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961.
962.
Different perspectives: Spatial ability influences where individuals look on a timed spatial test 下载免费PDF全文
Victoria A. Roach Graham M. Fraser James H. Kryklywy Derek G.V. Mitchell Timothy D. Wilson 《Anatomical sciences education》2017,10(3):224-234
Learning in anatomy can be both spatially and visually complex. Pedagogical investigations have begun exploration as to how spatial ability may mitigate learning. Emerging hypotheses suggests individuals with higher spatial reasoning may attend to images differently than those who are lacking. To elucidate attentional patterns associated with different spatial ability, eye movements were measured in individuals completing a timed electronic mental rotation test (EMRT). The EMRT was based on the line drawings of Shepherd and Metzler. Individuals deduced whether image pairs were rotations (same) or mirror images (different). It was hypothesized that individuals with high spatial ability (HSA) would demonstrate shorter average fixation durations during problem solving and attend to different features of the EMRT than low spatial ability (LSA) counterparts. Moreover, question response accuracy would be associated with fewer fixations and shorter average response times, regardless of spatial reasoning ability. Average fixation duration in the HSA group was shorter than LSA (F(1,8) = 7.99; P = 0.022). Importantly, HSA and LSA individuals looked to different regions of the EMRT images (Fisher Exact Test: 12.47; P = 0.018); attending to the same locations only 34% of the time. Correctly answered questions were characterized by fewer fixations per question (F(1, 8) = 18.12; P = 0.003) and shorter average response times (F(1, 8) = 23.89; P = 0.001). The results indicate that spatial ability may influence visual attention to salient areas of images and this may be key to problem solving processes for low spatial individuals. Anat Sci Educ 10: 224–234. © 2016 American Association of Anatomists. 相似文献
963.
Reflective journals have become an increasingly popular tool used by numerous faculty across many disciplines in higher education. Previous research and narrative reports of journal writing have explored student perceptions of journal writing, but very little is understood about faculty perceptions. In this paper, we report on a study involving eight university faculty who teach courses with outdoor field components in the areas of outdoor recreation, experiential education, or outdoor education. We present the faculty member’s: (1) current practices of journal writing (types of journals, types of entries, process of journal writing), (2) perceptions of journal writing (rationale, quality, evaluation) and (3) recommendations to maximize the potential of journal writing. A mixed methods approach was used that included a 32‐item quantitative questionnaire and a focus group discussion. By and large, the faculty who participated in this study appreciated the pedagogical potential of journal writing. They were, however, cautious about certain aspects of the journaling process and offered numerous suggestions for improving the ‘journaling experience.’ This paper concludes with several recommendations for consideration by higher education faculty who use journal writing as an instructional technique. 相似文献
964.
There currently exists unparalleled discrepant growth between technological advancements and educators' understanding of appropriate classroom technology implemenation. The Tech Tools teacher enhancement program was designed to provide teachers with hardware and expertise with state-of-the-art science and math microcomputer technologies. This study was conducted as an examination of the implementation of current technologies in teacher education and school settings for the purpose of informing other science, mathematics, and technology reform efforts. For over two years researchers gathered data from surveys, interviews, and on site visits and observations explicating the 1) teacher knowledge and beliefs, 2) computer use for instruction, 3) hardward access, and 4) school support for technology use. Results revealed teachers given identical equipment and training implemented similar technologies in vastly different ways. Discrepancies in implementation of technology were best explained through the lenses of teachers' existing practice and beliefs about their school context. Recommendations are given regarding technology implementation, teacher education, and evaluation of technology initiatives. 相似文献
965.
Gloria L. Harbin James J. Gallagher Jane Eckland Timothy Lillie 《Early education and development》1991,2(4):321-333
The purpose of this study was to examine the ability of several state characteristics to predict progress in the implementation of Part H of P.L. 99-457. This analysis utilizes two scales developed by investigators at the Carolina Policy Studies Program. One is intended to measure four potentially influential characteristics of the states: political climate, resources, policies, and interagency systems related to Part H. The second scale is an indicator of the progress states are making in the three stages of policy implementation (policy development, policy approval, and policy application). This study reports findings regarding the relationships between geographic region and state progress, as well as between influential characteristics and progress in the three stages of policy implementation. No statistically significant differences were found in state progress by geographic region. However, the four influential characteristics together predicted overall state progress and progress in each of the three stages. The dimension of system uniquely accounted for a significant proportion of variance in overall state progress, and progress in policy development and policy approval. The results suggest that an administrative structure, mechanisms, and process that promote multiagency planning are important to the successful implementation of Part H of P.L. 99-457. 相似文献
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R. S. Adams H. S. Bhola Arthur J. Cropley Max A. Eckstein Peter W. Kahl R. Murray Thomas T. N. Postlethwaite Klaus Schleicher Ray Sumner Colin Titmus Gareth Williams 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(1):109-125
969.
After reunification with the People's Republic of China in 1997, Hong Kong was turned into a special administrative region. The new government has repeatedly emphasised the development of national identity and patriotism. One of the locations where these issues might be expected to appear is in the teaching of Government and Public Affairs (GPA), an optional subject offered to secondary students aged 15–18. The aim of this paper is to study the perceptions of GPA teachers in order to address two issues. First, how do GPA teachers who teach politics in schools construe ‘national identity’ and ‘patriotism’? Second, do the teachers believe studying politics through the subject GPA can enhance national identity and patriotism among the students? The findings show that the teachers understand national identity and patriotism critically. They insist politics should be taught in a rational way. At the same time, they think teaching politics in a rational way, with no appeal to the emotions as is the current practice, will enhance neither the students' sense of national identity nor their patriotism. 相似文献
970.
Frederick Williams Joseph Coulombe Leah Lievrouw 《Educational technology research and development : ETR & D》1983,31(1):3-7
While it has been established that children have positive attitudes toward the use of computers when used in computer-assisted
instruction, little is known about children’s attitudes toward small“home” or“personal” computers. Results of this study indicate
that children have multidimensional attitudes toward small computers, their interaction with these computers, and ease of
use. 相似文献