intensity by which they play out such roles. A key conclusion is that the intensity by which performative technologies territorialize, mediate, and adjudicate educational practices affects self-reflection and internalization among teachers and, hence, is important for understanding the subjectivizing role of performative technologies. 相似文献
125.
Anne K. Rau Kristina Moll Korbinian Moeller Stefan Huber Margaret J. Snowling Karin Landerl 《Scientific Studies of Reading》2016,20(3):203-219
The current study compared eye fixation patterns during word and sentence processing in a consistent and an inconsistent alphabetic orthography. German and English children as well as adults matched on word reading ability read matched sentences while their eye fixation behavior was recorded. Results indicated that German children read in a more small-unit plodder-like style with more diligent first-pass reading and less rereading. In contrast, English children read in a more large-unit explorer-like style with a greater tendency to skip words, and more regressions. It is important that these cross-linguistic processing differences largely persisted in the adult readers. Orthographic consistency thus influences both local word recognition and global sentence processing in developing and skilled readers. 相似文献
126.
Role play simulations: The assessment of an active learning technique and comparisons with traditional lectures 总被引:4,自引:0,他引:4
Although effective teaching is focusing more on the need to use active learning techniques, the research literature regarding the efficacy of various teaching methods is inconclusive. An innovative active learning technique combining the features of role plays and simulations for an industrial psychology course is presented. Subjective reports and objective assessments of knowledge retention measured at two distinct times indicated the role play simulation is an effective teaching technique. The differential importance of active learning and passive learning (i.e., lectures) techniques for the college classroom was also examined. Finally, the application of this technique for several college courses is presented.Professor DeNeve is an Assistant Professor in the Department of Psychology and Neuroscience at Baylor University. She received a B.A. in Psychology and Theology from St. Ambrose University and her M.A. and Ph.D. in Social Psychology from the University of Missouri-Columbia. Her current teaching interests are focused upon the use of laserdiscs and computer-generated media in the classroom. Her primary research interests include empirical investigations of active learning techniques, quantitative research synthesis, subjective well-being, and the psychology of religion. Professor Heppner received her Ph.D. in Counseling Psychology and is an Assistant Professor in the Psychology Department at the University of Missouri-Columbia. She has developed an innovative two-semester course in the Psychology Department called the Practicum in the Teaching of Psychology, in which graduate instructors teach and participate in a seminar to learn about and receive feedback on their teaching. Her research interests include pedagogical innovations, vocational development of adults, and rape prevention. 相似文献
127.
Andersson Kristina Gullberg Annica Danielsson Anna T. Scantlebury Kathryn Hussénius Anita 《Cultural Studies of Science Education》2020,15(2):433-452
Cultural Studies of Science Education - This study examines preservice preschool teachers’ university science education experience. The empirical data are from a research and intervention... 相似文献
128.
Daniel Sommerhoff Andrea Szameitat Freydis Vogel Olga Chernikova Kristina Loderer Frank Fischer 《学习科学杂志》2018,27(2):319-351
The learning sciences, as an academic community investigating human learning, emerged more than 30 years ago. Since then, graduate learning sciences programs have been established worldwide. Little is currently known, however, about their disciplinary backgrounds and the topics and research methods they address. In this document analysis of the websites of 75 international graduate learning sciences programs, we examine central concepts and research methods across institutions, compare the programs, and assess the homogeneity of different subgroups. Results reveal that the concepts addressed most frequently were real-world learning in formal and informal contexts, designing learning environments, cognition and metacognition, and using technology to support learning. Among research methods, design-based research (DBR), discourse and dialog analyses, and basic statistics stand out. Results show substantial differences between programs, yet programs focusing on DBR show the greatest similarity regarding the other concepts and methods they teach. Interpreting the similarity of the graduate programs using a community of practice perspective, there is a set of relatively coherent programs at the core of the learning sciences, pointing to the emergence of a discipline, and a variety of multidisciplinary and more heterogeneous programs “orbiting” the core in the periphery, shaping and innovating the field. 相似文献
129.
David N. Miller Amanda B. Nickerson Sandra M. Chafouleas Kristina M. Osborne 《Psychology in the schools》2008,45(8):679-692
There has recently been a growing movement within psychology toward placing a greater emphasis on building strengths and competencies rather than merely treating deficits and disorders. This movement, known as positive psychology, focuses on the scientific study of optimal human functioning and the variables that promote positive human emotions, traits, and institutions. The purpose of this article is to discuss selected topics of research in positive psychology and how they might contribute to the development of “authentically happy” school psychologists. Implications for how school psychologists may use findings from research to enhance their level of professional satisfaction and fulfillment are provided. © 2008 Wiley Periodicals, Inc. 相似文献
130.
Kristina Johansson Helene Hård af Segerstad Håkan Hult Madeleine Abrandt Dahlgren Lars Owe Dahlgren 《Higher Education》2008,55(6):623-636
The article reports on an empirical small scaled interview study among junior and senior students in the political science
programme in a Swedish University. The aim is to describe how students at various stages of their studies conceive of their
education as well as their future professional life. Questions about their identity as students have also been posed. The
results indicate that a programme with a major emphasis on political science appears to have two different faces as experienced
by the students. The first half of the programme is experienced as traditional liberal arts studies, i.e., the students enrol
in a ‘personal bildung project’ and conceive of political scientists as a kind of watchdog for democracy. Students in the latter part of their studies
report an emerging identity as investigators and civil servants and an appreciation of the parts of the studies that enhance
their generic skills. 相似文献