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51.
This study seeks to analyze how students apply a mathematical modeling skill that was previously learned by solving standard word problems to the solution of word problems with nonstandard contexts. During the course of an experiment involving 106 freshmen, we assessed how well they were able to transfer the mathematical modeling skill that is used to solve standard problems to the solution of nonstandard ones that had an analogous structure. The results of our research show that students had varying degrees of success applying the different stages of modeling depending on whether they were solving a familiar problem (involving near transfer) or one that had an unfamiliar context (involving far transfer): in cases of near transfer, students applied the template formally even though it did not align with the text of the new word problem, which complicated further interpretation. In cases of far transfer, students chose to solve the problem by using an ordinary method of selecting a solution by trial and error in preference to the use of modeling. Thus, the application of the modeling skill as a multistage process is complicated when solving nonstandard problems involving either near or far transfer. 相似文献
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4 locative categories were investigated to determine whether their examples were organized according to the prototype/nonprototype distinction. A ranking task was presented to 30 adult subjects to see whether they would judge those instances which had been designated as prototypes by the experimenter to be the best exemplars of each category. An elicited-drawing task was administered to see whether there was a preference for drawing adult-designated prototypical instances. A matching task was presented to determine whether fewer errors would occur in response to adult-designated prototypical instances. The latter 2 tasks were presented to 4-year-olds, 6-year-olds, and adults, with 17 subjects in each group. The results provide strong evidence of prototype/nonprototype organization in 3 of the locative categories and weak evidence in the fourth. Tentative conclusions regarding the development of such organization are drawn. 相似文献
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56.
This study was conducted to determine if a planning and writing strategy would improve the essay writing of students with learning disabilities. Four participants were taught a strategy designed to facilitate the setting of product and process goals, generation and organization of notes, continued planning during writing, and evaluation of goal attainment. Training effects were investigated using a multiple probe design across subjects. Strategy instruction had a positive effect on students' essay writing performance and knowledge of the writing process, and effects were maintained over time. 相似文献
57.
Kindergarten, third-grade, and sixth-grade children were told 2 stories about a group of children who made artwork that was subsequently sold at a craft fair. The characters in one story were described as friends, while the characters in the other story were described as strangers (relationship condition). 1 character in each story was presented as the oldest in the group, 1 as the most productive, and 1 as the poorest. Children were asked to allocate 9 dollars to the 3 characters under each relationship condition, provide rationales for those allocations, and rate the fairness of 4 different patterns of allocation. Older children allocated more money to needy friends than to needy strangers and more to productive strangers than to productive friends. Kindergartners' allocations and fairness ratings did not vary with relationship. Rationales for allocation judgements suggested that equality was the most salient principle for decisions at all ages, but the older children provided rationales based on benevolence more often than younger children when characters were presented as friends. 相似文献
58.
This article examines the traditional assumption that higher education evaluation systems follow a similar global format. Comparative study examines institutional evaluation and assessment processes in two nation‐states that are geographically and economically remote but which, historically, share a common civic perspective. The main research question of the study is: What are the similarities and differences in the social functions of evaluation and assessment between these two countries, the models of evaluation of which originate from the same “homogeneous model of institutional evaluation”? The study demonstrates that Finnish and Argentine models of evaluation are nationally and contextually bound by general ideas rather than being applications of a global model. 相似文献
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Libby V. Morris 《Innovative Higher Education》2003,27(4):211-214
60.
Abigail S. Hoffman Jill V. Hamm Kerrylin Lambert Judith Meece 《Journal of Experimental Education》2020,88(4):559-577
AbstractThis study focused on academic and social correlates of collaborator preferences of African American and White sixth-graders in mathematics classrooms in fall and spring. Students’ appraisals of emotional risk were examined as a moderator. Nomination procedures identified collaborator preferences, group affiliations, and social centrality; students self-reported engagement and emotional risk; school records provided achievement scores. Results indicated students preferred group affiliates, but not exclusively, as collaborators. Students with greater centrality, achievement, and engagement received more nominations. In the fall, high achievers received more nominations when appraisals of risk were high; whereas, engaged students whose appraisals of risk were low received more nominations. Results are interpreted in relation to coordinating social and academic factors in peer collaboration. 相似文献