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921.
Gamze Ozogul Zane Olina Howard Sullivan 《Educational technology research and development : ETR & D》2008,56(2):181-201
The study investigated the effects of three types of evaluation on preservice teachers’ performance, knowledge and attitudes
related to writing lesson plans that incorporate technology. Subjects were randomly assigned to one of the three treatment
conditions: teacher-evaluation, self-evaluation or peer-evaluation. All groups completed three class periods of instruction
on writing lesson plans, then each subject submitted his/her draft lesson plan. The drafts were evaluated by assigned evaluators
(teacher, self or peer), who provided scores and written feedback on a 15-item rubric. Students then revised their lesson
plans into final form. All three treatment groups improved their lesson plans significantly from draft version to final version,
with the teacher-evaluation group showing significantly greater improvement and writing significantly better final lesson
plans than each of the other two groups. Teacher-evaluation and self-evaluation groups had significantly higher scores on
a knowledge-based posttest than the peer-evaluation group. Several suggestions are discussed for making further improvements
in the self-evaluation and peer-evaluation processes. 相似文献
922.
Fry of the maternal mouth brooding fishTilapia mossambica were tested for the effects of (1) rearing and (2) increasing age on initial responsiveness to a gray disk covered with small black pits that served as a maternal model. In the first experiment, the eggs were removed from their mother’s mouth shortly after spawning, hatched, and the fry raised in groups, singly in complete visual isolation, or by the mother (control) until testing. When free swimming, the fry were tested individually for responsiveness to the model. High levels of responsiveness were exhibited by all fry regardless of rearing experience, indicating that responsiveness to the mother’s mouth is fully developed at birth and needs no previous social experience for its expression. In the second experiment, naive group-reared fry were tested individually for initial responsiveness to the model at 13, 16, 20, or 26 days postspawning. It was found that naive fry were strongly attracted to the model at 13 and 16 days of age but were neutral or actively avoiding it at 26 days of age. This decline is almost identical to the decline in responsiveness of normally reared fry toward their actual mother. 相似文献
923.
Factor analysis of questionnaire responses produced by over 6,000 individuals revealed parental reactions to good and bad
grades grouped themselves into five categories: (1) Grades are important to me; bad ones lead to negative consequences; (2)
Good grades are important to me, but I will support you regardless of grade; (3) Bad grades make me mad; (4) Do your best,
but there is more to life than grades; and (5) Grades are important; you will know how I feel on the basis of a joking comment.
When these patterns were related to reports of specific student actions in college, such as getting good grades, dropping
a course, or cheating on an examination, results indicated only a few significant negative correlations, and only for students
whose parents reacted to bad grades in a negative emotional way; i.e., in terms of categories 1 and 3. More benign reactions
- categories 2, 4, and 5 - did not correlate either positively or negatively with student actions or grades. Results were
taken to suggest that parental reactions to grades are not only attempts at changing student behavior but also may be viewed
as emotional responses expressing personal needs and values. 相似文献
924.
Marcia C. Linn 《科学教学研究杂志》1982,19(9):727-742
Piaget's theory has profoundly influenced science education research. Following Piaget, researchers have focused on content-free strategies, developmentally based mechanisms, and structural models of each stage of reasoning. In practice, factors besides those considered in Piaget's theory influence whether or not a theoretically available strategy is used. Piaget's focus has minimized the research attention placed on what could be called “practical” factors in reasoning. Practical factors are factors that influence application of a theoretically available strategy, for example, previous experience with the task content, familiarity with task instructions, or personality style of the student. Piagetian theory has minimized the importance of practical factors and discouraged investigation of (1) the role of factual knowledge in reasoning, (2) the diagnosis of specific, task-based errors in reasoning, (3) the influence of individual aptitudes on reasoning (e.g., field dependence-independence), and (4) the effect of educational interventions designed to change reasoning. This article calls for new emphasis on practical factors in reasoning and suggests why research on practical factors in reasoning will enhance our understanding of how scientific reasoning is acquired and of how science education programs can foster it. 相似文献
925.
Afton Gillis Katie Luthin Howard P. Parette Craig Blum 《Early Childhood Education Journal》2012,40(4):203-211
Development of receptive and expressive language skills is an important foundational skill in early childhood education. Recently, early childhood education professionals have begun using Web-based technology to assist in developing these skills. One Web-based technology that holds potential to support children’s learning is VoiceThread which has unique features that support Universal Design for Learning. This paper provides practical recommendations for use of VoiceThread in meaningful learning activities that can easily be implemented. A step-by-step guide is presented to create and use VoiceThread. 相似文献
926.
Howard Johnson 《红领巾》2010,(5):17-17
"M"is for the million things she gave me ,
"O"means only she 's growing old,
"T"is for the tears she shed to save me ,
"H"is for her heart of purest gold, 相似文献
"O"means only she 's growing old,
"T"is for the tears she shed to save me ,
"H"is for her heart of purest gold, 相似文献
927.
Daniel Uribe James D. Klein Howard Sullivan 《Educational technology research and development : ETR & D》2003,51(1):5-19
The positive effects of collaborative learning in a face-to-face environment are well known. However, little empirical research
exists to determine if such effects transfer to a computer-mediated environment. The purpose of this study was to investigate
the effect of computer-mediated collaboration on solving ill-defined problems. Participants first worked through a Web-based
instructional program that taught them a four-step problem-solving process. Then they worked in computer-mediated dyads or
alone to apply the steps to solve a realistic problem scenario. Results indicated that participants who worked in computer-mediated
collaborative dyads performed significantly better than did participants who worked alone. The results also indicated that
dyads spent significantly more time than participants in the individual treatment. Both treatment groups had positive attitudes
toward working collaboratively, Internet-based instruction, and transfer of problem-solving skills. Implications for the implementation
of computer-mediated collaboration in distance learning are discussed.
During article preparation, he was a PhD student at Arizona State University (ASU), Tempe.
The views expressed in this article are those of the authors and do not reflect the official policy or position of the United
States Air Force, Department of Defense, or the United States government. 相似文献
928.
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