Self-generated analogies as a tool for constructing and evaluating explanations of scientific phenomena

How can students be taught to develop explanations for scientific phenomena on their own when their background knowledge is incomplete or poorly organized? Evidence from historical accounts of scientific discovery suggest that self-generated analogies—analogies produced by the learners themselves—are a tool by which individuals can generate, evaluate, and modify their own explanations. The central research questions for this study were: Can students use a series of self-generated analogies to bring about change in their understanding of a given scientific phenomenon, and what is the nature of the change in understanding? Participants were asked to create, apply, and modify their own analogies—as opposed to applying a specific analogy provided by an outsider—as a heuristic for constructing, evaluating, and modifying their own explanations for a given scientific phenomena. Nontrivial changes in explanation facilitated by the use of generative analogies were observed. Changes in understanding ranged from the emergence of new explanations to the raising of important questions about the nature of the phenomenon.     

Articulating the Guidelines for Distance Learning Library Services of the Association of Colleges and Research Libraries Outside the Library Profession

The author views the Guidelines for Distance Learning Library Services of the Association of College and Research Libraries (ACRL) as a sort of constitution that guarantees the rights of distance higher education students to the provision of appropriate library services by their higher education institutions. He thus presents the ten precepts underlying the Guidelines as a sort of Bill of Rights relating to library services provided to distance learning students.     

International Development Models for Educational Reform1

Over the last half century of educational development, six distinctive administrative models have emerged: (1) neo-colonial, (2) centralised, (3) decentralised-regionalisation, (4) decentralised-sectoral, (5) community-based, and (6) transformative models. The origins, strengths, and weaknesses of the respective models are reviewed and compared.     

When Do Students Benefit From Performance Feedback? A Test of Feedback Intervention Theory in Speaking Improvement

This study reviews the important role of feedback in instructional communication Feedback Intervention Theory (FIT). FIT proposes that feedback efficacy is related to three primary constructs: message cues (locus of attention), personality traits, and the nature of the task to be learned. In an experimental design, the effect of grading, along with assessment of personality differences in feedback attributional sensitivity and perceptions of feedback utility are examined for their impact on feedback provided to student speakers. Changes in observed behavior for both eye contact and length of introduction are found. In addition, it is noted that traits and message cues function independently in predicting changes in behavior. Suggestions for future research are provided.     

Trends Toward the Future in Physical Activity Programming

ABSTRACT

In the wake of multiple activity program eliminations and frequent downgrading of activity programs nationwide, the question to be addressed is how we can draw upon our interdisciplinary, intergenerational, and intercultural understandings of human movement to construct physical activity programs for the future that might withstand the test of time. The perspective of this article is that while physical activity programming of the one-size-fits-all monolithic scale may be superfluous to the needs of many universities, superlative programs cleverly crafted around philosophical principles that are near and dear to a particular institution could be the wave of the future. The problem is how to conceive and incubate programs of appropriate size and appealing content that will flourish as an integral feature of the academic mission.     

Physician interviewing and counseling training

There is an important need to enhance the skills of physicians in conducting medical interviews. The medical interview consists of the primary tasks or content of the medical history. It is the basis for establishing a therapeutic relationship with the patient, ascertaining a clinical diagnosis, and implementing an appropriate treatment plan or health maintenance. Effective medical interviewing skills are prerequisites for learning the skills which are essential for patient counseling. This paper describes the medical interview, reviews videotape feedback models for training, and gives suggestions for the training of physicians as counselors.     

The Monty Hall Three Doors Problem

In this article, we study the Monty Hall three doors problem. A fully general solution and several new approaches are presented, including a Bayesian analysis.