Facilitating Understanding of Movements in Dynamic Visualizations: an Embodied Perspective

Learners studying mechanical or technical processes via dynamic visualizations often fail to build an accurate mental representation of the system’s movements. Based on embodied theories of cognition assuming that action, perception, and cognition are closely intertwined, this paper proposes that the learning effectiveness of dynamic visualizations could be enhanced by grounding the movements of the presentation in people’s own bodily experiences during learning. We discuss recent research on embodied cognition and provide specific strategies for how the body can be used to ground movements during the learning process: (1) making or observing gestures, (2) manipulating and interacting with objects, (3) using body metaphors, and (4) using eye movements as retrieval cues. Implications for the design of dynamic visualizations as well as directions for future research are presented.     

Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.     

Socioeconomic strata, mobile technology, and education: a comparative analysis

Mobile devices are highly portable, easily distributable, substantially affordable, and have the potential to be pedagogically complementary resources in education. This study, incorporating mixed method analyses, discusses the implications of a mobile learning technology-based learning model in two public primary schools near the Mexico-USA border in the state of Baja California, Mexico. One school was located in an urban slum and the other in a rural village community. Empirical and ethnographic data were collected through a series of achievement tests, observations, surveys, and interviews involving 160 s grade school children recruited by convenience sampling. The general technology infrastructure, distinctive features of mobile learning to supplement literacy development, profound contextual phenomena arising from the two uniquely underserved communities, and social factors possibly influencing the educational experiences are discussed. The findings suggest that students in the rural village, seriously lacking educational resources and technology exposure, may have benefited substantially more from mobile technologies than urban school students possibly due to their relatively higher socio-economic status and higher parental involvement and interest in education. In contrast, there was no evidence of interaction with parental education levels, the experience of teachers or school principals, or the teacher’s perception or preparation of the technology. Overall, the mobile learning technology adoption was rapid, seamless, and actively driven by the students rather than the teacher. The challenges of the phenomenal migratory nature of most families in this unique geographical region are also discussed to benefit future studies.     

Going Outside in Winter: A Qualitative Study of Preschool Dressing Routines

The exploratory study focused on describing typical routines of preparing for winter outdoor play with preschool children and their teachers. Naturalistic observations, interviews and photographs resulted in extensive examples of children’s development in cognitive understanding of winter and winter-related concepts. Observations of teachers and assistants revealed task-oriented perspectives including detailed strategies and planning. Asynchronous communication and directive language were typical of teacher/child communication. Photo analyses confirmed physical skills used by preschoolers to accomplish dressing tasks and extensive curricular changes to indoor environments.     

Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes Toward Chemistry

The purpose of the study was to investigate the effectiveness of case-based learning instruction over traditionally designed chemistry instruction on eleventh grade students’ epistemological beliefs and their attitudes toward chemistry as a school subject. The subjects of this study consisted of 63 eleventh grade students from two intact classes of an urban high school instructed with same teacher. Each teaching method was randomly assigned to one class. The experimental group received case-based learning and the control group received traditional instruction. At the experimental group, life cases were presented with small group format; at the control group, lecturing and discussion was carried out. The results showed that there was a significant difference between the experimental and control group with respect to their epistemological beliefs and attitudes toward chemistry as a school subject in favor of case-based learning method group. Thus, case base learning is helpful for development of students’ epistemological beliefs and attitudes toward chemistry.     

Measuring perceived social presence in distributed learning groups

Social presence—the degree to which ‘the other’ in a communication appears to be a ‘real’ person—has captured the attention of those dealing with learning in groups through computer-supported collaborative learning environments. The concept is important because it affects participation and social interaction, both necessary for effective collaboration and knowledge construction. This article reports on the construction and validation of a self-reporting (Dutch-language) Social Presence Scale to determine perceived social presence in distributed learning groups using computer-supported collaborative learning environments. The result is a one-dimensional scale consisting of five items with an internal consistency of .81. We used a nomological network of similar constructs for further validation. The findings suggest that the Social Presence Scale has potential to be useful as a measure for social presence.     

How young people respond to learning spaces outside school: A sociocultural perspective

This article focuses on educational enterprises outside the formal sector, such as museums, botanical gardens and interactive science centres. International research is drawn on to illuminate how design, culture, educational strategies and settings combine to affect the way in which young people respond to experiences on offer, leading to analysis of the impact of such settings in promoting learning, and the likely implications for those who staff such venues. Aikenhead’s concept of the educator as ‘culture broker’ is developed to suggest ways in which learning might be best supported. It envisages a shift from ‘delivery’ strategies targeted at large groups towards approaches which focus on what learners choose to know about using dialogue between children and ‘known and trusted people’. Analysis of observed responses in various settings is undertaken from a sociocultural perspective using the notion of communities of practice. Implications for the roles of education managers and their staff in further research are developed.     

Spannungsfeld Polyvalenz in der Lehrerbildung

The Bologna Process of higher education reform has led to a vast array of different programs of study in German teacher training. In this article, we firstly analyze the implementation of Bachelor programs in teacher training, comparing profession-oriented programs (i.e. those aiming to train students for the teaching profession from the beginning of studies) to polyvalent programs (i.e. those aiming at broad qualifications and including a late decision to become a teacher). Secondly, we investigate whether students enrolled in these study programs differ systematically in their subjective certainty about their career choice. To answer these questions, we analyze portfolios of documents related to teacher training programs from nine German universities that prepare students for teaching in the academic track. Additionally, we analyze data from N?=?2585 Bachelor and N?=?928 Master degree students. We found that most programs, even when they espouse polyvalence, require an early decision to become a teacher. Moreover, our data confirm findings from earlier studies indicating that student teachers are highly certain about their career choice from the very beginning, with students in polyvalent programs being slightly less certain than those in profession-oriented programs (d?=?0.32).