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181.
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183.
Erik Wallen Jan L. Plass Roland Brünken 《Educational technology research and development : ETR & D》2005,53(3):59-71
Students participated in a study (n=98) investigating the effectiveness of three types of annotations on three learning outcome
measures. The annotations were designed to support the cognitive processes in the comprehension of scientific texts, with
a function to aid either the process of selecting relevant information, organizing the information in memory, or integrating
information with prior knowledge. Learning outcomes were measured by assessing student recall of facts, comprehension of the
text, and mental model construction. Results show that different types of annotations facilitate different learning outcomes.
In addition, we found that, compared to having only one type of annotation available, multiple types of annotations resulted
in a higher cognitive load that resulted in lower performance, especially in tests of higher-level processing. This effect
was stronger for low-verbal-ability learners, who showed lower peformance in treatments with multiple types of annotations
than high-verbal-ability learners. 相似文献
184.
Science-specialist Student-teachers Consider Promoting Technological Design Projects: Contributions of Multi-media Case Methods 总被引:1,自引:0,他引:1
Bencze Larry Hewitt Jim Pedretti Erminia Yoon Susan Perris Kirk van Oostveen Roland 《Research in Science Education》2003,33(2):163-187
In school science, students often experience simplistic representations of knowledge-building practices in science and technology – which, in reality, are complex, unpredictable and theory-limited. While there are a great variety of reasons (many of which are beyond teachers' direct control), this occurs partly because teachers of science generally have not had such realistic experiences. While student-teachers can develop this kind of meta-scientific literacy in university-based science teacher education programmes, this depends on the extent to which activities are legitimised through close associations with authentic school contexts. In this paper, we report effects on science-specialist student-teachers' conceptions about science and technology, and corresponding priorities for school science, after interacting with a case documentary that depicted students collaborating in development and evaluation of pneumatic-controlled robotic arms. Data, including video footage of student-teachers' interactions with cases and audio recordings of interviews with them and their teacher, indicated that many student-teachers developed more naturalistic perspectives on knowledge development in science and technology and corresponding pedagogical priorities. At the same time, most also recommended an apprenticeship for students, gradually moving them from unrealistic (e.g., following a linear model for technological design) to more realistic (e.g., accommodating flexibility in design, while pointing out such limits to creativity as techno-determinism) problem solving contexts. 相似文献
185.
We assessed the impact of teaching methodological aspects of physics on students’ scientistic beliefs and subject interest in physics in a repeated-measurement design with a total of 142 students of upper secondary physics classes. Students gained knowledge of methodological aspects from the pre-test to the post-test and reported reduced scientistic beliefs, both from their own views and from their presumed prototypical physicists’ views. We found no direct impact of teaching on students’ subject interest in physics. As path analysis indicates, this result can be traced back to opposing paths: Lower scientistic beliefs of students attenuate subject interest while lower presumed scientistic beliefs that they hold of physicists foster subject interest. This finding is in accordance with the self-to-prototype matching theory that predicts an impact of the overlap between students’ self-image and their prototypical image on subject interest in physics. 相似文献
186.
Roland S. Persson 《Roeper Review》2017,39(3):183-186
This article is a theoretical commentary to Robert J. Sternberg’s Active Concerned Citizenship and Ethical Leadership (ACCEL) model as published in the Roeper Review. Though the proposed model is attractive and a formidable attempt to reform education in a politically and economically turbulent world that all too often ignores ethics and wisdom and increasingly shuns critical thinking, this article focuses on the two equally formidable obstacles to implementing the model, namely, systems inertia and evolutionary dynamics, neither of which is addressed by Sternberg (2017). In conclusion, a suggestion is made for the reevaluation of ambitions and position in the light of what the ACCEL model is proposed to potentially achieve. 相似文献
187.
We investigated processes underlying performance decrements of highly test-anxious persons. Three experiments contrasted conditions that differed in the degree of activation of concepts related to failure. Participants memorized a list of words either containing words related to failure or containing no words related to failure in Experiment 1. In Experiment 2, all participants initially memorized words related to failure, but one experimental condition subsequently required the intentional forgetting of these words, thereby, decreasing the words’ activation in memory. The performance of highly test-anxious participants in unannounced cognitive ability tests following the memorizing phase profited from the activation of failure-related concepts. Experiment 3 replicated this finding by contrasting a condition priming failure–related concepts with a neutral control condition. The results point to a mechanism of suppressing worrying thoughts that is detrimental to test performances of highly test-anxious persons. Bringing the feared threat of failure to their awareness prevents that suppression. 相似文献
188.
Roland van den Tillaar 《Journal of sports sciences》2016,34(20):1976-1982
The aim of this study was to compare the active and passive range of motion (ROM) of the glenohumeral external rotation with the maximal external rotation and throwing performance during different throws with different wind-up techniques in elite team handball players. Twenty-two elite team handball players participated in the study in which the maximal ball release velocity and maximal external rotation during standing, with run-up and jump throws with two types of wind-ups were measured together with the maximal active and passive glenohumeral ROM of the external rotation, lying supine on a bench. Higher maximal external rotation was found during the throws with the whip-like wind-up in comparison to circular-like wind-up throws together with a lower external rotation during the active ROM test. No correlations were found between the ROM of the external rotation with the maximal ball release velocity and the maximal external rotation measured during the throws. It was concluded that ROM of the external rotation measured on the bench does not give any information about the maximal throwing performance or the external rotation angle during throwing and therefore cannot be used to identify potential fast throwers or injuries in elite team handball players. 相似文献
189.
190.
How is the immune system designed to choose between making antibodies against some targets, killer cells against viral infections and helper cells for infected macrophages? 相似文献