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111.
The ability to consider multiple possibilities forms the basis for a wide variety of human-unique cognitive capacities. When does this skill develop? Previous studies have narrowly focused on children's ability to prepare for incompatible future outcomes. Here, we investigate this capacity in a causal learning context. Adults (N = 109) and 18- to 30-month olds (N = 104) observed evidence that was consistent with two hypotheses, each occupying a different level of abstraction (individual vs. relational causation). Results suggest that adults and toddlers identified multiple candidate causes for an effect, held these possibilities in mind, and flexibly applied the appropriate hypothesis to inform subsequent inferences. These findings challenge previous suggestions that the ability to consider multiple alternatives does not emerge until much later in development. 相似文献
112.
Barbieri Christina Areizaga Booth Julie L. Begolli Kreshnik N. McCann Nicholas 《Instructional Science》2021,49(4):419-439
Instructional Science - The present study examines the effectiveness of incorporating worked examples with prompts for self-explanation into a middle school math textbook. Algebra 1 students... 相似文献
113.
Bananas Enough for Time Travel? 总被引:1,自引:0,他引:1
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The time is right to stand back from the day to day struggle with National Curricula, Literacy Strategies and post 16 initiatives in order to think about fundamental issues concerning subject English. Citing a recent lecture by the ex Chief Executive of the Qualifications and Curriculum Authority as an example, this paper argues that policy makers are still deeply preoccupied with linguistic correctness, textual control and national identity. The real agenda, however, has been changed by the advent of electronic communication and increasing globalisation. Having considered some of the implications of this radical change in direction, the paper concludes with the suggestion that the current situation in the former Soviet Union should serve as both a warning and an example of what the future might hold for English. 相似文献
116.
Bobby Virgil Cole Nicholas J. Sauers 《Journal of Research on Technology in Education》2018,50(3):200-213
One of the fastest growing, most discussed, and most expensive technology initiatives over the last decade has been one-to-one (1:1) computing initiatives. The purpose of this study was to examine key factors that influenced implementing and sustaining 1:1 computing initiatives from the perspective of school superintendents. Nine superintendents of established 1:1 programs were interviewed, and findings identified five themes for successful implementation and sustainability of 1:1 initiatives. (Keywords: 1:1 schools, school technology leadership, 1:1 implementation) 相似文献
117.
Jonathan Raper Nicholas Green 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(3):164-172
Experience gained in the construction of the world's first Geographical Information Systems tutor, ARCDEMO, emphasised the importance of accommodating different learning strategies. ARCDEMO, while highly successful, suffered from static graphical displays, a single pre-determined access path, and an overall design which restricted its scope in use. The Geographical Information System Tutor (GIST) was developed to address these problems using Apple's object-orientated HyperCard software. GIST incorporates a 'point-and-click' interface with graphical cues to initiate operations which include animated demonstrations, step-by-step illustrative graphics and graphical displays capable of user modification. The system was designed with two alternative access modes, serial or browsing , to allow different classes of user to work through the material in their preferred fashion. The use of GIST in undergraduate and short course teaching has shown how users respond well to the interface and find graphical explanations easy to follow. 相似文献
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Stamatios Papadakis Michail Kalogiannakis Nicholas Zaranis 《Early Childhood Education Journal》2017,45(3):369-378
The present study investigates and compares the influence of teaching Realistic Mathematics on the development of mathematical competence in kindergarten. The sample consisted of 231 Greek kindergarten students. For the implementation of the survey, we conducted an intervention, which included one experimental and one control group. Children in the experimental group were taught Realistic Mathematics according to the principles of Realistic Mathematics Education. The control group was taught mathematics following the basic pedagogical principles of curriculum for kindergarten students. In order to evaluate the mathematical performance of children we used the Test of Early Mathematics Ability (TEMA-3). The results showed that the teaching technique with the use of Realistic Mathematic Education contributed significantly to the development of mathematical competence of young children. Moreover, factors such as gender, age and nonverbal cognitive ability, did not seem to differentiate the development of mathematical competence of children. 相似文献
120.