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111.
Kenneth C. Hisley Larry D. Anderson Stacy E. Smith Stephen M. Kavic J. Kathleen Tracy 《Anatomical sciences education》2008,1(1):27-40
This research effort compared and contrasted two conceptually different methods for the exploration of human anatomy in the first‐year dissection laboratory by accomplished students: “physical” dissection using an embalmed cadaver and “digital” dissection using three‐dimensional volume modeling of whole‐body CT and MRI image sets acquired using the same cadaver. The goal was to understand the relative contributions each method makes toward student acquisition of intuitive sense of practical anatomical knowledge gained during “hands‐on” structural exploration tasks. The main instruments for measuring anatomical knowledge under this conceptual model were questions generated using a classification system designed to assess both visual presentation manner and the corresponding response information required. Students were randomly divided into groups based on exploration method (physical or digital dissection) and then anatomical region. The physical dissectors proceeded with their direct methods, whereas the digital dissectors generated and manipulated indirect 3D digital models. After 6 weeks, corresponding student anatomical assignment teams compared their results using photography and animated digital visualizations. Finally, to see whether each method provided unique advantages, a visual test protocol of new visualizations based on the classification schema was administered. Results indicated that all students, regardless of gender, dissection method, and anatomical region dissected performed significantly better on questions presented as rotating models requiring spatial ordering or viewpoint determination responses in contrast to requests for specific lexical feature identifications. Additional results provided evidence of trends showing significant differences in gender and dissection method scores. These trends will be explored with further trials with larger populations. Anat Sci Ed 1:27–40, 2008. © 2007 American Association of Anatomists. 相似文献
112.
Service learning actively engages students in the curriculum through participation in projects that meet a community need. It links the curriculum to the “real world,” thus providing an authentic context for learning. Over the past two years, university and high school staff have collaborated to develop, implement, and evaluate a service learning component in a word processing course that includes students with and without disabilities. In this article, we share strategies for incorporating service learning into the word processing curriculum and meeting the needs of diverse learners. 相似文献
113.
Combining scholarship on hurtful messages with research on humor as a communication strategy, this investigation compared humorously and non‐humorously phrased comments that hurt recipients’ feelings. The topics of hurtful messages, the relationship between recipients and the person who hurt their feelings, as well as recipients’ perceptions about the amount of hurt elicited and about the speaker's intentions and feelings were examined. The results indicated that humorous messages used to convey hurtful information were seen as less intentionally hurtful, as expressing less intense feelings across most message topics, and as causing less hurt as compared to non‐humorously phrased comments. These findings suggest that incorporating humor may make hurt‐evoking statements more palatable to recipients than non‐humorously phrased hurtful comments. The implications of this project for future research on hurtful communication and humor usage in personal relationships are discussed. 相似文献
114.
Stacy L. Young 《Communication quarterly》2013,61(4):379-394
This study explored patterns and effects of communication apprehension and classroom apprehension in Nigerian classrooms. Significant correlation was found between student communication apprehension and student classroom apprehension. Analysis of variance revealed significant differences in classroom apprehension by class type, but no significant differences in communication apprehension by choice of occupation. Perceptions of academic performance were negatively associated with classroom apprehension scores. 相似文献
115.
Americans are increasingly concerned about video games, presumably due to the amount and graphicness of violence they contain. Social Cognitive Theory suggests that people are more likely to imitate characters they see as attractive or similar to self. To date, however, little research has examined attributes of violent characters in video games related to this issue. This content analysis examined 10 minutes of play from 60 of the most popular video games. Adapting the coding scheme from the National Television Violence Study (Smith et al., 1998; Wilson et al., 1997, 1998), various demographic and contextual features of violent characters and violent interactions were assessed. The results show that violent game characters have attributes that are likely to increase the extent to which some players perceive them as attractive and similar. Moreover, these violent characters engage in aggression that is presented as justified or graphic. 相似文献
116.
Stacy A. Brown 《Educational Studies in Mathematics》2014,86(3):311-335
The purpose of this paper is to examine students’ development of a capacity to maintain doubt, against a backdrop of empirical evidence. Specifically, drawing on data from clinical interviews and a series of teaching experiments, this paper describes two pathways, the Experiential Pathway and the Cultural Non-Experiential Pathway, for the development of the mathematical disposition of engaging in skepticism towards empirical validations. Issues related to current ways of framing students’ views of empirical evidence and the role of pragmatic forms of doubt are considered. 相似文献
117.
Stacy K. Boote 《Journal of Science Teacher Education》2014,25(3):333-354
This study examined how 12- and 13-year-old students’ mathematics and science background knowledge affected line graph interpretations and how interpretations were affected by graph question levels. A purposive sample of 14 students engaged in think aloud interviews while completing an excerpted Test of Graphing in Science. Data were collected and coded using a rubric of previously cited factors, categorized by Bertin’s (Semiology of graphics: Diagrams, networks, maps. The University of Wisconsin Press, Ltd., Madison, 1983) theory of graph interpretation. Data analysis revealed responses varied by graph question level. Across levels, students interpreted graphs in one or more of the three ways: mathematical word problems (focusing on an algorithm), science data to be analyzed (incorporating science knowledge), or no strategy. Although consistently used across levels, the frequency and usefulness of approaches varied by question level. 相似文献
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