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151.
This meta-analysis integrates 296 effect sizes reported in eye-tracking research on expertise differences in the comprehension
of visualizations. Three theories were evaluated: Ericsson and Kintsch’s (Psychol Rev 102:211–245, 1995) theory of long-term working memory, Haider and Frensch’s (J Exp Psychol Learn Mem Cognit 25:172–190, 1999) information-reduction hypothesis, and the holistic model of image perception of Kundel et al. (Radiology 242:396–402, 2007). Eye movement and performance data were cumulated from 819 experts, 187 intermediates, and 893 novices. In support of the
evaluated theories, experts, when compared with non-experts, had shorter fixation durations, more fixations on task-relevant
areas, and fewer fixations on task-redundant areas; experts also had longer saccades and shorter times to first fixate relevant
information, owing to superiority in parafoveal processing and selective attention allocation. Eye movements, reaction time,
and performance accuracy were moderated by characteristics of visualization (dynamics, realism, dimensionality, modality,
and text annotation), task (complexity, time-on-task, and task control), and domain (sports, medicine, transportation, other).
These findings are discussed in terms of their implications for theories of visual expertise in professional domains and their
significance for the design of learning environments. 相似文献
152.
153.
The Importance of Teaching and Learning Nature of Science in the Early Childhood Years 总被引:1,自引:0,他引:1
Valarie L. Akerson Gayle A. Buck Lisa A. Donnelly Vanashri Nargund-Joshi Ingrid S. Weiland 《Journal of Science Education and Technology》2011,20(5):537-549
Though research has shown that students do not have adequate understandings of nature of science (NOS) by the time they exit
high school, there is also evidence that they have not received NOS instruction that would enable them to develop such understandings.
How early is “too early” to teach and learn NOS? Are students, particularly young students, not capable of learning NOS due
to developmental unreadiness? Or would young children be capable of learning about NOS through appropriate instruction? Young
children (Kindergarten through third grade) were interviewed and taught about NOS in a variety of contexts (informal, suburban,
and urban) using similar teaching strategies that have been found effective at teaching about NOS with older students. These
teaching strategies included explicit decontextualized and contextualized NOS instruction, through the use of children’s literature,
debriefings of science lessons, embedded written NOS assessments, and guided inquiries. In each context the researchers interviewed
students prior to and after instruction, videotaped science instruction and maintained researcher logs and field notes, collected
lesson plans, and copies of student work. The researchers found that in each setting young children did improve their understandings
of NOS. Across contexts there were similar understandings of NOS aspects prior to instruction, as well as after instruction.
There were also several differences evident across contexts, and across grade levels. However, it is clear that students as
young as kindergarten are developmentally capable of conceptualizing NOS when it is taught to them. The authors make recommendations
for teaching NOS to young children, and for future studies that explore learning progressions of NOS aspects as students proceed
through school. 相似文献
154.
Pavlo D. Antonenko Craig A. Ogilvie Dale S. Niederhauser John Jackman Piyamart Kumsaikaew Rahul R. Marathe Sarah M. Ryan 《Education and Information Technologies》2011,16(4):323-342
This paper describes the ways that students’ problem-solving behaviors evolve when solving multi-faceted, context-rich problems
within a web-based learning environment. During the semester, groups of two or three students worked on five physics problems
that required drawing on more than one concept and, hence, could not be readily solved with simple “plug-and-chug” strategies.
The problems were presented to students in a data-rich, online problem-based learning environment that tracked which information
items were selected by students as they attempted to solve the problem. The students also completed a variety of tasks, like
entering an initial qualitative analysis of the problem into an online form. Students were not constrained to complete these
tasks in any specific order. As they gained more experience in solving context-rich physics problems, student groups showed
some progression towards expert-like behavior as they completed qualitative analysis earlier and were more selective in their
perusal of informational resources. However, there was room for more improvement as approximately half of the groups still
completed the qualitative analysis task towards the end of the problem-solving process rather than at the beginning of the
task when it would have been most useful to their work. 相似文献
155.
This study assessed the perceptions of 146 gifted and 115 non-gifted high school biology students and investigated associations
between student perceptions and cognitive achievement. The What Is Happening In this Class? (WIHIC) was used to assess perceptions
of actual and preferred learning environments. Data indicated that all students preferred a more favourable environment than
the one that they were currently experiencing, but gifted students perceived their actual environment more positively than non-gifted students. Statistically significant associations between the actual learning
environment and achievement on a standardised biology test were found for the majority of scales. Teacher Support, Investigation
and Equity were all statistically significant independent predictors of student achievement, while Student Cohesiveness had
a negative association with achievement. Interviews revealed that students interpreted some WIHIC items differently from how
the developers had intended. 相似文献
156.
157.
158.
OBJECTIVE: This study examined specific aspects of child sexual abuse in relation to symptom severity among hospitalized patients diagnosed with bulimia nervosa. METHOD: Participants were 45 hospitalized bulimic women who reported a history of child sexual abuse. Structured interviews were conducted in order to obtain detailed information regarding specific features of the abusive event(s). Participants also completed instruments that measured depression and eating pathology. RESULTS: There were no significant differences in severity of depression or eating disturbance among women reporting differing abusive experiences including intrafamilial versus extrafamilial abuse, abuse with or without the use of physical force, one versus multiple incidents, early abuse versus abuse occurring after age 14, contact versus noncontact abuse, disclosed versus undisclosed, and combined physical/sexual abuse versus sexual abuse alone. CONCLUSION: The specific characteristics of child sexual abuse are not related to the level of symptomatology for hospitalized bulimic patients. This study suggests that differences in the nature of the abuse may not be as important as the fact that the abuse occurred in the first place. 相似文献
159.
The challenges facing the Singapore education system in the new millennium are unique and unprecedented in Asia. Demands for new skills, knowledges, and flexible competencies for globalised economies and cosmopolitan cultures will require system-wide innovation and reform. But there is a dearth of international benchmarks and prototypes for such reforms. This paper describes the current Core Research Program underway at the National Institute of Education in Singapore, a multilevel analysis of Singaporean schooling, pedagogy, youth and educational outcomes. It describes student background, performance, classroom practices, student artefacts and outcomes, and student longitudinal life pathways. The case is made that a systematic focus on teachers' and students' work in everyday classroom contexts is the necessary starting point for pedagogical innovation and change. This, it is argued, can constitute a rich multidisciplinary evidence base for educational policy. 相似文献
160.
Principal Recruitment: An Empirical Evaluation of a School District’s Internal Pool of Principal Certified Personnel 总被引:1,自引:0,他引:1
Paul A. Winter James S. Rinehart Marco A. Muñoz 《Journal of Personnel Evaluation in Education》2002,16(2):129-141
Applicant pools for principal vacancies are shrinking nationwide. This shortage of job applicants requires school districts to evaluate their internal pools of principal certified personnel. In this study, 194 certified individuals from a large school district responded to a survey measuring attraction to the job of principal, current job satisfaction versus expected satisfaction in the job of principal, barriers to pursuing the job, and recommended changes in the job. Few participants intended to apply for principal vacancies due to age (median=51), lack of self-reported capability to do the job, and satisfaction with the current job. Participants perceived their job satisfaction would decrease on assuming the job of principal relative to factors such as time with family and job security, and increase relative to factors such as salary and opportunity to experience varied activities. Implications for principal recruitment and recommendations for restructuring the job are discussed. 相似文献