共查询到20条相似文献，搜索用时 78 毫秒
1.
Jason K. McDonald Andrew S. Gibbons 《Educational technology research and development : ETR & D》2009,57(3):377-392
In this paper we describe the criteria of Technology I, II, and III, which some instructional theorists have proposed to describe the differences between a formulaic and a reflective approach
to solving educational problems. In a recent study, we applied these criteria to find evidence of a technological gravity that pulls practitioners away from reflective practices into a more reductive approach. We compared published reports of
an innovative instructional theory, problem-based learning, to the goals of the theory as it was originally defined. We found
three reasons for technological gravity, as well as three approaches some practitioners have used to avoid this gravity. We
recommend that instructional technologists adopt our three approaches, as well as the criteria of Technology III, so they
may better develop instruction of a quality consistent with the innovative instructional principles they claim, and that best
characterizes the goals they have for their practice.
相似文献
| Andrew S. GibbonsEmail: |
2.
Monica W. Tracey 《Educational technology research and development : ETR & D》2009,57(4):553-571
This is a report of one case of a design and development research study that aimed to validate an overlay instructional design
model incorporating the theory of multiple intelligences into instructional systems design. After design and expert review
model validation, The Multiple Intelligence (MI) Design Model, used with an Instructional Systems Design (ISD) Model, was
tested for use by four practicing instructional designers. Instruction developed for learners using this model was then evaluated
measuring post-test and attitudinal scores with 102 participants. This report also provides a reflection on the lessons learned
in conducting design and development research on model validation. The procedures and findings have implications for the processes
involved in instructional design model validation through designer use and program implementation.
相似文献
| Monica W. TraceyEmail: |
3.
Bringing the Classroom to the Web: Effects of Using New Technologies to Capture and Deliver Lectures
Technology expands instructional options for faculty, and this study examines the differential learning effects of offering
a lecture on physics to students in a traditional classroom versus internet video formats. Based on an experiment conducted
in a natural educational context, results indicate enhanced transfer of lecture information in the video formats relative
to the live condition, with students also responding more positively to personalized video presentation.
相似文献
| Eric L. DeyEmail: |
4.
Fredrick D. Pociask Gary R. Morrison 《Educational technology research and development : ETR & D》2008,56(4):379-399
In this study, we examined the effectiveness of instructional materials designed to control redundancy and split attention
in the teaching of complex orthopedic physical therapy skills. Participants included 41 first-year physical therapy students.
The modified instruction group received a modified unit of instruction designed to reduce cognitive load, while the control
group received a traditionally designed unit of instruction. Four hypotheses were tested relating to achievement on cognitive
and psychomotor tests, ratings of cognitive load, and task completion times. The multivariate analysis yielded significant
results for three of the four hypotheses (ES = +0.52). As predicted, the participants receiving the modified instructional
materials scored significantly higher on the written post-test and psychomotor tasks, while reporting a lower level of cognitive
load on both tasks. These results suggest that designers can increase the germane cognitive load by reducing the extraneous
cognitive load through good instructional and message design practices.
相似文献
| Gary R. Morrison (Corresponding author)Email: |
5.
Ji Shen Patrick C. Gibbons John F. Wiegers Ann P. McMahon 《Journal of Science Teacher Education》2007,18(3):431-459
We present a practical way of adapting and using four research-based assessments for different purposes in an electricity
and magnetism course for K-8 science teachers. The course is designed to accomplish conceptual change toward accepted scientific
conceptions as well as introducing teachers to materials and activities appropriate for their classrooms. Our data support
that using the research-based tests to identify alternative conceptions and discuss test results with teachers is a promising
way to use the knowledge of alternative conceptions in professional development. We also identify some mismatches between
the research of conceptual change and its use in programs of professional development.
相似文献
| Ji ShenEmail: |
6.
Faculty experiences of innovative approaches to learning and the changes to their knowledge emerging from such experiences
constitute an important area of inquiry that has to date largely been ignored or has been approached with research methods
ill-suited to examining such experiences. This paper adopts interpretative meta-ethnography as its research framework to investigate
the changes to faculty knowledge that occur when they adopt problem-based learning (PBL). The paper presents themes that emerged
through the analysis and argues for future inquiry.
相似文献
| Claire Howell MajorEmail: |
7.
Alandeom W. Oliveira Huseyin Colak Valarie L. Akerson 《Cultural Studies of Science Education》2009,4(1):89-132
In this study we examine how elementary teachers in Brazil and Turkey approached the translation and subsequent classroom
implementation of an instructional activity that promotes environmental awareness through a combination of student role playing
and teacher oral delivery of an environmental story about river pollution. A discourse analysis showed that translation into
Portuguese was literal, an approach that fostered a classroom implementation that emphasized detached transmission of knowledge
(the teacher frequently interrupted her delivery to provide textual, contextual and recontextualizing information to students).
In contrast, translation into Turkish was free, that is, with many modifications that led to a decontextualized and detached
text. Implementation of this text was focused on the creation of student involvement, being dominated by oral strategies such
as religious analogies (heaven and hell), and parallel repetitions of statements of shared guilt. Based on these findings,
it was concluded that neither translation promoted an equivalent form of environmental instruction (i.e., involved transmission
of environmental knowledge). Furthermore, an argument is made that effective translation requires that original and translated
curricula foster analogous levels of involvement (or detachment) as well as equivalent forms of classroom relationships and
social roles (pragmatic equivalence).
相似文献
| Alandeom W. OliveiraEmail: |
8.
Alandeom W. Oliveira Huseyin Colak Valarie L. Akerson 《Cultural Studies of Science Education》2009,4(1):149-155
We would like to thank our commentators Reis, Ercikan and Alper for their insightful comments on our research study and respond
in brief to a few of their criticisms. More specifically, we would like to address what we consider to be the three main issues
they raise with regard to the practices of curriculum translation and implementation across languages, namely viewing speakers’
intentions as a mode of signification in discourse analysis, exploring curriculum translation through an interpretive research
approach, and establishing the validity of research on curriculum translation.
相似文献
| Alandeom W. OliveiraEmail: |
9.
10.
Wolff-Michael Roth’s In Search of Meaning and Coherence: A Life in Research, presents a selection of his previously published key works layered with current commentary and analysis. In this book review,
we explore themes that emerge through the text to trace Roth’s development as a theoretician and as a researcher. We recommend
this book for all those who are interested in Wolff-Michael Roth and the trajectory of his career, in particular those who
are just beginning their journey towards academic scholarship.
相似文献
| Christina SiryEmail: |
11.
This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning
(ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central
Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’
special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results
suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers
perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications
for science teacher preservice and inservice education in regard to working with language minority students.
相似文献
| Jacqueline T. McDonnoughEmail: |
12.
David F. Feldon 《Educational Psychology Review》2007,19(2):91-110
Instruction on problem solving in particular domains typically relies on explanations from experts about their strategies.
However, research indicates that such self-reports often are incomplete or inaccurate (e.g., Chao & Salvendy, 1994; Cooke & Breedin, 1994). This article evaluates research on experts’ cognition, the accuracy of experts’ self-reports, and the efficacy of instruction
based on experts’ self-reports. Analysis of this evidence indicates that experts’ free recall of strategies introduces errors
and omissions into instructional materials that hinder student success. In contrast, when experts engage in structured knowledge
elicitation techniques (e.g., cognitive task analysis), the resultant instruction is more effective. Based on these findings,
the article provides a theoretical explanation of experts’ self-report errors and discusses implications for the continued
improvement of instructional design processes.
相似文献
| David F. FeldonEmail: |
13.
In this article, themost relevant literature on cognitive aging and instructional design is merged to formulate recommendations for designing computer-based training material aimed at elderly learners. The core message is that researchers and instructional designers do not need to develop special computerized instruction for older adults. Rather, existing principles of general instructional and multimedia design can be evaluated and used to accommodate the needs of elderly learners. Particular attention is given to John Sweller’s Cognitive Load Theory (CLT) and Richard Mayer’s Cognitive Theory of Multimedia Learning (CTML). It is argued that these instructional theories bear important benefits for older learners because they support an efficient use of available cognitive resources. New research directions are suggested to test the implications of these theories for learning in old age.
相似文献
| Pascal W. M. Van GervenEmail: |
14.
Calvin Kalman 《Science & Education》2009,18(1):25-31
The whole mode of Galileo’s discovery of the Law of Inertia is an excellent exemplar of the Nature of Science. The law can,
moreover be shown to be a direct consequence of the hypothesis that space is homogeneous and isotropic and time is homogeneous
相似文献
| Calvin KalmanEmail: |
15.
Richard Goldsworthy Nancy Schwartz Sasha Barab Anita Landa 《Educational technology research and development : ETR & D》2007,55(6):597-625
This article describes the development and evaluation of STARstreams, a pilot effort to utilize videos and online discussions
in a conflict resolution curriculum that acknowledges the inherent socio-personal aspects of conflict. The STARstreams curricula
includes a set of video-based scenarios depicting conflict situations and potential resolutions to those conflicts, a web-based
conferencing system for cross-classroom discussion of the scenarios, and a handbook to guide teacher implementation of the
curriculum. These materials were evaluated in a 2-week field trial with four geographically diverse 5th and 6th grade classrooms.
The experimental STARstreams curriculum was well-received by participating students and teachers, engendered extensive participation
in online discussions about the scenarios, and had a statistically significant effect on measures of social problem solving,
self-efficacy toward conflict resolution, and perceived value and satisfaction with the materials. The overall program and
its development are described; classroom experiences, online discussion, and quantitative outcome measures are presented;
and implications for future efforts are discussed.
相似文献
| Richard GoldsworthyEmail: |
16.
Peter Wood 《Academic Questions》2007,20(4):277-294
This essay on the ethical mission of the university explores extremes of anti-social behavior, visiting numerous crime scenes
before concluding that contemporary higher education has lost the capacity—and even the language—for taking character development
seriously. In his attempt to determine whether coincidently traditional-liberationist-diversiphilic-apathetic colleges can
morally improve their charges, Peter Wood collects a wrenching compendium of violent academic mayhem.
相似文献
| Peter WoodEmail: |
17.
The purpose of the study was to investigate the reliability and validity of a Turkish adaptation of an existing instrument
for measuring teacher interpersonal behaviour. The Questionnaire on Teacher Interaction (QTI) maps teacher behaviour in terms
of two dimensions: Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). A sample of 674 students from
24 classes (Grades 9–11) of experienced teachers in two Turkish secondary schools participated in the study. Development of
the instrument involved several steps: translation and back translation by teacher educators; piloting of different versions
while refining the items; interviews with students and teachers to establish the importance of teacher interpersonal behaviour
in the Turkish context; and a final administration of the questionnaire to the sample described. Interview data and statistical
analyses supported the reliability and validity of the instrument. Turkish teachers were perceived by their students as very
cooperative and moderately dominant.
相似文献
| Jale CakirogluEmail: |
18.
Konstantinos Tatsis Sonia Kafoussi Chrysanthi Skoumpourdi 《Early Childhood Education Journal》2008,36(3):221-226
In this paper we analyse the language used by kindergarten children and their teacher while they discuss the fairness of two
games that involved the concept of chance. Their discussions show that the children are able to overcome their primary intuitions
concerning the fairness of a game and to comprehend the important role of materials. The children mostly used counting strategies
in order to justify their opinion; this reveals the establishment of a primary discursive community based on the premise that
each opinion should be justified in order to be accepted by the other children and the teacher.
相似文献
| Chrysanthi SkoumpourdiEmail: |
19.
A Reconsideration of Cognitive Load Theory 总被引：6，自引：1，他引：5
Cognitive load theory has been very influential in educational psychology during the last decade in providing guidelines for
instructional design. Whereas numerous empirical studies have used it as a theoretical framework, a closer analysis reveals
some fundamental conceptual problems within the theory. Various generalizations of empirical findings become questionable
because the theory allows different and contradicting possibilities to explain some empirical results. The article investigates
these theoretical problems by analyzing the conceptual distinctions between different kinds of cognitive load. It emphasizes
that reduction of cognitive load can sometimes impair learning rather than enhancing it. Cognitive load theory is reconsidered
both from the perspective of Vygotski’s concept of the zone of proximal development and from the perspective of research on
implicit learning. Task performance and learning are considered as related, but nevertheless fundamentally different processes.
Conclusions are drawn for the further development of the theory as well as for empirical research and instructional practice.
相似文献
| Wolfgang SchnotzEmail: |
20.
Graeme C. Rose 《Journal of Educational Change》2007,8(3):207-233
A model examining psychological empowerment, transformational leadership and innovation for school principals is proposed
and tested within a Site (School)-Based Management environment. Developed from management literature, the model was adapted
for state school principals experiencing increased decision-making powers and accountability. Empirical results provide a
level of support for the model. ‘Role clarity’ and ‘access to resources’ were found to exert a positive influence on principals’
feelings of empowerment, though the value placed by principals on strategic information was found to have a slightly negative
influence. The influence of empowerment on transformational leadership was not found to be as strong as anticipated. The paper
includes a discussion of the implications of these findings for theory and policy development.
相似文献
| Graeme C. RoseEmail: |