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161.
162.
Brian R. Belland 《Educational Psychology Review》2011,23(4):577-600
Problem solving is an important skill in the knowledge economy. Research indicates that the development of problem solving
skills works better in the context of instructional approaches centered on real-world problems. But students need scaffolding
to be successful in such instruction. In this paper I present a conceptual framework for understanding the effects of scaffolding.
First, I discuss the ultimate goal of scaffolding—the transfer of responsibility—and one way that scholars have conceptualized
promoting this outcome (fading). Next, I describe an alternative way to conceptualize transfer of responsibility through the
lens of distributed cognition and discuss how this lens informs how to promote transfer of responsibility. Then I propose
guidelines for the creation of problem solving scaffolds to support transfer of responsibility and discuss them in light of
the literature. 相似文献
163.
Marilyn P. Arnone Ruth V. Small Sarah A. Chauncey H. Patricia McKenna 《Educational technology research and development : ETR & D》2011,59(2):181-198
This paper identifies the need for developing new ways to study curiosity in the context of today’s pervasive technologies
and unprecedented information access. Curiosity is defined in this paper in a way which incorporates the concomitant constructs
of interest and engagement. A theoretical model for curiosity, interest and engagement in new media technology-pervasive learning
environments is advanced, taking into consideration personal, situational and contextual factors as influencing variables.
While the path associated with curiosity, interest, and engagement during learning and research has remained essentially the
same, how individuals tackle research and information-seeking tasks and factors which sustain such efforts have changed. Learning
modalities for promoting this theoretical model are discussed leading to a series of recommendations for future research.
This article offers a multi-lens perspective on curiosity and suggests a multi-method research agenda for validating such
a perspective. 相似文献
164.
Schley S Walter GG Weathers RR Hemmeter J Hennessey JC Burkhauser RV 《Journal of deaf studies and deaf education》2011,16(4):524-536
This article examines the effect that postsecondary education has on earnings and the duration of time spent in the Social Security disability programs for young persons who are deaf or hard of hearing. Our hypothesis is that investments in postsecondary training increase the likelihood of employment for persons who are deaf or hard of hearing and thus reduce dependency on disability-related income support programs. A longitudinal data set based upon records from the National Technical Institute for the Deaf and Social Security administrative records is used for this analysis. We find that those who graduate, even those who graduate with vocational degrees, experience significant earnings benefits and reductions in the duration of time spent on federal disability programs when compared with those who do not graduate with a degree. This finding suggests that reductions in the duration of time spent on Social Security programs are not limited to those with the highest level of scholastic aptitude and that investments in post-secondary education can benefit a broad group of deaf and hard-of-hearing persons. In addition, the data show that individuals who attend college, but withdraw before graduation, fair no better economically than individuals who never attended college. 相似文献
165.
David Devraj Kumar P. V. Thomas John D. Morris Karen M. Tobias Mary Baker Trudy Jermanovich 《Journal of Science Education and Technology》2011,20(2):116-115
This study examined the impact of computer simulation and supported science learning on a teacher’s understanding and conceptual
knowledge of current electricity. Pre/Post tests were used to measure the teachers’ concept attainment. Overall, there was
a significant and large knowledge difference effect from Pre to Post test. Two interesting interactions were observed during
the data analysis. The first was the difference between Elementary and Secondary teachers. Both groups had significant gains,
with large effect sizes, but the Elementary teachers (Pre-Mean = 3.70, Post-Mean = 7.51) started lower and ended higher exhibiting
a significantly larger gain than the Secondary teachers (Pre-Mean = 4.96, Post-Mean = 6.71). The second interaction was the
impact of gender. Both groups showed significant gains, with large effect sizes, but females (Pre-Mean = 3.90, Post-Mean = 7.21)
gained significantly more than males (Pre-Mean = 5.13, Post-Mean = 7.01). These results confirm that computer simulation supported
science learning can have a positive effect on concept attainment in teachers. 相似文献
166.
Part II of “Reclaiming Kindergarten” continues the discussion related to responding to the crisis in today’s kindergarten.
In Part II, two policy questions are posed, the answers to which seek to respond to this continuing crisis. The questions
center on issues related to engaging families in kindergarten and the need to consider a new early childhood paradigm where
kindergarten is part of a continuous and seamless educational experience spanning prekindergarten through third grade. As
in Part I, examples of classroom practice are used to illustrate the effective implementation of these principles in a kindergarten
classroom. 相似文献
167.
The focus of this article is on articulating the importance of teacher development of constructs about homeless children and
families and examining factors that influence teachers’ perceptions of children and families who are homeless or at high-risk
of becoming homeless. The article also explores some strategies to support teachers in transforming their perceptions of homeless
children and provides case examples of how this process can work. Three case studies explore how teacher educators and practicing
teachers can work together to reflect on their own perceptions of homeless children from high-poverty backgrounds and how
educators were able to transform their own perceptions in being able to better serve their students. 相似文献
168.
Early childhood teacher educators frequently enhance their teaching by reading children’s books to their adult students. It
is not unusual for faculty outside of early childhood to question devoting precious class time to read-alouds which they may
consider a curious, if not frivolous, instructional strategy. Quality children’s literature can, however, enhance students’
experiences in the college classroom, contribute to their understanding of course content, promote their personal growth and
self-understanding, increase their appreciation for quality children’s literature, and enhance their ability to integrate
storybooks into their own teaching. Children’s books often capture a child’s point of view. They have the potential to provide
historical or cultural perspectives on children and families. They also can lead to the examination of universal truths and
can facilitate the discussion of sensitive or emotional issues A list of books with suggested uses is included. 相似文献
169.
Julie A. Holmes 《Learning Environments Research》2011,14(3):263-277
This study examined changes in student motivation and achievement in science during a visit to a university children’s science
museum. The study was based on the pretest–posttest control comparison group design with four treatment groups: control, exhibit,
lesson and exhibit/lesson. The sample consisted of 228 sixth-grade students from a Louisiana public school who were randomly
assigned to one of the four experimental groups. Pretest, posttest and delayed posttest measures of intrinsic motivation and
achievement in science were obtained using the Children’s Academic Intrinsic Motivation Inventory and an achievement test
written to measure areas of science incorporated in the museum exhibits. The data were analysed using a one-way ANOVA, dependent
t tests and Pearson r. Significant differences were found within groups for (1) the lesson group in motivation and (2) the exhibit group in achievement
from pretest to posttest and from posttest to delayed posttest. A significant relationship between level of motivation and
science achievement was revealed for the exhibit group on the delayed posttest. There were no other significant findings to
support that the treatment led to any long-term effects on motivation or achievement within any of the four experimental groups. 相似文献
170.
In a Pavlovian conditioning situation, an initially neutral stimulus may be made excitatory by nonreinforced presentations
in compound with an established conditioned excitor [i.e., second-order conditioning (SOC)]. The established excitor may be
either a punctate cue or the training context. In four conditioned suppression experiments using rats, we investigated whether
SOC phenomena parallel other cue interaction effects. In Experiment 1, we found that the response potential of a target stimulus
was directly related to the intertrial interval when SOC was mediated by a punctate cue, and inversely related to the intertrial
interval when SOC was mediated by the training context. Experiment 2 demonstrated that punctate- and context-mediated SOC
are oppositely affected by posttraining context extinction, and Experiments 3 and 4 demonstrated that context- and punctate-mediated
SOC are differentially affected by conditioned stimulus (Experiment 3) and unconditioned stimulus (Experiment 4) preexposure
treatments. These findings parallel phenomena in conditioned inhibition and cue competition situations. 相似文献