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1.
When navigating through the vast amount of information that we encounter in our everyday lives, we constantly make decisions concerning what information to read more closely and what information to disregard. Consideration of the relevance and trustworthiness of information sources facilitates those decisions. In the present study, we interviewed 25 upper-secondary students after they had selected documents to use in completing a task, and we asked them to justify their selections. A qualitative analysis of the interview data showed that students’ justifications could be related to (1) content relevance, (2) source features, and (3) prior topic knowledge. The results demonstrate that students are able to evaluate content relevance and source features as part of their document selection strategies but that perceived prior knowledge seems to influence both selections and justifications. 相似文献
2.
We introduce RESOLV, a theoretical model to account for readers' construction and management of goals during text comprehension and use. RESOLV focuses on readers' experience of their physical, social, and communicative context prior to actually engaging with texts. RESOLV assumes that readers construct two types of mental models prior to reading: The context model is a representation of the physical and social reading context, whereas the task model is a set of goals and plans that drives readers' decisions and actions in reading. We first present the RESOLV model, and we articulate two core hypotheses. We then present and discuss evidence supporting these hypotheses, from past and more recent research conducted in our labs, as well as in others'. The data support the view that reading decisions and processes are guided by readers' perceptions and attributions regarding the task statement but also more implicit cues from the reading context. 相似文献
3.
Smith CE 《American annals of the deaf》2006,151(5):519-529
An exploratory study was designed to describe Internet search behaviors of deaf adolescents who used Internet search engines to complete fact-based search tasks. The study examined search behaviors of deaf high school students such as query formation, query modification, Web site identification, and Web site selection. Consisting of two fact-based search tasks, the study was done in four regional day school programs for the deaf. As students conducted two search tasks, they completed task analyses of the selected Web sites and gave reasons for their selections. The research also identified the processes used by deaf students to compensate for limited English reading abilities while navigating search engines results that were typically written well above deaf students' average reading level. The results demonstrated that deaf adolescents were unable to initiate, conduct, analyze, or validate effective Internet searches in response to fact-based search tasks. 相似文献
4.
The purposes of the present study were (a) to compare US and Korean 8th graders' mastery of knowledge and skills in the mathematics test of the Trends in International Mathematics and Science Study (TIMSS) 2003 using a cognitive diagnostic testing method and (b) to find links between teachers' instruction and students' mastery of mathematics knowledge and skills. The participants included 740 US and 439 Korean 8th graders who took the Booklet 3 mathematics test. The results showed substantial differences between the US and Korean students' performance in problem restructuring and reasoning, measurement, and geometry. The most helpful instructional strategy for both Korean and US students was encouraging students' independent problem solving. Reviewing, re-teaching, and clarifying content were especially effective for the US students. Implications for teaching and learning are discussed. 相似文献
5.
《Contemporary educational psychology》1998,23(1):1-21
Five experiments were conducted to examine the effects of cognitive load management using explanatory notes in reading passages for readers with different levels of expertise. Experiment 1 found that explanatory notes improved 5th-grade, first-language learners' comprehension (high-level processing) but not vocabulary learning (low-level processing). Experiment 2 found that vocabulary definitions integrated within a passage (integrated format) enhanced 5th graders' comprehension compared to a separate vocabulary list (separated format) but reduced vocabulary learning. Experiment 3, using adult readers, found that an integrated format reduced comprehension but enhanced vocabulary learning. Experiment 4 used low-ability 8th-grade learners of English as a second language (ESL) and found an effect similar to the 5th graders in Experiment 2. Experiment 5 showed that the effect for high-ability ESL learners was similar to the adults in Experiment 3. We argue that the efficiency of instruction depends on the extent to which it imposes an extraneous cognitive load. The same presentation format may facilitate performance or interfere with performance either through split-attention or redundancy effects, depending on learners' expertise. 相似文献
6.
Keiichi Kobayashi 《Learning and individual differences》2009,19(1):130-134
This study examined the influence of three personal factors, namely, prior knowledge about the text topic, external strategy use during reading, and experience in college, on students' comprehension of the relations among controversial texts. Eighty-six 1-year and 80 3-year undergraduate students answered a questionnaire assessing topic knowledge. One week later, they read two controversial texts and then completed two tasks assessing their comprehension of intertextual relations and recall of intratextual arguments respectively. The results indicated that topic knowledge influenced the comprehension of intertextual relations through enhancing the processing of intratextual arguments. The production of summary notes during reading had indirect and direct positive effects. Longer experience in college led to a better understanding of intertextual relations. 相似文献
7.
Andreas J. Stylianides Gabriel J. Stylianides George N. Philippou 《Educational Studies in Mathematics》2004,55(1-3):133-162
Literature suggests that the type of context wherein a task is placed relates to students' performance and solution strategies. In the particular domain of logical thinking, there is the belief that students have less difficulty reasoning in verbal than in logically equivalent symbolic tasks. Thus far, this belief has remained relatively unexplored in the domain of teaching and learning of mathematics, and has not been examined with respect to students' major field of study. In this study, we examined the performance of 95 senior undergraduate mathematics and education majors in symbolic and verbal tasks about the contraposition equivalence rule. The selection of two different groups of participants allowed for the examination of the hypothesis that students' major may influence the relation between their performance in tasks about contraposition and the context(symbolic/verbal) wherein this is placed. The selection of contraposition equivalence rule also addressed a gap in the body of research on undergraduate students' understanding of proof by contraposition. The analysis was based on written responses of all participants to specially developed tasks and on semi-structured interviews with 11 subjects. The findings showed different variations in the performance of each of the two groups in the two contexts. while education majors performed significantly better in the verbal than in the symbolic tasks, mathematics majors' performance showed only modest variations. The results call for both major- and context- specific considerations of students' understanding of logical principles, and reveal the complexity of the system of factors that influence students' logical thinking. 相似文献
8.
Ard W. Lazonder 《Education and Information Technologies》2001,6(3):161-176
This study examined the efficacy of minimalist instruction to develop self-regulatory skills involved in Web searching. Two versions of minimalist self-regulatory skill instruction were compared to a control group that was merely taught procedural skills to operate the search engine. Acquired skills were tested on Web search tasks and search tasks in an online library catalogue. Self-regulatory skill instruction was found to increase practice time by 25%. However, it did not enhance search performance on the test tasks. Explanations are advanced for these findings and topics for further research are identified. 相似文献
9.
10.
Six experiments examined children's ability to make inferences using temporal order information. Children completed versions of a task involving a toy zoo; one version required reasoning about past events (search task) and the other required reasoning about future events (planning task). Children younger than 5 years failed both the search and the planning tasks, whereas 5-year-olds passed both (Experiments 1 and 2). However, when the number of events in the sequence was reduced (Experiment 3), 4-year-olds were successful on the search task but not the planning task. Planning difficulties persisted even when relevant cues were provided (Experiments 4 and 5). Experiment 6 showed that improved performance on the search task found in Experiment 3 was not due to the removal of response ambiguity. 相似文献
11.
To gain insight into how teachers' judgment accuracy can be improved, we investigated effects of cue-type availability. While thinking aloud, 21 teachers judged their fourth grade students' (n = 176) decimal magnitude understanding. Sensitivity (correctly judging what students did understand) did not improve from availability of both answer cues (students' answers to prior practice problems) and student cues (knowledge of students triggered by knowing their names), and was lower when only answer cues were available, compared to only student cues. Specificity (correctly judging what students did not understand) was higher when only answer cues were available, compared to only student cues or both student and answer cues. 相似文献
12.
The goal of this study was to investigate whether integrating a website into chemistry teaching influences 10th‐grade students' perceptions of the classroom learning environment, their attitudes regarding the relevance of chemistry, and their understanding of the concept of chemical bonding. Two groups participated in this study: an experimental group and a comparison group. The main study was conducted during the academic year 2005. The teachers in the experimental group were asked to implement four relevant activities from the website that was developed, all dealing with the concept of chemical bonding. Quantitative tools of the study included: A Chemistry Classroom Web‐Based Learning Environment Inventory to assess students' perceptions regarding the relevance of chemistry to their life and attitude towards chemistry studies, a feedback questionnaire that examined the students' response after performing the website activities, and an achievement test that assessed their knowledge and understanding of the concept of chemical bonding. We found that the experimental group outperformed the comparison group significantly in most of the research categories. This led us to conclude that the web‐based learning environment has potential to enhance the comprehension of chemistry concepts, students' attitudes and interests and to increase students' awareness regarding the relevant aspects of chemistry to daily life. 相似文献
13.
Han-Chin Liu 《Interactive Learning Environments》2013,21(4):433-446
This study investigated how the format of verbal instructions in computer simulations and prior knowledge (PK) affected 8th graders' cognitive load (CL) level and achievement in a multimedia learning environment. Although PK was not found to significantly affect student performance and CL level, instruction format was found to impact both. Students who used narrative simulations were found to have a greater CL but also to perform better than those using simulations with on-screen text instructions. However, no significant differences were found between the cognitive efficiency of the two groups. The difficulty of the subject matter and limitations in students' prior content-related knowledge may have increased the intrinsic CL, such that students had difficulty in interpreting the content even if their PK was relatively high. The narrative instructions were more likely than the on-screen text information to reduce the extraneous CL and promote understanding of content. A new measure of cognitive processing is needed to identify the types of CL involved in e-learning and determine the properties of adequate e-learning materials. Finally, the findings of the study are discussed and suggestions for future studies and instructional design are provided. 相似文献
14.
Sexual health is a controversial science topic that has received little attention in the field of science education, despite its direct relevance to students' lives and communities. Moreover, research from other fields indicates that a great deal remains to be learned about how to make school learning about sexual health influence the real‐life choices of students. In order to provide a more nuanced understanding of young people's decision‐making, this study examines students' talk about sexual health decision‐making through the lens of identities. Qualitative, ethnographic research methods with twenty 12th grade students attending a New York City public school are used to illustrate how students take on multiple identities in relation to sexual health decision‐making. Further, the study illustrates how these identities are formed by various aspects of students' lives, such as school, family, relationships, and religion, and by societal discourses on topics such as gender, individual responsibility, and morality. The study argues that looking at sexual health decision‐making—and at decision‐making about other controversial science topics—as tied to students' identities provides a useful way for teachers and researchers to grasp the complexity of these decisions, as a step toward creating curriculum that influences them. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47:742–762, 2010 相似文献
15.
Students often hold strong attitudes regarding topics they encounter during their studies, and many instructors feel that these attitudes can have strong effects on students' performance. We characterized students' attitudes toward evolution and investigated the influence of students' attitudes (pre‐course and post‐course) regarding evolution on their performance in an evolution course, measured as their final grade. We found our students to hold positive attitudes toward evolution; these attitudes became more positive following the course. The most significant change in attitude occurred in the group of students initially undecided toward evolution. We also found that attitudes prior to the course had little influence on later achievement; however, at the end of the course, students' attitudes were positively related to final grades, although the effect was small. We argue that pedagogical techniques directly addressing students' attitudes help reduce the influence of attitudes (especially prior attitudes) on achievement. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 7–24, 2006 相似文献
16.
Karen Pine David Messer Kate St. John 《Research in Science & Technological Education》2013,31(1):79-96
The study examines the effects of Piagetian‐like tasks' characteristics on the performance of these tasks by different age group students. The tasks were taken from a developed and validated test (Shemesh, 1983) which measures students' reasoning skills in six cognitive operations: conservation, proportions, control of variables, probability, combinations and correlations. Subjects were seventh, ninth and twelfth grade students, enrolled in two urban schools. Three different 3X2 factorial research design experiments, with three levels of students age and two versions of the test in each experiment, were set up for this study. Experiment 1 tested the effect of the method of task presentation (video‐taped demonstrations versus paper‐and‐pencil tasks with illustrations). Experiment 2 tested the effect of questionnaire format (multiple‐choice versus short essay questions) and experiment 3 tested the effect of the numerical content (integer ratio like 1:2, 1:3 versus noninteger ratio like 2:3, 3:5) on different age group students' responses. 相似文献
17.
Probabilistic Cues to Grammatical Category in English Orthography and Their Influence During Reading
We investigated probabilistic cues to grammatical category (noun vs. verb) in English orthography. These cues are located in both the beginnings and endings of words—as identified in our large-scale corpus analysis. Experiment 1 tested participants' sensitivity to beginning and ending cues while making speeded grammatical classifications. Experiment 2 tested sensitivity to these cues during lexical decisions. For both tasks, words with consistent ending cues (with respect to grammatical category) were processed more quickly and with lower error rates than words with inconsistent ending cues. However, for beginnings, consistent cues resulted in lower errors but no differences in response times. The data reported here point to the multifaceted nature of grammatical category representation and indicate that probabilistic orthographic cues relating to grammatical category have a clear influence on lexical processing particularly when these cues are located at the end of the word. 相似文献
18.
In the present paper a model of self-fulfilling prophecy effects in media-based learning was developed and tested. The central model assumption was that information about an instructional medium's quality affects students' academic achievement depending on the instructional content's relevance to the student. Experiment 1 (N = 100) demonstrated higher achievement in response to positive compared to negative information, but not the predicted moderating effect of content relevance. Using a revised relevance manipulation, Experiment 2 (N = 199) identified the following moderating function of content relevance: Under moderate relevance positive information led to higher achievement, under high relevance negative information resulted in higher achievement. No differences appeared under low relevance. Path analyses revealed students' cognitive effort as significant mediator for these effects. 相似文献
19.
The purpose of this study was to test a hypothesized model that specified direct and indirect linkages between the individual difference variables of epistemic beliefs, need for cognition, individual interest, and prior knowledge, the processing variables of effort, deeper-level strategies, and situational interest, and multiple-text comprehension. Using a path analysis approach with a sample of 279 Norwegian upper secondary school students, results indicated that students' effort and deeper-level strategies predicted their multiple-text comprehension, with the individual difference variables indirectly affecting multiple-text comprehension through their influence on effortful, adaptive multiple-text processing. In addition, students' prior knowledge about the topic of the texts seemed to affect their multiple-text comprehension directly as well as indirectly. Both theoretical and educational implications of the results are discussed. 相似文献
20.
David Gijbels Gerard van de Watering Filip Dochy 《Assessment & Evaluation in Higher Education》2005,30(1):73-86
The purpose of this study was to get more insight in the effects of written assessment tasks integrated in a problem‐based learning environment. Both the influence on students' performances and students' perceptions were investigated. Students' final exam results were used to find out whether students who make the assessment tasks do better than students who do not. Answers from questionnaires and semi‐structured interviews were used to discover the most important concerns in students' and teachers' perceptions of the assessment tasks. The results indicate that making the assessment tasks had positive influence on the students' overall performance. From the questionnaires and interviews it appears that both the students and the teachers see the benefits of the assessment tasks. It is concluded that small steps in the change of the assessment system can result in relatively big changes in students' learning and results. 相似文献